Teacher's Guide PDF

+0"/"4*-7"t7"4$0$045"t$"30-:/-&4-*&
TEACHER’S GUIDE
Planning chart
Lesson guides
Activities with flashcards
and mini-flashcards
Games
5SBOTDSJQUT
Assessment
Unit assessment files
1IPUPDPQJBCMFNBUFSJBMT
Poster word cards
ADFHDFAHFDAHFDSHFGHAAHDH
JOANA SILVA • VASCO COSTA • CAROLYN LESLIE
TEACHER’S GUIDE
Table of contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Planning chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson guides
Welcome Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 1 Autumn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Unit 2 Winter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Unit 3 Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Unit 4 Summer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Celebrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Activities with flashcards and mini-flashcards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Assessment
Assessment in the Young Learner Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Formative Assessment Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Answer keys for Unit Assessment Files. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Assessment Files Record Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Unit Assessment Files
Welcome Assessment File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Unit 1 Assessment File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Photocopiable materials
The Lonely Scarecrow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Make your Family Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Why the Pine Tree Stays Green in Winter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Spinners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
The Three Little Butterfly Brothers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
The Three Little Butterfly Brothers – Puppets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
The Three Little Butterfly Brothers – Bookmark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Beauty and the Beast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Birthday Crown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Christmas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Poster word cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Introduction
Start! is a project designed for third year students who are vocabulary and structures, as well as an Extra Practice section
learning English in Primary School. designed to develop reading and writing skills.
To end the lessons, the students do one of a variety of closing
Start! introduces two main characters, Jack and Emily, who live
activities and sing The goodbye song.
in a town called Folkwood. Emily loves dancing and Jack loves
football. Throughout Start! you will follow the lives of these two L1 and L2 use
friends during a year – from autumn through winter, to spring
Try to speak as much English as possible and encourage your
and summer.
students to do the same, although there are occasions when
L1 might be more appropriate, for example, if a child is upset.
Components Let children speak L1, for example when they know an answer
but not in English or when they have something important to
• Student’s Book contribute but they don’t have the language, but try to recast
• Student’s Book – Teacher’s Edition (repeat) what they say in English so they know next time.
• Mini-flashcards L2 should be used to praise and encourage students and to
introduce new language. Both languages can be used to give
• Teacher’s Guide instructions, check understanding, create a positive classroom
• Activity Book atmosphere and introduce a game with complicated rules.
Remember the more English you use in class, the more exposure
• Storytelling Book your students have to the language, and the more confident they
• 2 Audio CDs will become about using it themselves.
• 20 Aula Digital (pen or CD-ROM, APP 20 Manual and online) Skills
• 72 Flashcards + 72 Word Cards Start! aims to develop all four language skills: listening, speaking,
• 4 Season Posters reading and writing, in a systematic and balanced way each lesson.
• School Poster Listening: Just as with young children learning their first
• Class Calendar Poster language, children learning English should start with a emphasis
• Board Game Poster on listening, and young learners need plenty of listening practice.
Listening to audio tapes is one way to bring the outside world
Methodology into the classroom but YOU are the main source of listening for
your learners – giving instructions, talking or telling stories , so
Unit structure
remember to maximise your use of English in the classroom.
The Student’s Book consists of an introductory unit (Welcome) Start! exposes students to a variety of listening materials
followed by four units related to the seasons (autumn, winter, including songs, chants, stories and dialogues, training the
spring and summer). These four units share common topics: an students to listen for gist, or specific information. A further
introduction, the weather, clothes, colours and seasonal activities. objective is to improve pronunciation.
There is an additional unit entitled Celebrations which can be used
by teachers when appropriate. Speaking: In Start! two main types of speaking activities are
used. Songs and chants encourage learners to mimic the models
Lesson structure they hear. This helps them master the sounds, rhythms, and
Each lesson begins with a Warm-up which consists of initial intonation of the English language through simple repetition. On
activities that get students thinking and focusing on the English the other hand, games and pair and group work, although always
language. based on a model, encourage learners to start manipulating the
The second step is Language Presentation, in which the language by presenting them with a certain amount of choice,
vocabulary and the structures of the lesson are introduced. First, albeit in a fairly controlled situation.
students listen to a short recorded dialogue or conversation, In order for any speaking activity to be successful, children need
then the language is practised using flashcards, realia or posters. to acknowledge that there is a real reason for asking a question
This is then further practised, often through a song followed by or giving a piece of information. Accordingly, Start! speaking
exercises to reinforce the language. activities provide a reason for speaking, whether to play a game
or to find out real information about friends in the class.
After these practice activities, there is either an Arts and Crafts or The errors students make during oral production should
a Playtime activity, which give further opportunities to practise be handled sensitively by the teacher. As the objective is to
the language, this time in a more fun way. motivate learners to use the language, over-zealous correction
The Activity Book offers additional activities to consolidate the by the teacher could have the opposite effect and discourage
L2 language use. One way to correct errors in speaking is to
4
reformulate what the students say i.e. simply say the word or language practice. They are an excellent means of repeating and
phrase correctly. Students should always be praised for their reinforcing chunks of language, and provide useful practice of
efforts regardless of the accuracy of the English produced. individual sounds and rhythm. Shy or slower learners feel more
secure doing such collaborative oral activities and more confident
Reading: Start! promotes reading opportunities through short about speaking in a foreign language.
dialogues and conversations which allow students to become Songs and chants present language in a natural context. Words
familiar with words and simple sentences. As it is important that in songs and chants are meaningful to the learner, and are
students do not focus on the individual words, illustrations help easily memorized. In addition, songs and chants provide many
students to achieve a general understanding of the texts used. possibilities for repetition and revision, both important mechanisms
in the acquisition of language. Songs and chants are also important
Writing: Start! provides writing activities which require students cultural elements, and by being exposed to this authentic material,
to write isolated words and simple sentences about themselves or pupils get to know more about the foreign culture.
familiar topics based on a model or simple clues. Most of the writing
practice is provided in the Activity Book. Circulate and monitor the Songs and chants are included in each unit of Start! allowing
students’ work, scaffolding their efforts and encouraging them to students to practise the vocabulary, language and structures in a
correct their own mistakes whenever possible. positive and fun atmosphere.
Cultural Bridge Games

While acquiring a second language it is natural that learners Games are effective because they provide motivation, lower
develop an interest in the culture associated with that language. students’ anxiety about using the language and give them
Language learning becomes more enriching for students when the opportunity for real communication. They are not just a
diversion, a break from routine activities, but are a way of getting
they develop cultural awareness by comparing their own culture
the students to use the language in a meaningful context.
with the second culture. Start! offers a Cultural Bridge section
Games may be competitive or cooperative and when students
in each unit, where students can continue to learn the target
are playing games they learn without realizing they are doing
language and at the same time acquire the second culture.
so. For this reason, Start! includes a game in many of the lessons,
either as part of the Playtime section or the in-book board game
Main Activities at the end of the main Units.
Stories
Storytelling is an integral part of Start! Storytelling provides a Arts and Crafts
valuable source of authentic language and is a natural way for Arts and Crafts activities are important to develop fine-motor
students to improve their literacy skills. It creates an entertaining skills, imagination, creativity and cooperation. They are also
atmosphere in the classroom and makes the process of teaching motivating as they give learners something they can take
and learning more motivating, interesting and interactive. There home or something which can be displayed on the classroom
are numerous reasons for using storytelling in your classroom, wall. Most importantly, they provide props students can use in
some of which are: language activities e.g to accompany a song or rhyme. Arts and
crafts activities are included in all the units as part of the lesson.
• it promotes a feeling of well being;
• it increases children’s willingness to communicate thoughts Scrapbook project
and feelings; Start! introduces a Scrapbook project, the aim of which is to
• it fosters awareness of one’s unique imagination and creativity; motivate students to create their own book of scraps and collages
about English language and culture, thereby developing their
• it builds self-confidence and integrates various skills (reading, knowledge of these topics. A Scrapbook is a way of compiling
listening, speaking, writing, grammar, vocabulary) into a single information about something. The goal here is to get students
activity; to compile information, in the form of cut-outs, related to
• it enhances reading, listening and critical thinking skills; English language and culture. Throughout the Student’s Book,
• it fosters teacher-learner collaboration and encourages empathy; ideas are given to students to help them with their project. Their
Scrapbook should be personal and illustrate what they think is
• it provides learners with comprehensible input to facilitate worth mentioning. It can be something as simple as the lyrics of a
language acquisition. song or a picture of their favourite band, or a glimpse at an iconic
For these reasons, Start! comes with a Storytelling Book comprising British monument, as the main idea is that the Scrapbook Project
of four stories, each of which relate to one of the four seasons. showcases “their” English.
Projects should be developed throughout the entire school year,
Songs and chants and Start! gives you a series of suggestions for times when they
Songs and chants provide enjoyable speaking, listening and can be shared and discussed in class.
5
6
Cultural
Unit Topic Language Skills Resources Metas Curriculares Term
Bridge
Greetings Greetings: Hello, Listening Student’s Book Domínio Intercultural (ID3):
Hi. Goodbye, Bye, 1. Conhecer-se a si e ao outro.
Arts and
See you later. Good Speaking 1. Identificar-se a si e aos outros.
Crafts section
morning, good 3. Conhecer algumas características do seu país e de outros países.
afternoon, good Reading Activity Book 1. Identificar diferentes países no mapa.
evening, good night. Léxico e Gramática (LG3):
How are you? I’m fine, Extra Practice 4. Conhecer vocabulário simples do dia a dia.
Writing
thank you. Nice to Flashcards 1. Reconhecer nomes próprios.
meet you. 2. Reconhecer nomes de alguns países.
Word Cards 3. Reconhecer diferentes origens.
Countries Countries: England, Mini-Flashcards 5. Identificar números até 20.
Wales, Scotland, The United 6. Identificar os dias da semana.
Northern Ireland, Kingdom CD 7. Identificar os meses do ano.
Australia, Ireland, New CD Rom 7. Conhecer, de forma implícita, algumas estruturas elementares do
Zealand, The United funcionamento da língua.
States of America, Teacher’s Guide 1. Usar lexical chunks ou frases que contenham: Personal Pronouns;
Canada, South Africa. Posters Prepositions of Time; The verb to be; The Present Simple; Question Words
Where’s/are (personal Compreensão Oral (L3):
pronoun) from? I’m Board Game 8. Compreender sons, entoações e ritmos da língua.
from… He’s/She’s Poster Word 1. Identificar sons e entoações diferentes na língua estrangeira por
from…; They’re Cards comparação com a língua materna.
from… 2. Identificar ritmos em rimas, chants e canções em gravações áudio e
WELCOME Photocopiable audiovisuais.
Materials 9. Compreender palavras e expressões simples. 1st
Origins Origins: English,
Welsh, Scottish, • Test A 1. Identificar diferentes formas de cumprimentar.
Countries • Test B
Australian, Irish, New with 2. Identificar diferentes formas de se despedir.
Zealander, American, English as the 3. Identificar diferentes formas de agradecer.
Canadian, South 6. Entender instruções breves dadas pelo professor.
official
African. What’s your 7. Identificar números e datas.
language
nationality? I’m…; 8. Reconhecer vocabulário simples referente aos temas estudados.
She/He is… Interação Oral (SI3):
11. Interagir com o professor, utilizando expressões/frases simples.
Personal 1. Cumprimentar.
identification: 2. Agradecer.
Name 3. Despedir-se.
Name: What’s your
4. Responder sobre identificação pessoal.
name? I’m…
6. Responder sobre temas previamente apresentados.
Produção Oral (SP3)
Surname Surname: What’s 12. Produzir, com ajuda, sons, entoações e ritmos da língua.
your surname? It’s… 1. Repetir as letras do alfabeto.
2. Repetir sons e vocábulos conhecidos e memorizados.
3. Pronunciar, com alguma clareza, palavras conhecidas.
Age Age: How old are
4. Repetir rimas, chants e canções ouvidas em meios áudio e audiovisuais.
you? I’m… How old is
13. Expressar-se, com vocabulário muito limitado, em situações
he/she? He’s/She’s
previamente preparadas.
1. Comunicar informação pessoal elementar.
Cultural
Bridge
Birthday Birthday: When’s Leitura (R3):
your birthday? In May. 14. Compreender palavras e frases simples.
1. Identificar números.
The alphabet 2. Identificar nomes de pessoas e de países.
3. Identificar vocabulário familiar.
4. Ler pequenas frases com vocabulário conhecido.
Numbers 1 Numbers: one, two, Escrita (W3):
to 10 three, four, five, six, 15. Utilizar, com ajuda, palavras conhecidas.
seven, eight, nine, 1. Legendar imagens.
ten. 2. Ordenar letras para escrever palavras associadas a imagens.
3. Preencher espaços lacunares, em frases simples, com palavras dadas.
16. Produzir, com ajuda, frases simples.
Days of the Days of the week: 2. Preencher espaços lacunares em postais e convites.
week Sunday, Monday,
Tuesday, Wednesday,
Thursday, Friday,
Saturday. On
Monday… Today is…
Months of the Months of the year:

year January, February,
March, April, May,
WELCOME June, July, August,
September, October,
November, December.
7
8
Cultural
Bridge
Autumn Autumn: leaf, Autumn Listening Student’s Book Domínio Intercultural (ID3):
mushroom, acorn, activities 1. Conhecer-se a si e ao outro.
pumpkin, squirrel, Arts and
in the UK: Speaking 4. Identificar vestuário e calçado.
tree, chestnut. It’s a… Crafts section
conkers 2. Conhecer o dia a dia na escola.
Reading Activity Book 1. Identificar objetos e rotinas na sala de aula.
Weather Weather: It’s cloudy. 3. Conhecer algumas características do seu país e de outros países.
It’s windy. It’s chilly. Extra Practice 2. Identificar climas distintos.
Writing
What’s the weather Flashcards 3. Identificar elementos da natureza.
like? It’s… 5. Identificar diferentes tipos de atividades associadas às estações do ano.
Word Cards Léxico e Gramática (LG3):
Clothes Clothes: jumper,
trousers, jacket, Mini-Flashcards 4. Conhecer vocabulário simples do dia a dia.
pyjamas, socks, 5. Identificar números até 20.
CD 5. Conhecer vocabulário relacionado com a escola.
shoes. What are
you wearing? I’m CD Rom 1. Identificar pessoas dentro da sala de aula.
wearing… 2. Identificar objetos dentro da sala de aula.
Teacher’s Guide 6. Conhecer vocabulário simples, de forma contextualizada, com base
Colours Colours: brown, Posters nas estações do ano.
orange, red, yellow, Poster words 1. Identificar vocabulário relacionado com o outono: condições
green, grey. cards climatéricas, vestuário e calçado, cores, atividades, festividades.
What colour is it? A 7. Conhecer, de forma implícita, algumas estruturas elementares do
jumper/Two jumpers Board Game funcionamento da língua.
It’s a green leaf. Photocopiable 1. Usar lexical chunks ou frases que contenham: Nouns in the singular and
1 Materials in the plural; Adjectives; Determiners; Personal Pronouns; Prepositions of
Numbers 11 to 20 Numbers: eleven, Place; The Imperative; The verb to be; The verb to have (got); The Present 1st
AUTUMN twelve, thirteen, • Test A
• Test B Simple; The Present Continuous; Question Words.
fourteen, fifteen,
Compreensão Oral (L3):
sixteen, seventeen,
eighteen, nineteen, 8. Compreender sons, entoações e ritmos da língua.
twenty. How many 2. Identificar ritmos em rimas, chants e canções em gravações áudio e
(acorns) have you got? audiovisuais.
I’ve got 20 (acorns). 9. Compreender palavras e expressões simples.
4. Identificar diferentes formas de elogiar e de incentivar.
School: School objects: 5. Entender formas de elogiar e de rejeitar.
pen, pencil, rubber, 6. Entender instruções breves dadas pelo professor.
School objects ruler, book, crayons, 7. Identificar números e datas.
pencil sharpener, 8. Reconhecer vocabulário simples referente aos temas estudados.
glue, pencil case, Interação Oral (SI3):
schoolbag, desk, chair, 11. Interagir com o professor, utilizando expressões/frases simples.
teacher, student. 6. Responder sobre temas previamente apresentados.
What is it? It’s a… Produção Oral (SP3):
This is my… That’s 12. Produzir, com ajuda, sons, entoações e ritmos da língua.
your… How many…? 2. Repetir sons e vocábulos conhecidos e memorizados.
There’s… There are…. 3. Pronunciar, com alguma clareza, palavras conhecidas.
Where’s my pencil? It’s 4. Repetir rimas, chants e canções ouvidas em meios áudio e audiovisuais.
in/on/under/near the
schoolbag. The pen is
in the pencil case.
Cultural
Bridge
Classroom Classroom Leitura (R3):
language language: stand 14. Compreender palavras e frases simples.
up; sit down; open 3. Identificar vocabulário familiar.
your book; close your 4. Ler pequenas frases com vocabulário conhecido.
book please; be quiet; Escrita (W3):
listen; Can I sharpen 15. Utilizar, com ajuda, palavras conhecidas.
my pencil?; Can I go 1. Legendar imagens.
to the toilet? 2. Ordenar letras para escrever palavras associadas a imagens.
1 16. Produzir, com ajuda, frases simples.
Activities: collecting 1. Ordenar palavras para escrever frases. 1st
AUTUMN Activities
leaves; picking
mushrooms;
collecting acorns;
jumping in a pile of
leaves; flying a kite,
eating chestnuts.
What’s your favourite
autumn activity? I
like…
The Lonely Scarecrow Listening Storytelling Léxico e Gramática (LG3):
Book 6. Conhecer vocabulário simples, de forma contextualizada, com base
Speaking nas estações do ano.
Activity Book 1. Identificar vocabulário relacionado com o outono: condições
Reading
Teacher’s Guide climatéricas, vestuário e calçado, cores, atividades, festividades.
Writing Compreensão Oral (L3):
CD Rom 9. Compreender palavras e expressões simples.
Photocopiable 6. Entender instruções breves dadas pelo professor.
Materials 8. Reconhecer vocabulário simples referente aos temas estudados.
Interação Oral (SI3):
Produção Oral (SP3):
Storytelling 12. Produzir, com ajuda, sons, entoações e ritmos da língua.
Leitura (R3):
14. Compreender palavras e frases simples.
Escrita (W3):
15. Utilizar, com ajuda, palavras conhecidas.
1. Legendar imagens.
9
10
Cultural
Bridge
Winter Winter: snowman, Groundhog Listening Student’s Book Domínio Intercultural (ID3):
sledge, snowflake, snow, Day 1. Conhecer-se a si e ao outro.
Speaking Arts and
ice, umbrella, snowflake/ 2. Identificar elementos da família restrita e alargada.
Crafts section
snowflakes. Reading 4. Identificar vestuário e calçado.
Activity Book 2. Conhecer o dia a dia na escola.
Writing 3. Identificar alguns meios de transporte.
Extra Practice 3. Conhecer algumas características do seu país e de outros países.
Weather Weather: It’s rainy. It’s
stormy. It’s snowy. It’s Flashcards 2. Identificar climas distintos.
cold. What’s the weather 3. Identificar elementos da natureza.
like? It’s. Word cards 4. Identificar festividades do ano.
Mini-Flashcards 5. Identificar diferentes tipos de atividades associadas às estações do ano.
Léxico e Gramática (LG3):
Clothes: boots, coat, CD 4. Conhecer vocabulário simples do dia a dia.
Clothes
scarf, gloves, earmuffs, CD Rom 4. Identificar membros da família restrita e alargada.
wooly hat. What’s he/ 5. Conhecer vocabulário relacionado com a escola.
she wearing? He’s/She’s Teacher’s Guide 4. Identificar meios de transporte de e para a escola.
wearing… Posters 6. Conhecer vocabulário simples, de forma contextualizada, com base
nas estações do ano.
Board Game 2. Identificar vocabulário relacionado com o inverno: condições
Colours Colours: black, white, Photocopiable climatéricas, vestuário e calçado, cores, atividades, festividades.
blue, purple, pink. He’s/ Materials 7. Conhecer, de forma implícita, algumas estruturas elementares do
She’s wearing a purple • Test A funcionamento da língua.
2 scarf. 1. Usar lexical chunks ou frases que contenham: Nouns in the singular and
• Test B 2nd
WINTER in the plural; Adjectives; Personal Pronouns; The verb to be; The verb to
have (got); The Present Simple; The Present Continuous; Question Words.
Activities Activities: running Compreensão Oral (L3):
in the snow; riding a 8. Compreender sons, entoações e ritmos da língua.
sledge; skiing; throwing 1. Identificar sons e entoações diferentes na língua estrangeira por
snowballs; making a comparação com a língua materna.
snowman; drinking hot 2. Identificar ritmos em rimas, chants e canções em gravações áudio e
chocolate. I hate skiing. I audiovisuais.
love throwing snowballs. 9. Compreender palavras e expressões simples.
4. Identificar diferentes formas de elogiar e de incentivar.
6. Entender instruções breves dadas pelo professor.
Numbers 21 Numbers: twenty-one, 7. Identificar números e datas.
to 30 twenty-two, twenty- 8. Reconhecer vocabulário simples referente aos temas estudados.
three, twenty-four, Interação Oral (SI3):
twenty-five, twenty-six, 11. Interagir com o professor, utilizando expressões/frases simples.
twenty-seven, twenty- 6. Responder sobre temas previamente apresentados.
eight, twenty-nine, Produção Oral (SP3)
thirty. How many…? 12. Produzir, com ajuda, sons, entoações e ritmos da língua.
4. Repetir rimas, chants e canções ouvidas em meios áudio e
audiovisuais.
Cultural
Bridge
Family Family: father, Leitura (R3):
mother, sister, 14. Compreender palavras e frases simples.
brother, grandfather, 3. Identificar vocabulário familiar.
grandmother, uncle, 4. Ler pequenas frases com vocabulário conhecido.
aunt, cousin. This is Escrita (W3):
my…Have you got…? 15. Utilizar, com ajuda, palavras conhecidas.
Yes, I have. No, I haven’t. 1. Legendar imagens.
2 I’ve got… She’s/He’s 2. Ordenar letras para escrever palavras associadas a imagens. 2nd
WINTER got… 3. Preencher espaços lacunares, em frases simples, com palavras dadas.
1. Ordenar palavras para escrever frases.
Transport Transport: bus, car,
motorbike, bicycle. How
do you go to school?
By…
Why the Pine Tree Stays Green in Winter Listening Storytelling Léxico e Gramática (LG3):
Book 6. Conhecer vocabulário simples, de forma contextualizada, com base
Speaking
nas estações do ano.
Activity Book
Reading 2. Identificar vocabulário relacionado com o inverno: condições
Teacher’s Guide climatéricas, vestuário e calçado, cores, atividades, festividades.
Writing Compreensão Oral (L3):
CD Rom 9. Compreender palavras e expressões simples.
10. Exprimir-se, com a ajuda e de forma adequada, em diferentes
contextos.
1. Utilizar expressões/interjeições para expressar alegria e surpresa
Storytelling 6. Responder sobre temas previamente apresentados.
12. Produzir, com ajuda, sons, entoações e ritmos da língua.
Leitura (R3):
Escrita (W3):
11
12
Cultural
Bridge
Spring Spring: bird, rainbow, The Listening Student’s Book Domínio Intercultural (ID3):
butterfly, bee, flower, Leprechaun. 1. Conhecer-se a si e ao outro.
Speaking Arts and Crafts
nest, frog, grass. It’s a… 4. Identificar vestuário e calçado.
section
Reading 2. Conhecer o dia a dia na escola.
Weather Weather: It’s warm. It’s Activity Book 2. Identificar jogos e brincadeiras.
misty. It’s showery. What’s Writing 3. Conhecer algumas características do seu país e de outros países.
the weather like? It’s… Extra Practice 2. Identificar climas distintos.
Flashcards 3. Identificar elementos da natureza.
Clothes: dress, shirt, 5. Identificar diferentes tipos de atividades associadas às estações do ano.
Clothes blouse, tracksuit, trainers, Word cards Léxico e Gramática (LG3):
sandals. What are you
wearing? I’m wearing… Mini-Flashcards 5. Conhecer vocabulário relacionado com a escola.
3. Identificar atividades e jogos dentro e fora da sala de aula.
What’s he/she wearing? CD 6. Conhecer vocabulário simples, de forma contextualizada, com base nas
He’s/She’s wearing… estações do ano.
CD Rom
3. Identificar vocabulário relacionado com a primavera: condições climatéricas,
Teacher’s Guide vestuário e calçado, cores, atividades, festividades.
Colours: red, orange, Posters 7. Conhecer, de forma implícita, algumas estruturas elementares do
Colours yellow, green, blue, Poster words funcionamento da língua.
purple, pink, black, cards 1. Usar lexical chunks ou frases que contenham: Nouns in the singular and in
brown, white, grey. It’s a the plural; Adjectives; Personal Pronouns; The verb to be; The verb to have
green frog. What’s your Board Game (got); The Present Simple; The Present Continuous; Question Words.
favourite colour? It’s red. I Photocopiable Compreensão Oral (L3):
3 like blue. 8. Compreender sons, entoações e ritmos da língua.
Materials 2nd / 3rd
SPRING • Test A 2. Identificar ritmos em rimas, chants e canções em gravações áudio e
Activities: picking • Test B audiovisuais.
Activities flowers; having a picnic; 9. Compreender palavras e expressões simples.
doing the gardening; 1. Identificar diferentes formas de cumprimentar.
riding a bike. He’s riding 2. Identificar diferentes formas de se despedir.
a bike. They’re having a 3. Identificar diferentes formas de agradecer.
picnic. 5. Identificar formas de aceitar e de rejeitar.
School activities: 8. Reconhecer vocabulário simples referente aos temas estudados.
School reading; writing; singing; Interação Oral (SI3):
activities dancing; playing hide and 10. Exprimir-se, com a ajuda e de forma adequada, em diferentes
seek; playing hopscotch; contextos.
playing football; playing 1. Utilizar expressões/interjeições para expressar alegria e surpresa
tag; skipping; playing 11. Interagir com o professor, utilizando expressões/frases simples.
marbles. I like singing. 5. Responder sobre preferências pessoais.
He loves playing football. 6. Responder sobre temas previamente apresentados.
He likes playing marbles. Produção Oral (SP3):
He hates playing tag. 12. Produzir, com ajuda, sons, entoações e ritmos da língua.
1. Repetir as letras do alfabeto.
4. Repetir rimas, chants e canções ouvidas em meios áudio e audiovisuais.
Cultural
Bridge
13. Expressar-se, com vocabulário muito limitados, em situações
previamente preparadas.
1. Comunicar informação pessoal elementar.
Leitura (R3):
3 4. Ler pequenas frases com vocabulário conhecido.
Escrita (W3): 2nd / 3rd
SPRING 15. Utilizar, com ajuda, palavras conhecidas.
2. Ordenar letras para escrever palavras associadas a imagens.
2. Preencher espaços lacunares em postais e convites.
The Three Little Butterfly Brothers Listening Storytelling Léxico e Gramática (LG3):
Book 6. Conhecer vocabulário simples, de forma contextualizada, com base nas
Speaking
Activity Book estações do ano.
Reading 3. Identificar vocabulário relacionado com a primavera: condições climatéricas,
Teacher’s Guide vestuário e calçado, cores, atividades, festividades.
CD Rom Compreensão Oral (L3):
9. Compreender palavras e expressões simples.
10. Exprimir-se, com a ajuda e de forma adequada, em diferentes
contextos.
Storytelling 1. Utilizar expressões/interjeições para expressar alegria e surpresa.
5. Responder sobre preferências pessoais.
Leitura (R3):
13
14
Cultural
Bridge
Summer Summer: beach, sun, The Listening Student’s Book Domínio Intercultural (ID3):
sea, sand, ice cream, Notting Hill 1. Conhecer-se a si e ao outro.
boat. It’s a… Carnival 3. Identificar animais de estimação.
section
Reading 4. Identificar vestuário e calçado.
Activity Book 3. Conhecer algumas características do seu país e de outros países.
Writing 2. Identificar climas distintos.
Weather Weather: It’s sunny. It’s
Extra Practice 3. Identificar elementos da natureza.
hot. It’s breezy. What’s
the weather like? It’s… Flashcards 4. Identificar festividades do ano.
5. Identificar diferentes tipos de atividades associadas às estações do ano.
Word cards Léxico e Gramática (LG3):
Clothes Clothes: shorts, skirt, Mini-Flashcards 6. Conhecer vocabulário simples, de forma contextualizada, com base nas
T-shirt, swimsuit, cap, estações do ano.
sunglasses. What are you CD 4. Identificar vocabulário relacionado com o verão: condições climatéricas,
wearing? I’m wearing CD Rom vestuário e calçado, cores, atividades.
shorts. What’s he/she 7. Conhecer, de forma implícita, algumas estruturas elementares do
wearing? He’s/She’s Teacher’s Guide funcionamento da língua.
wearing a blue T-shirt. In Posters 1. Usar lexical chunks ou frases que contenham: Nouns in the singular and in the
my bag, there are… plural; Adjectives; Determiners; Personal Pronouns; The verb to be; The verb to
Board Game have (got); The Present Simple; The Present Continuous; Question Words.
Photocopiable Compreensão Oral (L3):
Colours Colours: red, orange, Materials 8. Compreender sons, entoações e ritmos da língua.
yellow, green, blue, • Test A 2. Identificar ritmos em rimas, chants e canções em gravações áudio e audiovisuais.
4 purple, pink, black, 9. Compreender palavras e expressões simples.
• Test B
SUMMER brown, white, grey. It’s a 3. Identificar diferentes formas de agradecer.
yellow boat. 5. Identificar formas de aceitar e de rejeitar.
8. Reconhecer vocabulário simples referente aos temas estudados.
Activities Activities: going Interação Oral (SI3):
camping; building a 10. Exprimir-se, com a ajuda e de forma adequada, em diferentes contextos.
sandcastle; eating ice 1. Utilizar expressões/interjeições para expressar alegria e surpresa
cream; swimming; 11. Interagir com o professor, utilizando expressões/frases simples.
collecting seashells. He’s/ 6. Responder sobre temas previamente apresentados.
She’s swimming. They’re Produção Oral (SP3):
building a sandcastle. 12. Produzir, com ajuda, sons, entoações e ritmos da língua.
Pets Pets: dog, cat, fish, 4. Repetir rimas, chants e canções ouvidas em meios áudio e audiovisuais.
turtle, bird, mouse, 13. Expressar-se, com vocabulário muito limitados, em situações previamente
rabbit. I’ve got... I haven’t preparadas.
got... Have you got…? 1. Comunicar informação pessoal elementar.
Yes, I have. No, I haven’t. Leitura (R3):
Cultural
Bridge
Escrita (W3):
4
SUMMER 16. Produzir, com ajuda, frases simples.
1. Ordenar palavras para escrever frases.
2. Preencher espaços lacunares em postais e convites.
Léxico e Gramática (LG3):

6. Conhecer vocabulário simples, de forma contextualizada, com base nas
estações do ano.
4. Identificar vocabulário relacionado com o verão: condições climatéricas,
vestuário e calçado, cores, atividades.
Compreensão Oral (L3):
9. Compreender palavras e expressões simples.
Storytelling
Book
8. Reconhecer vocabulário simples referente aos temas estudados.
Listening Activity Book Interação Oral (SI3):
Speaking Teacher’s 11. Interagir com o professor, utilizando expressões/frases simples.
Storytelling Book Beauty and The Beast 5. Responder sobre preferências pessoais.
Reading Guide 6. Responder sobre temas previamente apresentados.
Writing CD Rom Produção Oral (SP3)
Photocopiable
Materials
Leitura (R3):
Escrita (W3):
15
16
Cultural
Bridge
Birthdays Birthdays: Birthdays Listening Student’s Book Domínio Intercultural (ID3):
cake, candle, 3. Conhecer algumas características do seu país e de outros países.
balloon, Halloween 4. Identificar festividades do ano.
section
present, paper Reading Léxico e Gramática (LG3):
hat. Happy Thanksgiving Activity Book 4. Conhecer vocabulário simples do dia a dia.
birthday! Writing
CD 7. Identificar os meses do ano.
When’s your Christmas
birthday? In 6. Conhecer vocabulário simples, de forma contextualizada, com base nas
CD Rom
April. Valentine’s estações do ano.
Day Poster 1. Identificar vocabulário relacionado com o outono: condições climatéricas,
Teacher’s vestuário e calçado, cores, atividades, festividades.
Halloween Halloween: Guide 2. Identificar vocabulário relacionado com o inverno: condições climatéricas,
Father’s Day
witch, vampire, vestuário e calçado, cores, atividades, festividades.
bat, skeleton, Photocopiable
3. Identificar vocabulário relacionado com a primavera: condições climatéricas,
sweets, Jack Easter Materials
vestuário e calçado, cores, atividades, festividades.
O’Lantern, bag. 7. Conhecer, de forma implícita, algumas estruturas elementares do
Trick or Treat? funcionamento da língua.
Mother’s Day 1. Usar lexical chunks ou frases que contenham: Nouns in the singular and in
the plural; Adjectives; Determiners; Personal Pronouns; Prepositions of Place;
Thanksgiving Thanksgiving: Prepositions of Time; The verb to be; The verb to have (got); The Present Simple;
family, turkey,
cranberry The Present Continuous; Question Words.
sauce, candle, Compreensão Oral (L3):
Celebrations 3rd
peas, pumpkin. 8. Compreender sons, entoações e ritmos da língua.
2. Identificar ritmos em rimas, chants e canções em gravações áudio e
audiovisuais.
Christmas Christmas: 9. Compreender palavras e expressões simples.
Christmas 6. Entender instruções breves dadas pelo professor.
tree, Father 8. Reconhecer vocabulário simples referente aos temas estudados.
Christmas, ball, Interação Oral (SI3):
star, present, 11. Interagir com o professor, utilizando expressões/frases simples.
stocking,
4. Responder sobre identificação pessoal.
sleigh, reindeer.
Happy 6. Responder sobre temas previamente apresentados.
Christmas! Produção Oral (SP3):
Valentine’s Valentine’s 3. Pronunciar, com alguma clareza, palavras conhecidas.
Day Day: Card, 4. Repetir rimas, chants e canções ouvidas em meios áudio e audiovisuais.
heart, roses, 13. Expressar-se, com vocabulário muito limitados, em situações
kiss, cupid. previamente preparadas.
Happy 1. Comunicar informação pessoal elementar.
Valentine’s Day!
I love you!
Cultural
Bridge
Father’s Day Father’s Day: Leitura (R3):
Happy Father’s 14. Compreender palavras e frases simples.
Day! I love you! 3. Identificar vocabulário familiar.
Escrita (W3):
Easter: Easter 15. Utilizar, com ajuda, palavras conhecidas.
Easter
Bunny, basket,
Easter egg,
Easter Egg hunt,
jellybeans. 2. Preencher espaços lacunares em postais e convites.
Happy Easter! Escrita (W3):
Mother’s Day Mother’s Day: 3. Preencher espaços lacunares, em frases simples, com palavras dadas.
Happy Mother’s 16. Produzir, com ajuda, frases simples.
Day! 2. Preencher espaços lacunares em postais e convites.
Celebrations 3rd
17
STARTING GAME: ENGLISH I KNOW
Metas curriculares give each group a dice. Each student puts a marker (e.g.
small rubber) in START position and takes a turn to throw
• L3 8.1 • SP3 12.3 the dice. They ought to move clockwise and when they
land on a square they have to say the word (pronunciation
Objectives is not important at this point). If they can’t say the word,
they have to go to the previous square. Let the students
• Focus on words the students already use in Portuguese play enough time for them to land on most of the squares.
which are English words.
• Drill pronunciation.
• Explain to the students that all the words they used in the
game are English words which they use in Portuguese. Drill
pronunciation of the words in the game and point out to
Language students how they are different from Portuguese. (e.g.
stressed syllables - chocolate, cinema, cowboy, sandwich,
• Chocolate; cinema; cowboy; football; hamburger; hospital; hamburger, hospital, hotel).
hotel; picnic; sandwich; ketchup; taxi; T-shirt.
• Ask the students if they know any other words.
• The students play the game again. This time, correct
Playtime pronunciation is required. When the students land on a
square they have to pronounce the word properly. If they
STUDENT’S BOOK, p. 1 are able to do so, they can tick the word on the box below
the game. If they can’t, they have to go back to the previous
Play the English I Know game. square and they can’t tick the word. The first student to tick
• You should bring a few dice to the class. The students play all the words is the winner.
the English I Know game. Divide the students in groups and
18
• Choose a student to come to the board (student 1). Tell
Welcome! him/her to face the board and close his/her eyes. Pick
another student by pointing to him/her (student 2). Student
2 says Hello to student 1. Student 1 has to reply and guess
who student 2 is.
LESSON 1
Language presentation
Metas curriculares STUDENT’S BOOK, p. 5, exercise 3
• L3 8.2; 9.1; 9.2; 9.3; 9.6; 9.8 • SI3 11.1; 11.2; 11.3 CD1 track 3
SP3 12.4 • W3 15.1; 15.3 Sing.
Objectives
• Stick the greetings flashcards on the board and elicit/teach
the different parts of the day (morning, afternoon, evening).
• Introduce the main characters, Jack and Emily. Then, point to each flashcard and say the appropriate
greeting. Ask the students to repeat. Explain we say good night
• Introduce expressions for greeting others. when we go to bed.
• Listen and sing The hello song, The greetings song and • Stick the word cards on the board and ask a student to
The goodbye song. match them to the corresponding pictures.
• Recognize the written form of greetings. • Elicit the dialogue on page 5 (Hello! How are you? I’m fine,
• Practise greetings by playing The greetings game. thank you.) Drill it chorally and individually with the students.
• Play The greetings song. Sing the song and do the actions.
Language and structures Song actions: Good morning – stretch your arms; Good
afternoon – stand with your arms to your side; Good evening
• Hello, hi, goodbye, bye, see you later. – go down like the sun to a kneeling position; Good night
• Good morning, good afternoon, good evening, good night. – join hands and rest your head on them; Nice to meet you
• How are you? I’m fine, thank you. – shake some students’ hands; Goodbye – wave your hands.
• Nice to meet you. • Play the song again and ask the students to join in.
Practice
ACTIVITY BOOK, p. 2, exercise 1
• Animação – karaoke – The hello song and The goodbye song Read and write.
• Apresentação – Welcome Story Gallery •The students look at the pictures and label them using the
• Imagem – Flashcards expressions.
Fill in the gaps. Then speak.
Warm-up activities
• The students complete the dialogue between Jack and
STUDENT’S BOOK, p. 4, exercise 1
Emily by filling in the gaps.
CD1 track 1 • The students perform the dialogue in pairs, using their own
information (e.g. Hello João. How are you? Hi Maria. I’m fine,
Sing. thank you.).
• At the start of the lesson greet the students. Play The hello Playtime
song as the students come into the classroom. Encourage
them to join you and sing the song. STUDENT’S BOOK, p. 5
• Tell the students that they are going to learn English with Play The greetings game.
the help of two English friends, Jack and Emily.
• The students play The greetings game. Tell each student an
Presentation of characters expression for greeting and give them a small piece of
paper. They have to make a drawing according to that
STUDENT’S BOOK, p. 4 and 5, exercise 2 greeting. Then, the students turn the paper face down. The
CD1 track 2 teacher comes to the front of the class and throws a soft
ball to a student, saying the student’s name before throwing
Listen.
the ball. The student who catches the ball shows the teacher
• Ask the students to open their books at page 4 and look at the card and greets the teacher accordingly. Then the same
student comes to the front of the class and the teacher sits
the picture. Explain it‘s the town where Jack and Emily live,
Folkwood. in the student’s place and keeps the student’s card. The
• The students listen to Jack and Emily introducing themselves. game continues until every student has played.
• Ask the students to look at Jack and Emily’s clothes. Explain Ending the lesson
that they are dressed that way because Jack loves playing
football and Emily loves singing and dancing. • The students sing The goodbye song (CD1 track 4).
19
LESSON 2
Giant’s Causeway is an area of about 40,000 interlocking
Metas curriculares basalt columns, the result of an ancient volcanic eruption. It
• ID3 1.1; 3.1 • LG3 4.2, 7.1 • SI3 11.4 • R3 14.3; 14.4 is located on the northeast coast of Northern Ireland.
Edinburgh Castle is an ancient fortress of the city of
W3 15.1
Edinburgh, Scotland, dated from at least the 12th century.
It is located at the top of Castle Rock, a volcanic formation
Objectives on the old part of town.
Cardiff National Museum is a museum and art gallery in
• Identify countries in the United Kingdom. Cardiff, Wales. It was founded in 1905, and it owns big
• Identify the United Kingdom flag. collections of archaeology, botany, paintings, sculpture,
• Ask and answer questions about countries of origin. architecture, music and poetry, and also geology and
zoology.
Tower Bridge is a combined bascule and suspension
Language and structures bridge in London, England, which crosses the river Thames.
It was built between 1886 and 1894, and its remarkable
• England, Wales, Scotland, Northern Ireland. bridge towers have become an iconic symbol of London.
• Where are you from? I’m from England.
• Tell the students that each country has its own flag. The
Union Jack (the national flag of The United Kingdom)
combines aspects of the flags of England, Scotland and
Warm-up activities Northern Ireland, namely their colours and crosses.
• The students sing The hello song (CD1 track 1) and The • Focus students’ attention on the question Jack asks (Where
greetings song (CD1 track 3). are you from?). The students answer the question with I’m
from…
Language presentation • Ask the students to think about some important places and
monuments in their country that they would like to share
with Jack and Emily. The students exchange and share their
STUDENT’S BOOK, p. 6 and 7, exercise 1 opinions.
CD1 track 5
Listen. Then speak.
• The students open their books on page 6. Tell them this is a Practice
map of the United Kingdom.
• The students listen to Jack and Emily introducing the ACTIVITY BOOK, p. 3, exercise 1
Label the map.
country they live in.
• Talk about the map. Tell the students that The United • The students label the map of the United Kingdom.
Kingdom comprises England, Wales, Scotland and Northern
Ireland. Ask the students to find the capital cities of each
country on the map (England – London; Wales – Cardiff; Ending the lesson
Scotland – Edinburgh; Northern Ireland – Belfast). Talk
about the monuments associated with each country
(England – Tower Bridge; Scotland – Edinburgh Castle; • The students choose a password which will be asked at the
beginning of next lesson.
Wales – Cardiff National Museum; Northern Ireland – The
Giant’s Causeway). • The students sing The goodbye song (CD1 track 4).
20
LESSON 3
Metas curriculares • Tell the students they are going to listen to other children
describing their country of origin and nationalities. They
• ID3 1.1; 3.1• LG3 4.1; 4.2; 4.3; 7.1 • L3 9.8 • SI3 11.4 order according to what they hear.
SP3 12.2 • R3 14.2; 14.4 • W3 15.1
• Drill the information and get choral and individual repetition.
Then ask the students to read the information aloud.
Objectives • Elicit the structures Where are you from? I’m from (Portugal)
• Identify countries which have English as the official and What’s your nationality? I’m (Portuguese).
language. • Ask the students Where’s Olivia from? What’s Patrick’s
• Recognize different countries and nationalities. nationality? Who’s from Canada?…
• Ask and answer questions about countries of origin
and nationalities. Practice
Language and structures
Match.
• England – English; Wales – Welsh; Scotland – Scottish;
Northern Ireland – Irish; Ireland (the Republic of Ireland) • The students match the countries and nationalities.
– Irish; Australia – Australian; United States of America
– American; New Zealand – a New Zealander; Canada –
Canadian; South Africa – South African. Match.
• Where is/are (personal pronoun) from? I’m from…; he/ • The students match the countries and origins.
she’s from…; they‘re from…
• What’s your nationality? I’m Portuguese.
Match.
• She’s Canadian. He’s South African.
• They’re American.
• The students match the countries on the map with their
names.
Write.
• Atividade – Countries memory game • Ask the students if they know the famous people present in
the exercise. Briefly explain them who they are.
Cristiano Ronaldo is a famous Portuguese professional
football player. He is often ranked as the best player in the
Warm-up activities world and frequently rated as the greatest of all time.
• Ask the students the password to enter the classroom. Selena Gomez is a famous American actress and singer who
first featured on the children’s series Barney & Friends and
• The students sing The hello song (CD1 track 1) and The became famous as the starring character on the television
series Wizards of Waverly Place.
greetings song (CD1 track 3).
• Revise greetings vocabulary by showing a flashcard and One Direction are a famous British pop boys band based in
London, composed of Niall Horan, Liam Payne, Harry Styles
asking the students to greet someone accordingly.
and Louis Tomlinson. They were formed on the British
televised singing competition The X Factor in 2010.
Language presentation Jim Carrey is a famous Canadian actor and comedian who
has portrayed many entertaining movies such as Ace
STUDENT’S BOOK, p. 8 and 9, exercise 1
Ventura, The Mask, Dumb and Dumber and The Grinch, and
CD1 track 6
has won two Golden Globe awards for Best Actor.
Listen and order. Then read.
• The students write countries and nationalities.
• Tell the students that there are many countries which have
English as the official language. Ask them to look at the
map and find some of those countries (England, Scotland, Ending the lesson
Wales, Northern Ireland, Ireland, Australia, United States of
America, Canada, New Zealand and South Africa). • The students sing The goodbye song (CD1 track 4).
21
LESSON 4
Metas curriculares CD1 track 8
• LG3 7.1 • L3 8.2; 9.6; 9.8 • SI3 11.4 • SP3 12.1; 12.2; Sing. Then spell your name.
12.3; 12.4 • W3 15.2
• The students listen to The ABC rock song.
Objectives
• Play the song again and encourage the students to sing.
• Ask the students to spell their names. (e. g. I’m M-A-R-I-A.)
• Ask and answer questions about names (first names
and surnames). Practice
• Say the alphabet.
• Sing The ABC rock song. STUDENT’S BOOK, p. 10, exercise 3
• Act out a dialogue. Act out the dialogue.

• Practise the alphabet by playing The spelling contest. • Drill the dialogue with Emily and the Dance Club assistant.
• In pairs, the students act out the dialogue between Emily
Language and structures and the Dance Club assistant. The student who is acting out
Emily’s role should use his/her own name and surname.
• What’s your name? I’m … Then, the students swap roles.
• What’s your surname? It’s…
• Alphabet. STUDENT’S BOOK, p. 10, exercise 4
Read and find. Then write.
Warm-up activities • Drill the alphabet chorally and individually with the students.
• The students read the phonetic transcription and guess the
• The students sing The greetings song (CD1 track 3). sentence.
• Revise countries of origin and nationalities. (Where are you Playtime
from? What’s your nationality? Where’s Emily from?).
Play The spelling contest.

• Ask the students to write their first names on a piece of
STUDENT’S BOOK, p. 10, exercise 1 paper. Put all the names in a bag. Divide the students into
CD1 track 7 groups. Then each group, one at a time, has to take a piece
of paper out of the bag and spell the name. Give the groups
Listen. a couple of minutes to think, and then ask each one the
• The students listen to the dialogue between Emily and the correct spelling. The group that spells most names correctly
wins the game.
Dance Club assistant.
• Get choral and individual repetition of the structures What’s Ending the lesson
your first name? What’s your surname? Go round the
classroom asking the students. Get students to ask each
other in pairs. • The students sing The goodbye song (CD1 track 4).
• Spell the students’ names and they are allowed to leave
the classroom.
22
LESSON 5 Practice
• LG3 4.5; 7.1 • L3 8.2; 9.6; 9.7; 9.8 • SI3 11.4 • SP3 12.2; Listen and tick. Then write the numbers.
12.3; 12.4 • R3 14.1; 14.3; 14.4 • W3 15.1; 15.2 • The students listen to a track stating five different numbers
and tick them. Then they write the numbers.
Objectives ACTIVITY BOOK, p. 5, exercise 1
• Identify numbers 1 to10. Unscramble and write the words.
• Sing the One two buckle my shoe song. • The students unscramble the letters and write the numbers.
• Recognize the written form of numbers 1 to 10.
• Ask and answer questions about their age. Language presentation
• Practise numbers by playing Bingo. STUDENT’S BOOK, p. 11, exercise 1
CD1 track 9
Language and structures Listen. Then read.
• One, two, three, four, five, six, seven, eight, nine, ten. • Read the dialogue again and focus students’ attention on
the structure How old are you? I’m… Explain that it is the
• How old are you? I’m… way we ask and answer questions about our age.
• How old is he/she? He’s/she‘s… • Ask the students How old are you? They answer accordingly
(I’m…).
Practice
• Atividade – Order the numbers
Ask a friend.
Warm-up activities • The students ask and answer their ages in pairs.
• The students sing The greetings song (CD1 track 3). CD1 track 12
• Revise first name, surname and the alphabet. (What’s your Listen. Then write.
name? What’s your surname? Can you spell it, please.)
• The students listen to information about four children and
Language presentation their ages. The first time they listen they write the child’s
age in the box as a number. Then they write the answer to
STUDENT’S BOOK, p. 11, exercise 1 the question How old is he/she?
CD1 track 9
ACTIVITY BOOK  EXTRA PRACTICE, p. 56, exercise 1
Listen. Then read.
• Fast finishers can use this exercise for further practice.
• The students listen to a dialogue between Jack and the
Sports Club coach. Drill the dialogue and get choral and
individual repetition. Then ask the students to read the Playtime
dialogue aloud.
STUDENT’S BOOK, p. 11
Play Bingo.
CD1 track 10
Sing. • The students play Bingo. They choose four numbers and write
them in the grid. Then say numbers from 1 to 10 and the first
• Sing and do actions to the One two buckle my shoe song. student to cross out all the numbers wins the game. You can
repeat the game as long as the students are enjoying it.
• The students play the sequence game. The students stand
up and say the numbers round the class. When a student
gets the number wrong, he has to sit down and the next Ending the lesson
student starts counting from one. The last student to sit
down is the winner. • The students sing The goodbye song (CD1 track 4).
23
LESSON 6
Metas curriculares • Ask the students to complete the sentence Today is… in
their notebooks.
• LG3 4.6 • L3 8.2; 9.6; 9.8 • SP3 12.2 • W3 15.1; 15.3
Practice
Objectives
• Identify the days of the week. STUDENT’S BOOK, p. 12, exercise 3
• Sing the Days of the week rap back song. CD1 track 15
• Recognize the written form of days of the week. Listen and circle.
• Practise the days of the week by playing • The students hear the days of the week and circle the one
The whispering game. that‘s missing.
Language and structures STUDENT’S BOOK, p. 12, exercise 4
• Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Write.

Saturday. • The students complete the sequence by writing the next
• On Monday… day of the week.
• Today is…
Warm-up activities Order the days of the week.

• The students order the days of the week and write them
• The students sing The greetings song (CD1 track 3). on the train.
• Revise numbers 1 to 10 by singing the One two buckle my
shoe song (CD1 track 10). ACTIVITY BOOK  EXTRA PRACTICE, p. 56, exercise 2
• Ask the students How old are you? • Fast finishers can use this exercise for further practice.
Language presentation Playtime
CD1 track 13
Play The whispering game.
Listen.
• Write the days of the week on the board. Then divide the
• The students listen to the dialogue between Emily and the class in two teams and ask each group to stand in a row. The
Dance Club assistant.
first student in each row should be next to the board.
• Drill the dialogue and get choral and individual repetition. Choose a different day of the week for each group and
• Ask the students When does the Dance Club starts? The whisper it to the last student in each row. Say Start!
students answer On Wednesday. The students whisper the word to their partners. The first
student in the row says the word aloud and points to the
written form on the board. The group gets a point if they
CD1 track 14
identify the day correctly.
Sing.
• The students listen to the Days of the week rap back song. Ending the lesson
• Play the song again and encourage the students to sing.
• Tell each student a day of the week and ask them to write it • The students sing The goodbye song (CD1 track 4).
down on a piece of paper. Play the song and the students • Mouth a day of the week and allow the students who
hold the paper up when they hear the day of the week. guess it to leave the classroom.
24
LESSON 7
Practice
Metas curriculares
• LG3 4.7; 7.1 • L3 8.2; 9.6; 9.8 • SI3 11.4 • SP3 12.2; 12.3; STUDENT’S BOOK, p. 13, exercise 3
CD1 track 18
12.4; 13.1 • R3 14.3; 14.4 • W3 16.2
Listen and circle. Then ask a friend.
Objectives • The students listen to some children talking about their

birth month and circle the correct option.
• Identify the months. • The students ask each other in pairs When’s your birthday?
• Sing The months of the year song. In October.
• Recognize the written form of months. ACTIVITY BOOK, p. 6, exercise 1
• Ask and answer questions about the month they were Find and write.
born.
• Practise months of the year by making a dodecahedron.
• The students find and circle the months. Then they write
them in order.
• Ask and answer questions about personal identification ACTIVITY BOOK, p. 6, exercise 2
by playing The personal identification game.
Fill in your identification card. Then draw.
Language and structures • The students complete the card with personal information.
• January, February, March, April, May, June, July, August, Write. Then speak.
September, October, November, December.
• When’s your birthday? In October. • The students write about themselves.
• The teacher introduces him/herself. Then asks the students
to do the same one at a time.
Warm-up activities ACTIVITY BOOK  EXTRA PRACTICE, p. 56, exercises 3 and 4
• The students sing The greetings song (CD1 track 3). • Fast finishers can use this exercise for further practice.
• Revise the days of the week by singing the Days of the week
rap back song. Then write on the board Today is… and the Arts and Crafts
students have to complete the sentence (e.g. Monday).
• Make a month dodecahedron (see Arts and Crafts section in
Language presentation student’s book).
CD1 track 16
Playtime
Listen. Then read. STUDENT’S BOOK, p. 3
• The students listen to a dialogue between Jack and the Play The personal identification game.
Sports Club coach. • Write the words – name, surname, age, birthday, country,
• Drill the dialogue and get choral and individual repetition. nationality and greetings – on small pieces of paper. Sit the
students in a circle and give each student a paper with a
Then ask the students to read the dialogue aloud.
word. Then choose a student to come to the centre of the
STUDENT’S BOOK, p. 13, exercise 2 circle (Student 1) and cover his/her eyes with a scarf.
CD1 track 17 Student 1 has to spin around and point to another student
Sing. that is seated (Student 2). Student 1 takes off the blindfold
and student 2 shows him/her the paper. Student 1 has to
• Ask the students When’s Jack’s birthday? The students answer. ask a question or greet student 2 according to the word on
• The students listen to The months of the year song. the paper and student 2 should answer accordingly. For
• Play the song again and ask the students to sing it. example, if student 2 has the word name, student 1 asks
What’s your name? and student 2 answers I’m… Then
• Elicit the question used to ask when someone’s birthday is student 2 goes into the centre of the circle and student 1
When‘s your birthday? Elicit how to answer In (May). sits in his/her colleague’s place and takes his/her card.
• Ask the students When‘s your birthday? and they answer In…
• Play The months of the year song again and when the Ending the lesson
students hear the month of their birthday they have to
stand up and shake their hands. • The students sing The goodbye song (CD1 track 4).
25
LESSON 8
Checkpoint
Metas curriculares
• LG3 4.5; 4.6; 4.7; 7.1 • L3 9.6; 9.8 • SI3 11.4; 11.6 STUDENT’S BOOK, p. 14, exercise 1
CD1 track 19
SP3 13.1 • W3 15.1; 15.3; 16
Write. Then listen and circle.
Objectives
•The students write the numbers 1 to 10.
•The students listen to numbers and circle them.
• Revise personal information, countries and nationalities, STUDENT’S BOOK, p. 14, exercise 2
numbers 1 to 10, days of the week, months of the year.
• Reflect on learning process. Write.
•The students complete the days of the week.
•The students complete the months of the year.
• Personal information: Answer.
What’s your name? I’m…
What’s your surname? It’s… •The students answer the questions about personal
Where are you from? I’m from… information.
What’s your nationality? I’m…; How old are you? I’m… STUDENT’S BOOK, p. 14, exercise 4
When’s your birthday? In…
Ask a partner the questions in 3.
• Countries and nationalities. Numbers: •The students ask and answer questions from exercise 3.
one, two, three, four, five, six, seven, eight, nine, ten.
• Days of the week: Sunday, Monday, Tuesday, Wednesday, ACTIVITY BOOK, p. 7, exercise 1
Thursday, Friday, Saturday. Write. Than ask friends.
• Months of the year: January, February, March, April, May, •The students complete the questions. Then do a class
June, July, August, September, October, November, questionnaire.
December.
Self-evaluation
Listen and tick.
• Jogo – Welcome quiz • Each student reflects on his/her process of learning by
ticking a progress icon.
Playtime
Warm-up activities • The students play a game from Welcome Unit.
• The students sing the songs from Unit 1: The greetings song, Ending the lesson
The ABC rock song, The one two buckle my shoe, The days of
the week rap back and The months of the year song. • The students sing The goodbye song (CD1 track 4).
26
LESSON 9
Calendar Management
Metas curriculares
• LG3 4.7 • R3 14.3 STUDENT’S BOOK, p. 15, exercise 1
Draw.
Objectives
• Identify the seasons. • This calendar will be used throughout the school year. The
• Revise months. students have to draw their favourite event under each
month. You can ask students to complete it at the end of
• Associate events to each month. each month or at the end of each season. As there are no
classes in July and August, the students could complete
Language and structures those months before classes finish.
• Autumn, winter, spring, summer.
• January, February, March, April, May, June, July, August,
September, October, November, December.
27
U N IT
1 Autumn
LESSON 1
• ID3 3.3 • LG3 6.1; 7.1 • L3 8.2; 9.6; 9.8 • SP3 12.2; 12.3; 12.4 Sing.
R3 14.3 • W3 15.1 • Play The autumn song and sing along.
• Sing the song again and get students to join in.
Objectives • Get choral and individual repetition of any phrases they are
• Recognize and name words related to autumn. having difficulty with.
• Listen and sing The autumn song. • Sing again with actions and get students to join in.
Song actions: Autumn leaves are falling down, falling down,
• Practise vocabulary related to autumn by playing falling down – wave your hands and pretend the leaves are
The autumn bag game.
falling.
Language and structures Practice

• Leaf, mushroom, acorn, pumpkin, squirrel, tree, chestnut. STUDENT’S BOOK, p. 16, exercise 3
• It’s a… Do the crossword. Then answer.
• The students do the crossword and decide which of the
words in 1 is missing.
• Imagem – Flashcards ACTIVITY BOOK, p. 8, exercise 1
• Animação – Karaoke – The autumn song Match.
• The students match the words to the pictures.
Warm-up activities
Draw and write.
• The students sing The greetings song (CD1 track 3). • The students join the dots to reveal a picture. Then they
• Bring some realia (leaves, acorns, mushrooms, chestnuts…) write the correct word.
to show to the students and ask them to try guessing the
topic of the lesson. ACTIVITY BOOK  EXTRA PRACTICE, p. 57, exercise 1
Playtime
CD1 track 20 STUDENT’S BOOK, p. 16
Listen and repeat. Then tick the odd one out. Play The autumn bag.
• Ask the students to open their books at page 16. They listen • The students play The autumn bag game. They draw the
to the autumn words, point to the image in their books and image of one of the words they have just learned on a small
repeat. piece of paper/card. Put the autumn drawings in a bag and
play The autumn song. Ask the students to pass the bag
• Stick Poster 1 - Autumn on the board. Point to the along and each time you stop the song, the student who
autumn items in the poster and elicit the vocabulary. has the bag takes out a paper/card and names the item (e.g.
(e. g. What is it? It’s a leaf). It’s a mushroom).
• Drill pronunciation of the words. Divide the class in two
groups (boys/girls) and get each group to repeat the words Ending the lesson
one at a time.
• Give the word cards to the students who take turns to • The students choose a password from the lesson’s vocabulary
match them to the corresponding pictures on the poster. which will be asked at the beginning of next lesson.
• The students find the odd one out in the exercise and tick it. • The students sing The goodbye song (CD1 track 4).
28
LESSON 2
Metas curriculares
• Shuffle the flashcards and put a piece of paper in front of one of
them. Then reveal the picture slowly. Ask the students to guess
• ID3 3.2 • LG3 6.1; 7.1 • L3 9.4; 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3 what is on the flashcards (Who can guess what’s on the picture?).
R3 14.3 • W3 15.1
Practice
Objectives
• Identify and use weather vocabulary. CD1 track 24
• Describe the weather in autumn. Listen and tick.
• Recognize the written form of weather vocabulary. • The students listen to some children talking about the
• Practise weather expressions by playing Guess the weather and tick the correct picture.
weather.
Language and structures Draw.
• It’s cloudy. It’s windy. It’s chilly. • The students draw the weather according to the information
• What’s the weather like? It’s cloudy. given.

CD1 track 25
• Apresentação – Story Gallery Listen and order. Then match.

• The students listen and order the weather pictures. Then
they match the weather expressions to the correct pictures.
Warm-up activities
• Ask the students the password to enter the classroom. Answer and draw.
• The students sing The hello song (CD1 track 1) and The • The students describe the weather and draw it.
autumn song (CD1 track 21).
• Ask the students to look outside and ask: What’s the weather ACTIVITY BOOK  EXTRA PRACTICE, p. 57, exercise 2
like today? Recast what they say in Portuguese into English • Fast finishers can use this exercise for further practice.
(e.g. Student: Está nublado. Teacher: It’s cloudy.)
• The students talk about the weather in autumn. Playtime
Language presentation Play Guess the weather.

• Write the weather words on small pieces of paper and put
them in a bag. Each student takes out a piece of paper and
CD1 track 22
makes a drawing according to that weather word. Then, a
Listen. student (Student A) stands up, shows his drawing and asks:
• The students listen to a dialogue between Jack and Emily. for example, Pedro, what’s the weather like? Other student
• Drill the dialogue and get choral and individual repetition. (Student B) replies using the information on the paper.
Student B then asks another student, until everybody has
STUDENT’S BOOK, p. 17, exercise 2 played the game. Display the students’ drawings on the
CD1 track 23 wall at the end.
FLASHCARDS
Listen and repeat. Ending the lesson
• Show the weather flashcards. The students listen to the
vocabulary, repeat the words and point to the pictures • The students sing The goodbye song (CD1 track 4).
in the book. Note: At the end of this lesson, the students are ready to start
• Stick the flashcards and the appropriate word cards on the using the Class Calendar poster. You can put up the poster
board. Highlight the written form and ask the students to at the beginning of each lesson then choose a student to talk
repeat the words once again. about the days of the week, month, season and weather.
29
LESSON 3 CD1 track 28
MINIFLASHCARDS
Metas curriculares Sing.
• ID3 1.4 • LG3 6.1; 7.1 • L3 8.2; 9.6; 9.8 • SP3 12.2; 12.3; 12.4 • The students listen to the Let’s put on song. Then they sing
R3 14.3 • W3 15.1; 15.3 the song with actions.
Objectives
• Ask the students to cut out the clothes mini-flashcards (see
the Mini-flashcards envelope). Play the song again and
• Identify and name items of clothing related to autumn. ask the students to hold up a clothes mini-flashcard when
they hear the word.
• Recognize the written form of clothes vocabulary.
• Describe items of clothing. • Stick the word cards on the board and match them to
the corresponding clothes flashcards. Ask the students to
• Read out a story. repeat the words again.
• Sing the Let’s put on song. • Give the students a clothes flashcard or word card and ask
• Practise clothes vocabulary by playing The clothes dice them to stand up. Tell them that they have to go around
game.
the classroom and find the student with the corresponding
picture or word.
• Jumper, trousers, jacket, pyjamas, socks, shoes. Practice
• I’m wearing…
• A jumper/two jumpers STUDENT’S BOOK, p. 18, exercise 4
Write.
• The students describe the clothes that Jack is wearing and
complete the sentence accordingly.
• Animação – Karaoke – Let’s put on ACTIVITY BOOK, p. 10, exercise 1
Find the words and write.
Warm-up activities • The students find and circle the clothes words in a word
square. Then they write them under each picture.
• The students sing The hello song (CD1 track 1) and The
autumn song (CD1 track 21). ACTIVITY BOOK, p. 10, exercise 2
• Revise weather vocabulary by asking students: What’s the Count and circle.
weather like today?
• Elicit information about the days of the week etc. using the • The students count items of clothing and circle the correct
answer.
Class Calendar poster.
Language presentation Find, count and write.
STUDENT’S BOOK, p. 18, exercise 1 • The students find items of clothing in a picture. Then count
CD1 track 26 and write them.
Listen. Then read.
• The students listen to a short story about Jack and Emily.
Drill the lines of the dialogue chorally and individually if
necessary.
• Ask a few strong pairs of students to read out the story. Playtime
• Then the students read out in pairs. Monitor and help. STUDENT’S BOOK, p. 16
STUDENT’S BOOK, p. 18, exercise 2 Play The clothes dice game.

CD1 track 27
FLASHCARDS
• The students colour and cut the dice in the Arts and Crafts
section, then glue it.
Listen and repeat the vocabulary. • Divide the students in small groups (3 or 4). Each student
• Stick the clothes flashcards on the board. The students takes turns throwing the dice and naming the picture
which is face up (e.g. It’s a jumper). The student who gets
listen, repeat and point to the correct images in the book.
• Highlight the s at the end of some of the words and elicit that most correct answers wins the game.
this is the form we use when we have more than one (i.e. in
the plural). Contrast trousers (two legs so an s at the end) and Ending the lesson
pyjamas (s because there are two parts) and shoes (two shoes)
and socks (two socks) with jumper and jacket in singular. • The students sing The goodbye song (CD1 track 4).
30
LESSON 4
Metas curriculares
• Give word cards to the students and ask them to read them
and match them with the correct colour flashcard on the
• LG3 6.1; 7.1 • L3 8.2; 9.6; 9.8 • SP3 12.2; 12.3; 12.4 • R3 14.3 board. Repeat the activity until every student has had a
W3 15.1 turn.
Objectives CD1 track 31
• Identify autumn colours. Sing.

• Sing The colour leaves song. • The students listen to The colour leaves song.
• Recognize the written form of colours. • Play the song again and encourage the students to sing.
• Practise autumn colours by playing Snap. Practice
CD1 track 32
• Brown, orange, red, yellow, green, grey. Listen and colour.
• What colour is it? It’s … • The students listen, then colour the picture accordingly.
• It’s a green leaf.
Trace and colour. Then write.
• Animação – Karaoke – The colour leaves song • The students follow a line and colour a picture. Then they
write about the object, following the example given.
Warm-up activities Read and colour.
• The students sing The hello song (CD1 track 1) and the • The students colour a picture according to instructions.
Let’s put on song (CD1 track 28). ACTIVITY BOOK, p. 11, exercise 3
• Revise clothes vocabulary: (What are you wearing today?/ Colour. Then ask a friend.
I’m wearing…).
• Elicit information about the days of the week, weather, etc. • The students colour pictures of autumn vocabulary
and then ask and answer in pairs (e.g. What colour is the
using the Class Calendar poster. pumpkin? It’s brown.)
Language presentation ACTIVITY BOOK  EXTRA PRACTICE, p. 58, exercise 4

CD1 track 29
Playtime
Listen.
• The students listen to the dialogue between Jack and Emily. STUDENT’S BOOK, p. 19
• Drill the dialogue with the students and get choral and Play Snap.
individual repetition.
• The students cut out the colour mini-flashcards (see the
Mini-flashcards envelope) and play SNAP in pairs. The
CD1 track 30
students place the cards in a pile face down. Each student
FLASHCARDS turns over a card and says the colour. If two cards which are
the same are played together, the first student to shout SNAP
Listen and repeat.
keeps the pair, but has to name the colour. The student with
• The students listen to the colours. the most pairs at the end wins the game.
• Drill the words and get choral and individual repetition.
Students point to the corresponding images in the book. Ending the lesson
• Stick the colour flashcards on the board and ask the • Say a colour and the students hold up the corresponding
students to close their eyes. Then, remove a flashcard from
the board and ask the students What’s missing? They have mini-flashcard.
to guess the missing colour. • The students sing The goodbye song (CD1 track 4).
31
LESSON 5
Metas curriculares • Stick Poster 1 – Autumn on the board and ask some
students to match the word cards to the corresponding
• ID3 3.5 • LG3 6.1; 7.1 • L3 9.6; 9.8 • SP3 12.2; 12.3 • R3 14.3; 14.4 • pictures. Ask the students What’s your favourite autumn
W3 15.1; 15.3
activity? and they answer I like…
Objectives Practice
• Identify and name autumn activities.
• Listen to a story. STUDENT’S BOOK, p. 20, exercise 3
• Read out a story. Do a roleplay.

• Recognize the written form of autumn activities. • Write the following roleplay on the board.
Interviewer: Good morning!
• Describe favourite autumn activities. Student: Hello!
• Practise vocabulary of autumn activities by making a Interviewer: How are you?
poster. Student: I’m fine, thank you.
Interviewer: What’s your favorite autumn activity?
Language and structures Student: I like eating chestnuts.
Interviewer: Thank you. Goodbye.
• Collecting leaves; picking mushrooms; collecting acorns; Student: Goodbye.
jumping in a pile of leaves; flying a kite; eating chestnuts.
• What’s your favourite autumn activity? I like… • Demonstrate the activity by playing both parts (interviewer
and a student).
• Use props to distinguish who is who (e.g. a radio sticker or a
pen as microphone).
• Atividade – Order the activities • Practise with a few good students. Then drill the conversation.
• Students practise in pairs. Then they make their own
versions talking about their own personal likes.
Warm-up activities ACTIVITY BOOK, p. 12, exercise 1
• The students sing The hello song (CD1 track 1) and Match. Then write.
The colour leaves song (CD1 track 31). • The students match and write the autumn activities.
• Revise colour vocabulary by playing the Touch… game. Ask
a student Pedro, touch something red! The student should ACTIVITY BOOK, p. 12, exercise 2
stand up and touch a red object. Write and draw.
• Elicit information about the days of the week, weather, etc.
• The students write and draw their favourite autumn
using the Class Calendar poster.
activity.

CD1 track 33 Arts and Crafts
Listen. Then read.
• The students listen to the dialogue. STUDENT’S BOOK, p. 20
• Drill and get choral and individual repetition. Then get Draw an autumn activity and make a poster.
students to read in pairs. Monitor and help.
• Divide the class in five groups and ask each group to draw
an autumn activity and label it. Then, display the poster on
STUDENT’S BOOK, p. 20, exercise 2 the wall.
CD1 track 34
Listen and repeat.
Ending the lesson
• Use the story to elicit autumn activities.
• The students listen to the vocabulary and repeat. • The students sing The goodbye song (CD1 track 4).
32
LESSON 6
Metas curriculares • The students play the sequence game. They stand up and
say the numbers round the class (from 1 up to 20). When
• ID3 4.5 • L3 8.2; 9.6; 9.7; 9.8 • SP3 12.3; 12.4 • R3 14.3; 14.4 a student gets the number wrong or forgets it, he/she
W3 15.1; 15.3 sits down and the next student starts counting from one.
The last student to sit down is the winner.
Objectives
• Identify numbers 1 to 20. Practice
• Sing The numbers rap song.
• Count objects. STUDENT’S BOOK, p. 21, exercise 4
Answer.
• Recognize the written form of numbers 1 to 20.
• Practise the numbers by playing The squirrel game. • The students look at the picture in exercise 1 and answer
some questions.

• One, two, three, four, five, six, seven, eight, nine, ten, Fill in the gaps.
eleven, twelve, thirteen, fourteen, fifteen, sixteen,
seventeen, eighteen, nineteen, twenty. • The students write and fill in the gaps.
• How many acorns have you got? I’ve got 20 acorns.
Match.
Warm-up activities
• The students match the pumpkins to the correct number.
• The students sing The hello Song (CD1 track 1) and ACTIVITY BOOK, p. 13, exercise 2
Count and write.
The autumn song (CD1 track 21).
• Elicit information about the days of the week, weather, etc. • The students count how many items there are and write.
• Revise vocabulary of autumn activities by asking the ACTIVITY BOOK  EXTRA PRACTICE, p. 58, exercise 6
students: What’s your favourite autumn activity? • Fast finishers can use this exercise for further practice.
• Get students to do the roleplay from the previous lesson.
Playtime
Play The squirrel game.
Read.
• Read the dialogue and get choral and individual repetition. • Draw 20 acorns and 3 squirrels on cardboard (see templates
on page 40). Then cut and put them in a bag.
• The students read Jack and Emily’s dialogue aloud. • One at a time, the students try to take out of the bag as
many acorns as they can, without taking the squirrel out.
STUDENT’S BOOK, p. 21, exercise 2 If they take the squirrel out, they lose the game. While a
CD1 track 35 student is playing, the other students count aloud how
Listen and repeat. many acorns he/she is taking out. The student who gets
most acorns wins the game. The game continues until all
• Encourage the students to help Jack counting the acorns he the students have played.
has collected in the park.
• Get choral and individual repetition of the numbers.
Ending the lesson
CD1 track 36
• The students sing The goodbye song (CD1 track 4).
Sing.
• Mouth a number from 1 to 20 and allow the students who
• The students listen and sing The numbers rap song. guess it to leave the classroom.
33
LESSON 7
• ID3 2.1 • LG3 5.1; 5.2; 7.1 • L3 8.2; 9.6; 9.8 • SP3 12.2; 12.3; 12.4 • Sing.
R3 14.3 • W3 15.1 • Play The classroom song and pick up the classroom objects
as they are mentioned in the song.
Objectives • Then play the song again and ask the students to sing along.
They should also point to or hold up the relevant object.
• Name school objects.
• Recognize the written form of school objects.
• Sing The classroom song. Practice

Fill in the gaps.
• Pen, pencil, rubber, ruler, book, crayons, pencil sharpener,
glue, pencil case, schoolbag, desk, chair, teacher, student. • The students fill in the gaps.
• What is it? It’s a…. ACTIVITY BOOK, p. 14, exercise 1
• This is my… That’s your… Do the crossword.
• The students complete the crossword with school objects
words.
• Animação – Karaoke – The classroom song ACTIVITY BOOK, p. 14, exercise 2
CD1 track 39
Listen, order and write the numbers.
Warm-up activities • The students listen to a dialogue and order the pictures.
They listen to the dialogue again and write the number of
• Sing The greetings song (CD1 track 3). objects mentioned under each picture.
• Elicit information about the days of the week, weather, etc. ACTIVITY BOOK, p. 14, exercise 3
Read and draw. Then colour.
• Revise the numbers by singing The numbers rap song (CD1
track 36). • The students draw and colour some school objects,
according to the information given.
STUDENT’S BOOK, p. 22, exercise 1 Playtime
CD1 track 37
Listen. Then repeat and point. STUDENT’S BOOK, p. 22
• The students listen to the characters introducing their Play The memory game.
school and classroom. • The students cut out the school objects mini-flashcards
• Use realia to introduce school objects. Show the school (see the Mini-flashcards envelope) and play the Memory
Game in pairs. The students place their cards face down in
objects one at a time and say the word.
front of them. Each student turns over two cards and if the
• The students listen to the school vocabulary, repeat the cards have the same picture, the student names the school
words and point to the school objects in the picture.
object and keeps the cards. But if the pictures are different,
• Pick up a school object and say This is my (pen). Then, point the student turns the cards face down again. The student
to a student’s school object and say That’s your (rubber). Go with the most pairs at the end wins the game.
around the classroom using these structures.
• Get students to do the same in pairs.
• Highlight the written form of the words. Ending the lesson
• The students match the word cards to the corresponding • The students sing The goodbye song (CD1 track 4).
pictures on the School Poster.
34
LESSON 8
Practice
Metas curriculares
• ID3 2.1 • LG3 5.1; 5.2; 7.1 • L3 9.4; 9.5; 9.6; 9.8 • SP3 12.2; 12.3
W3 15.1; 16.1 Order and write.
• The students order the words and write the sentences.
Objectives
Arts and Crafts
• Recognize classroom language.
• Act out a dialogue. STUDENT’S BOOK, p. 23
• Describe school objects. Make a classroom language poster.

• Practise classroom language by making a poster. • Divide the class in groups and ask each group to draw a
• Practise vocabulary of school objects by playing the picture that represents one of the classroom language
Bring me… game. expressions. Tell each group which expression to draw.
Then, stick the drawings on some cardboard and make a
poster. Display the classroom language poster on the wall.
• Stand up; sit down; open your book please; close your
book; be quiet; listen; Can I sharpen my pencil? Can I go STUDENT’S BOOK, p. 23, exercise 1
to the toilet? CD1 track 40
• How many…? There is/There are… Listen. Then act out.
• Students listen to the dialogue again.
• Pick up some school objects and ask the students How
Warm-up activities many…? and they answer There is/are… Highlight the
difference is and are.
• Sing The greetings song (CD1 track 3) and Practice
The classroom song (CD1 track 38).
using the Class Calendar poster. Match.
• Play Simon Says (e.g. Simon Says pick up a pencil, Simon says • The students match classroom language expressions to the
touch a school bag…) corresponding pictures.
Language presentation Find and colour. Then write.
STUDENT’S BOOK, p. 23, exercise 1 • The students find school objects in a mosaic image and
CD1 track 40 colour them. Then answer the question How many…?
Listen. Then act out.
Playtime
• The students listen to Jack and Emily. Emily is talking about STUDENT’S BOOK, p. 23
her new pencil case but the teacher asks them to be quiet.
• Drill the conversation, then the students act out the Play the Bring me… game.
dialogue. Monitor and help. • The students play The bring me… game. The teacher stands
in a corner of the classroom and asks two students (on the
opposite side of the room) Bring me (a pencil). The students
look around the classroom and pick up the school object
CD1 track 41
that the teacher has asked for. The first student to give the
Listen and repeat. teacher the object wins the game.
• Drill the classroom language and get choral and individual
repetition. Ending the lesson
• Say the classroom language and get students to follow • The students sing The goodbye song (CD1 track 4).
your instructions.
35
LESSON 9
Metas curriculares • Ask the students to write the prepositions of place in, on,
under and near on four different pieces of paper. Then say
• ID3 2.1 • LG3 5.1; 5.2; 7.1 • L3 9.6; 9.8 • SP3 12.2; 12.3 • R3 14.3; sentences using the prepositions of place and the students
14.4 • W3 15.1 have to raise the preposition according to what they‘ve
heard (e.g. Teacher says: The pencil case is on the desk! The
students raise the paper with the preposition on).
Objectives
• Learn to recognize and use in/on/under/near. Practice
• Talk about where objects are.
• Practise school objects vocabulary and prepositions of STUDENT’S BOOK, p. 24, exercise 3
CD1 track 43
place by playing a board game.
Listen and draw.
Language and structures • The students listen and draw accordingly.
• In, on, under, near. ACTIVITY BOOK, p. 16, exercise 1
• Where’s my pencil? It’s under the desk. Read, draw and write.
• The pen is in the pencil case. • The students read the information, then draw the pictures
and complete the sentences.
Warm-up activities Draw and speak. Then listen and draw.
• Sing The greetings song (CD1 track 3) and The classroom • The students draw classroom objects in/on/under/near the
song (CD1 track 38). desk, the chair or the schoolbag in the picture on the left.
They shouldn’t show their drawings to their partners.
• Elicit information about the days of the week, weather, etc. • Students work in pairs and tell their partner about their
picture (e.g. There’s a pencil on the desk.) The students listen
• Pick up some school objects and place them on a desk. to their partner’s description and draw it in the image on
the right.
The students describe what they see: There are (four pens);
There’s a ruler…
Playtime
Listen. Then read. Play the Where is it? board game.
• The students listen to a dialogue. • The students play the Where is it? board game. Divide the
• Get choral and individual repetition of the dialogue. students in groups and give each group a dice. Each student
puts a marker (e.g. small rubber) on the START square and
• Highlight It’s under the desk and demonstrate the meaning takes a turn to throw the dice. Then, they move forward and
of the prepositions of place. when they land on a square they have to describe a picture,
using the prepositions of place (The pencil is on the table).
STUDENT’S BOOK, p. 24, exercise 2 If they can’t, they go back to the previous square. The first
Look and read. student to go past the START square three times wins the game.
• The students read the words and look at the pictures. Ending the lesson
• Pick up a pencil and put it in your pencil case. Then ask the
students Where’s my pencil? and they answer It’s in the pencil
case. Do this with other school objects for in, on, under and • Students choose a song from Unit 1 and sing.
near. • The students sing The goodbye song (CD1 track 4).
36
LESSON 10
Metas curriculares Read. Then colour Emily’s clothes.
• ID3 2.1; 3.3; 3.5 • LG3 4.5; 5.1; 5.2; 6.1; 7.1 • R3 14.3; 14.4 • W3 15.1; • The students read the sentences and colour Emily’s clothes
15.2; 16.2 accordingly.

Objectives
Label the pictures.
• Revise autumn, weather, clothes, colours, activities and
numbers vocabulary. • The students write the name of some autumn activities.
• Reflect on learning process. STUDENT’S BOOK, p. 26, exercise 5
Count and write.
• The students count how many mushrooms Jack has picked
• Autumn: leaf, mushroom, tree, acorn, squirrel, pumpkin. and write some numbers.
• Weather: It’s cloudy/windy/chilly.
• Clothes: jumper, trousers, jacket, pyjamas, socks, shoes.
Match and draw.
• Colours: red, yellow, orange, brown, green, grey.
• The students match the sentences to the corresponding
• Autumn activities: collecting leaves, picking mushrooms, pictures. One of the squares is empty so that the students
collecting acorns, jumping in a pile of leaves, flying a kite, have to draw according to the information given.
eating chestnuts.
• Numbers: one, two, three, four, five, six, seven, eight, nine, STUDENT’S BOOK, p. 26, exercise 7
ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, CD1 track 44
seventeen, eighteen, nineteen, twenty. Listen and circle true (9) or false (8).
• The students listen to a description and circle the tick or the
cross accordingly.
• Atividade – Emily’s clothes

Self-evaluation
Warm-up activities
• The students sing the songs from Unit 1: The autumn song, Tick your progress.
the Let’s put on song, The colour leaves song, The numbers
rap song and The classroom song.
• Each student reflects on his/her process of learning by
Playtime
Checkpoint
BOARD GAME POSTER
STUDENT’S BOOK, p. 25, exercise 1 • The students play the Board Game using Unit 1 vocabulary.
Unscramble the words and match.
• The students unscramble the letters, write the autumn
words correctly and match with the corresponding picture. Ending the lesson
STUDENT’S BOOK, p. 25, exercise 2 • The students sing The goodbye song (CD1 track 4).
Write. Note: Ask the students to bring their “work in progress”
• The students describe the weather and Emily’s clothes. Scrapbooks to the next class.
37
LESSON 11
• ID3 3.5 • LG3 6.1 • L3 8.2; 9.6; 9.8 • SP3 12.4 Say the chant.
• The students listen to The conkers chant.
Objectives • Play the chant again and encourage the students to chant.
• Learn about autumn activities in the UK.
• Listen to some information about The Conkers game. Scrapbook alert
• Say The conkers chant. STUDENT’S BOOK, p. 27

• Tell the students that cultural topics such as the one on this
page are good ideas for their Scrapbook.
• Conkers: conker tree; squirrel; spiky shell.
• Highlight the numbers and their order in the chant: five,
• Numbers: one, two, three, four, five. four, three, two, one.
• The students show their Scrapbook to the class.

• Jogo – Autumn quiz Playground
Play Conkers.
Warm-up activities • Tell the students that they are going to play Conkers in the
playground.
• The students sing The greetings song (CD1 track 3) and The • The game is played by two players, each with a conker
autumn song (CD1 track 21). threaded onto a piece of string or shoelace; they take turns
• Elicit information about the days of the week, weather, etc. to hit each other’s conker until one breaks. The first to break
the other player’s conker wins the game. You should bring
chestnuts to be used as conkers and pieces of string to the
classroom in order to play this game.
Cultural bridge
• While two students are playing Conkers, the others sing The
STUDENT’S BOOK, p. 27, exercise 1 conkers chant. Each student takes five turns to try and break
Listen. the other student’s conker. Students change partners at the
end of each series of turns until all the students have played
• Read the information about Conkers and the students the game.
listen.
• Explain that Conkers is a traditional autumn game played in
the UK using the seeds of Horse Chestnut trees, commonly Ending the lesson
called conkers. The game is very popular with children,
especially boys. • The students sing The goodbye song (CD1 track 4).
38
LESSON 12
Metas curriculares STORYTELLING BOOK
• ID3 3.5 • LG3 6.1 • L3 8.2; 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3; 12.4 • Show the front cover of the story and talk to the students
R3 14.3; 14.4 • W3 15.1 about the title and the picture in order to elicit some
vocabulary (e.g. What’s this? – pointing to the scarecrow –,
What do you think the story is about? Where does the story
Objectives take place? What can you see? How does the scarecrow feel?
What does the title mean?).
• Listen and understand a story.
• Identify and name words related to autumn.
• Recognize feelings. While-reading
• Revise numbers.
• Read the story slowly and stop at the end of each page to
show the pictures and give any necessary explanation.
• Scarecrow, cornfield, farmer, tractor, friend. • Read the story a second time for further understanding.
• I’m lonely / I’m happy.
• Numbers. Post-reading
• Talk to the students about the story (e.g. What was your
favourite part of the story? What did you like the most?).
• Animação – Story – The Lonely Scarecrow
ACTIVITY BOOK, p.17, exercise 1
Order.
Warm-up activities
•The students order the sequence of the story.

• The students sing The hello song (CD1 track 1) and The Match.
autumn song (CD1 track 21).
• Elicit information about the days of the week, weather, etc. •The students match the words to the corresponding
pictures.
ACTIVITY BOOK, page 17, exercise 3
Pre-reading Find and count.

• The students help the Lonely Scarecrow find scarecrows
• Tell the students that they are going to listen to the story – that live in other farms, through a maze. Then they count
the scarecrows.
The Lonely Scarecrow (the story is featured in the Storytelling
Book and has an animated version in ).
Ending the lesson

39
LESSON 13
Metas curriculares • Write the title of the story (The Lonely Scarecrow) on the
board and elicit what the story is about.
• LG3 6.1 • L3 8.2; 9.6; 9.8 • SI3 11.6 • SP3 12,2; 12.3; 12.4
R3 14.3; 14.4
Practice
Objectives
• Act out a story. • Read the story again.
• Identify and name words related to autumn. • Act out the story with the students.
• Recognize feelings.
• Revise numbers.
Arts and Crafts
• Scarecrow, cornfield, farmer, tractor, friend. Teacher’s Guide, Photocopiable Materials
Cut and glue. Then colour.
• I’m lonely / I’m happy.
• Clothes vocabulary. • The students cut out the clothes and glue them on the
Scarecrow. Then they colour the clothes.
• Colours vocabulary.
Warm-up activities Ending the lesson
• The students sing The hello song (CD1 track 1) and The • The students choose a game from Unit 1 and play.
autumn song (CD1 track 21). • The students sing The goodbye song (CD1 track 4).
LESSON 6 TEMPLATES
40
U N IT
2 Winter • Give the poster word cards to the students and they take
turns to match them to the corresponding pictures on the
poster.
Note: the poster word cards are available on pages 143 to 151.
LESSON 1 • The students find the words in the picture on the book and
tick them.
Metas curriculares STUDENT’S BOOK, p. 28, exercise 2
• ID3 3.3 • LG3 6.2; 7.1 • L3 8.2; 9.6; 9.8 • SP3 12.2; 12.3; 12.4 CD1 track 47
R3 14.3 • W3 15.1 Sing.
• Play The snowflakes song and sing along.
Objectives • Then play the song again and ask the students to join in.
• Recognize and name words related to winter. • Divide the students in groups and ask each group to
• Listen and sing The snowflakes song. practise the song. Then each group sings the song to the
class.

• Snowman, sledge, snowflake, snow, ice, umbrella. Practice
• It’s a/an…
• Snowflake/snowflakes STUDENT’S BOOK, p. 28, exercise 3
Fill in the gaps.
• The students fill in the gaps in order to write winter words.
• Imagem – Flashcards ACTIVITY BOOK, p. 18, exercise 1
• Animação – Karaoke – The snowflakes song Label the picture. Then colour.
• The students label the picture and colour it.
Warm-up activities
Arts and Crafts
• The students sing The greetings song (CD1 track 3).
• Elicit information about the days of the week, weather, etc. STUDENT’S BOOK, p. 28
using the Class Calendar poster. Make a name snowman.
• Draw a snowman on the board and ask the students to • The students listen to the instructions (draw, write, cut and
guess the topic of the lesson.
glue).
• The students make a snowman and write their names on
the snowman’s body. The students should draw circles on a
Language presentation piece of paper and write the letters of their names on each
circle. The upper circle should be the snowman’s head. The
STUDENT’S BOOK, p. 28, exercise 1 students decorate the snowman as they wish.
CD1 track 46
• Display the students’ work on the wall.
Listen and repeat. Then find and tick.
• Ask the students to open their books on page 28. They
listen to words related to winter while the teacher points to
the images in the picture. Ending the lesson
• Stick Poster 2 – Winter the board. Point to the vocabulary
• The students sing The snowflakes song (CD1 track 47).
on the poster and elicit the vocabulary. (e.g. What is it? It’s a
snowman.) • The students sing The goodbye song (CD1 track 4).
41
LESSON 2
Metas curriculares • Stick the weather flashcards on the board. Then point to
a flashcard and say the words, the students stand up if it’s
• ID3 3.2 • LG3 6.2; 7.1 • L3 9.6; 9.8 • SP3 12.2; 12.3 • R3 14.3 true and sit down if it’s false.
W3 15.1
• Match the word cards to the corresponding flashcard on
the board, one at a time. The students repeat the word if it’s
Objectives correct and keep quiet if it’s wrong.
• Listen and read a dialogue.
• Identify and use winter vocabulary. Practice
• Describe the weather in winter.
• Recognize the written form of weather vocabulary. STUDENT’S BOOK, p. 29, exercise 3
CD1 track 50
• Practise the weather expressions by playing
The weather board game. Listen and match.
• The students listen to a description and match accordingly.
• It’s rainy. It’s stormy. It’s snowy. It’s cold. Find, circle and write.
• What’s the weather like? It’s rainy.
• The students find the weather words in a wordsnake.
Then they complete the weather expressions under the
corresponding pictures.
• Atividade – Winter weather – Memory game
• Apresentação – Story Gallery
Write and draw.
• The students describe the weather today and draw it.
Warm-up activities
• The students sing The hello song (CD1 track 1) and The • Fast finishers can use this exercise for further practice.
snowflakes song (CD1 track 47).
using the Class Calendar poster. Playtime
• Draw an umbrella, a flash of lightning and a snowflake on
the board. Ask the students to look outside and decide if STUDENT’S BOOK, p. 29
any of those symbols fit the weather that day. Ask: What’s Play The weather board game.
the weather like today?
• You should bring a few dice to the class.
The students play The weather board game in small groups
Language presentation (3 or 4 students). Each student puts a marker (e.g. small
rubber) on the START position and they throw the dice once
CD1 track 48
to decide who starts first. Then they throw the dice in turns
in order to move forward. Squares have images or
Listen. Then read. expressions. When they land on a square with an expression
• The students listen to a dialogue between Jack and Emily. they have to draw the weather in their notebooks, and
• Drill the lines chorally and individually. Then the students when they land on an image square they have to say the
weather it represents. If they don’t know or get it wrong,
read the conversation in pairs.
they go back a square. The first student to reach FINISH wins
STUDENT’S BOOK, p. 29, exercise 2 the game.
CD1 track 49
FLASHCARDS
• Students can play the game several times.
Listen and repeat.

Ending the lesson
• Show the weather flashcards and elicit the vocabulary.
The students listen to the words, repeat them and point to
the pictures in the book. • The students sing The goodbye song (CD1 track 4).
42
LESSON 3 CD1 track 53
Sing.
Metas curriculares
• ID3 1.4 • LG3 6.2; 7.1 • L3 8.2; 9.6; 9.8 • SI3 11.6 • The students listen to the Because I’m wearing song. Then
they sing the song.
• SP3 12.2; 12.3; 12.4 • R3 14.3 • W3 15.1; 15.3
• Talk about the clothes you are wearing (I’m wearing…).
Then students talk about what they are wearing.
Objectives
• Listen to a dialogue. STUDENT’S BOOK, p. 30, exercise 4
• Identify and name items of clothing related to winter Speak.

• Recognize the written form of clothes vocabulary. • Highlight She’s wearing… in the dialogue.
• Describe items of clothing. • Ask the students What’s Jack wearing? The students look at
• Describe other people’s clothes. Jack’s clothes and answer He’s wearing…
• Sing the Because I’m wearing song. • Highlight the difference between He’s wearing trousers and
• Practise clothes vocabulary by playing The clothes He’s wearing a scarf (singular and plural forms) and the use
memory game. of a with singular items of clothing.

• Ask about Peter and Emily in the picture. What’s he wearing?
What’s she wearing?
• Boots, coat, scarf, gloves, earmuffs, wooly hat.
• What’s he/she wearing? Practice
He’s wearing trousers. She’s wearing a scarf.
Match.
• Animação – Karaoke – Because I’m wearing • The students match the winter clothes words to the
Warm-up activities
Label the pictures.
• The students sing The hello song (CD1 track 1) and The • The students label the pictures related to winter clothes.
using the Class Calendar poster. Write.
• Revise weather vocabulary. Stick the weather flashcards
•The students describe other people’s clothes by filling in
on the board. Mouth a weather expression and the students the gaps.
say which flashcard is it.
CD1 track 51
Playtime
Listen.
• The students listen to a short dialogue between Jack and STUDENT’S BOOK, p. 30
Peter, a school colleague. Play The clothes memory game.
• Drill the dialogue and get choral and individual repetition.
• The students cut out the clothes mini-flashcards (in the Mini-
flashcards envelope) and play the Clothes memory game in
groups of three students, using their three sets of cards. The
CD1 track 52
students place their cards face down in front of them. Each
FLASHCARDS
student turns over three cards and if the cards have the same
Listen and repeat. picture, the student says the name of the item of clothing and
• Show the clothes flashcards. The students listen to the wins those cards. But if the pictures are different, the student
turns the cards face down again and the next student plays.
words and repeat them. Ask the students to repeat them
again and point to the corresponding images in the book. The student with the most cards at the end wins the game.
• Stick the clothes flashcards all over the classroom and tell
the students to Point to the coat/scarf… Then, give the word Ending the lesson
cards to some students and ask them to match the word
cards with the corresponding flashcards. • The students sing The goodbye song (CD1 track 4).
43
LESSON 4
Metas curriculares
• The students work in pairs. One student points to an image
from exercise 2 and his partner describes it (e.g. black boots).
• LG3 6.2; 7.1 • L3 9.4; 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3 STUDENT’S BOOK, p. 31, exercise 4
• R3 14.3; 14.4 • W3 15.2; 15.3; 16.1
Speak: Guess Who?
Objectives
•Each student describes the clothes of a classmate
(She’s/He’s is wearing black boots…). The other classmate
• Listen to a dialogue. guess the name of the person who is being described.
• Identify winter colours. STUDENT’S BOOK, p. 31, exercise 5
• Recognize the written form of colours. Fill in the gaps and colour.
• Practise colours by playing the Go fish game.
• The students fill in the gaps and colour the clothes.
Language and structures ACTIVITY BOOK, p. 21, exercise 1
• Black, white, blue, purple, pink. Find. Then write.

• He’s/She’s wearing a purple scarf. • The students follow a path in a maze collecting letters to
form a colour, then write it down at the end of the maze.
Warm-up activities
Order and write.
• The students sing The hello song (CD1 track 1) and the •The students order the words to create complete sentences.
Because I’m wearing song (CD1 track 53).
using the Class Calendar poster. Read and colour.
• Revise clothes vocabulary by using the clothes •The students read a description and colour the corresponding
mini-flashcards (João, pick up the gloves card, please; picture.
Ana, pick up the coat card, please…).
Playtime
Listen. Play the Go fish game.
• The students listen to the dialogue between Jack and Emily. • The students cut out the winter colour mini-flashcards (in
• Drill the dialogue and get choral and individual repetition. the Mini-flashcards envelope).

• Divide the students in groups of 4. Each player picks up 3
cards. The remaining cards are shuffled and placed face
CD1 track 55 down. Players should hold their cards so only they can see
FLASHCARDS them. Before starting the game, all the players put any pairs
Listen and repeat. they happen to have in their hand down and earn a point
for each pair. The game starts with the youngest player and
• The students listen to the colours, repeat the words and moves clockwise. A player asks his opponents for a colour,
point to the images in the book. e.g., Afonso, do you have purple? The player who asks for a
• Stick the colour flashcards on the board and ask the colour can only ask for colours he has. If the opponent has
students to remember the order. Then turn over the the card, he must give it to the player, who earns a point for
flashcards and ask the students to tell you the sequence. making a match. If the opponent does not have the card, he
Repeat the activity changing the order of the flashcards. says Go fish! The player must then pick a single card from the
• Introduce the written form by associating the image and shuffled pile of cards. Whenever they make a pair, players
should place it on the table and earn a point. The next player
word cards.
is the one who said Go fish! The game is won by the player
with the most points when all the cards are gone.
Practice
Ending the lesson
Point and say. • The students sing The goodbye song (CD1 track 4).
44
LESSON 5
Metas curriculares • Stick Poster 2 - Winter on the board and ask some students
to come to the board and match the poster word cards to
• ID3 3.5 • LG3 6.2; 7.1 • L3 9.4; 9.6; 9.8 • SP3 12.2; 12.3 the corresponding pictures.
R3 14.3; 14.4 • W3 15.1; 16 • Say the activities and get students to mime the activity.
Then get some students to mime and the others say what
the activity is.
Objectives
• The students act out the story. Choose two students to act
• Listen and read a story. out Jack and Emily’s role and then divide the class into small
• Identify and name winter activities. groups in order to perform each one of the winter activities
that appear in the story. Tell each group its activity and when
• Recognize the written form of winter activities. the students who are acting out Jack and Emily’s dialogue
• Describe favourite winter activities. mention the activity, the corresponding group stands up
• Describe likes and dislikes. and mimes it.
• Act out the story. • Say I like throwing snowballs. I hate running in the snow. I love
riding a sledge. Then write these expressions on the board
• Practise winter activities vocabulary by playing the and draw a happy face for I like, a sad face for I hate and a
Miming game. heart for I love. Ask the students what they like, hate and love.
They practise in pairs and then tell the whole class.
Practice
• Running in the snow, riding a sledge, skiing, throwing STUDENT’S BOOK, p. 32, exercise 2
snowballs, making a snowman, drinking hot chocolate.
CD1 track 57
• I like skiing.
Listen and order.
I hate skiing. I love throwing snowballs.
• The students listen to the descriptions and number the
pictures accordingly.
Warm-up activities
Match. Then write.
• The students sing The hello song (CD1 track 1) and The •The students match the beginning and the end of the
winter activities expressions.
Write and draw. Then tell your partner.
• Revise colours by playing the Shark Game. •The students write and draw one activity they like and one
they hate. Then they tell each other in pairs.
On the board, draw a stick figure on a diving board and
a shark below it. Think of a colour and represent it on the ACTIVITY BOOK  EXTRA PRACTICE, p. 60, exercise 4
board by a row of dashes. The students take it in turn to
try to guess the word by suggesting letters. If someone • Fast finishers can use this exercise for further practice.
suggests a letter which forms part of the word, write it in
the correct position. If the letter isn’t part of the word, the Playtime
stick figure moves forward. The stick figure can only move STUDENT’S BOOK, p. 32
three times. The fourth time, it will be caught by the shark
and the game is over. Play the Miming game.
• You should bring a small bag to the class. Write the winter
activities on small pieces of paper and put them in a bag.
Language presentation Divide the class into small groups. A student from each
group takes a paper from the bag and mimes the activity.
STUDENT’S BOOK, p. 32, exercise 1 The other groups have to guess the activity. The group with
CD1 track 56 most correct answers wins the game.
Listen. Then read.
Ending the lesson
• The students listen. Drill and get the students to repeat
individually and in pairs. • The students choose a password from the lesson’s vocabulary
• Use the story to elicit winter activities and ask the students which will be asked at the beginning of next lesson.
to repeat the vocabulary. • The students sing The goodbye song (CD1 track 4).
45
LESSON 6
Practice
Metas curriculares
• L3 9.6; 9.7; 9.8 • SP3 12.2; 12.3 • R3 14.3; 14.4 • W3 15.1; 15.3 STUDENT’S BOOK, p. 33, exercise 2
Fill in the gaps.
Objectives • The students fill in the gaps in order to write numbers.
• Identify numbers 21 to 30.
• Count objects. ACTIVITY BOOK, p. 23, exercise 1
CD1 track 58
• Recognize the written form of numbers 21-30. Listen and join the dots.
• Practise numbers by playing Bingo.
• The students listen to a sequence of numbers and join the
dots accordingly.
• Twenty-one, twenty-two, twenty-three, twenty-four, ACTIVITY BOOK, p. 23, exercise 2
twenty-five, twenty-six, twenty-seven, twenty-eight, Order and write.
twenty-nine, thirty.
• How many…?
• The students write the numbers in the correct order.
Count and write.
Warm-up activities • The students count the objects and write the corresponding
expression.
• Ask the students the password to enter the classroom. ACTIVITY BOOK  EXTRA PRACTICE, p. 60, exercise 5
• The students sing The hello song (CD1 track 1) and The • Fast finishers can use this exercise for further practice.
• Revise winter activities vocabulary through miming. The
students guess the activities. The students talk about the STUDENT’S BOOK, p. 33
activities they love and hate and the other students listen
and decide if it’s true or false. Play Bingo.
• The students play Bingo. They choose nine numbers from 1
to 30 and write them on the Bingo Card. Then you say
Language presentation numbers from 1 to 30 and the first student to cross off all
their numbers wins the game. You can repeat the game as
STUDENT’S BOOK, p. 33, exercise 1 long as the students are enjoying it.
Read and count.
• The students count how many snowballs they can see in the Ending the lesson
picture.
• The students play the sequence game. The students stand • The students sing The goodbye song (CD1 track 4).
up and say the numbers round the class (from 1 up to 30).
When a student gets the number wrong or forgets, he sits • Give a number to each student. Then randomly call out
down and the next student starts counting from one. The numbers from 1 to 30 when the students hear their number
last student to sit down is the winner. they are allowed to leave the classroom.
46
LESSON 7
CD1 track 61
Metas curriculares
Sing.
• ID3 1.2 • LG3 4.4; 7.1 • L3 8.2; 9.6; 9.8 • SP3 12.2; 12.3;
12.4; 13.1 • R3 14.3 • W3 16 • The students listen to The family song.
• Explain to the students that Grandma and Grandpa are
Objectives short forms of Grandmother and Grandfather.
• Identify and name family members. • Then play the song again and ask the students to join in.
• Recognize the written form of family words. • The students cut out the family mini-flashcards (in the
• Describe your family. Mini-Flashcards envelope)
• Sing The family song. • Play the song. The students hold up the family
• Make a family tree. mini-flashcard when they hear that family member
mentioned in the song.
• Father, mother, sister, brother, grandfather, STUDENT’S BOOK, p. 34, exercise 1
grandmother, uncle, aunt, cousin. • Highlight This is my grandfather Simon in the conversation.
• This is my… • Show a picture of your own family and present it (e.g.This is
my mother Ana).
Warm-up activities
Practice
• Sing The greetings song (CD1 track 3) and Because I’m ACTIVITY BOOK, p. 24, exercise 1
wearing (CD1 track 53).
• Elicit information about the day of the week, weather, etc. Write.
using the Class Calendar poster. • The students label Emily’s family tree.
• Revise numbers by drawing some numbers on the board
and asking the students to say the word. ACTIVITY BOOK, p. 24, exercise 2
Order and write.
• The students order the words to create complete
STUDENT’S BOOK, p. 34, exercise 1 sentences.
CD1 track 59
Listen and repeat. ACTIVITY BOOK  EXTRA PRACTICE, p. 60, exercise 6
• The students listen to a conversation. Draw students’ attention • Fast finishers can use this exercise for further practice.
to the new characters that appear in this conversation.
• The students listen to the conversation once more. Get choral
and individual repetition, then the students repeat in groups. Arts and Crafts
CD1 track 60
FLASHCARDS Make your family tree.
Listen and repeat. • Go to Photocopiable Materials in this Teacher’s Guide and
make copies of the family tree handout. Give a copy to each
• Stick the family flashcards on the board. The students student and ask them to draw and label their family tree
listen to the family vocabulary. Ask students to repeat the
words and point to the corresponding images in the book. (e.g. This is my mother Paula).
• Stick the word cards on the board and match them to the • The students present their family tree to the class.
corresponding family flashcards. Ask the students to repeat
the words again.
• Give the students a family flashcard or a word card and ask Ending the lesson
them to stand up. Tell them that they have to go around
the classroom and find the other student who has the • Hide the family flashcards in the classroom. The students
corresponding picture or word. Repeat the activity until have to find them and say the word.
everyone has found their partner. • The students sing The goodbye song (CD1 track 4).
47
LESSON 8
Practice
Metas curriculares
• ID3 1.2 • LG3 4.4; 7.1 • L3 9.4; 9.6; 9.8 • SI3 11.6 • SP3 12.3 STUDENT’S BOOK, p. 35, exercise 3
R3 14.3; 14.4 • W3 15.1; 16.1 Find and circle.
Objectives
• The students find the family words and circle.
• Identify and name family members. STUDENT’S BOOK, p. 35, exercise 4
• Recognize the written form of family words. CD1 track 62
• Ask and answer about family. Listen and match.

• Practise family vocabulary by playing Happy families. • The students listen to a description and match the names
to the corresponding family words.

• Have you got…? CD1 track 63
Yes, I have. No, I haven’t. Listen and write.
• I ‘ve got…He’s got… She’s got…
• The students listen to three children talking about their
• This is my… brothers or sisters. Then they match a name to the correct
picture.

Warm-up activities
Ask friends. Then write.
• Sing The greetings song (CD1 track 3) and The family song • The students ask friends about their families and fill in a
(CD1 track 61). grid. Then write sentences in their notebooks by following
the example (Pedro’s got one brother. Maria’s got two sisters.)
• Revise family vocabulary by showing the flashcards and Playtime
eliciting the vocabulary (e.g. Who’s this? Mother).
Language presentation Play Happy families.

• The students use the family mini-flashcards from the
STUDENT’S BOOK, p. 35, exercise 1 previous lesson.
Read. Divide the class in groups of four. They shuffle the cards,
then hand out four to each student. The rest of the cards are
• The students read a dialogue between Jack and Emily. placed face down in the centre of the desk. The students try
• Highlight the structures Have you got…? Yes, I have./ to collect a group of four cards which are the same. They
take turns to ask each other: Paulo, have you got a father? If
No, I haven’t. I ‘ve got…
Paulo has a father card, he hands the card over and the
• Go around the classroom and ask the students student continues to ask others in the group. If the answer
Have you got a sister/brother? And students answer Yes, I
have / No, I haven’t. I ‘ve got… is No, the student takes a card from the pile in the centre,
but must put down another card in the pile.

Speak. Ending the lesson
• The students ask their partners if they have got a brother or
a sister and then fill in the grid. • The students sing The goodbye song (CD1 track 4).
48
LESSON 9
• ID3 2.3 • LG3 5.4;7.1 • L3 8.2; 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3; Listen and order.
12.4 • R3 14.3 • W3 15.2; 15.3
• The students listen to sounds that suggest different means
Objectives of transport and order the pictures accordingly.
• Identify and name forms of transport. STUDENT’S BOOK, p. 36, exercise 4

• Recognize the written form of vocabulary related to CD1 track 67
transport.
Sing.
• Sing The wheels on the bus reggae song.
• Describe the transport they use to go to school. • Play The wheels on the bus reggae song. Then sing and do
the actions.
Language and structures • Encourage the students to join in.

• How do you go to school?
By bus.
Practice

• Atividade – Transport game Unscramble the words and write. Then match.
Warm-up activities • The students unscramble the letters and write the words.
Then match to the corresponding picture.
• Sing The greetings song (CD1 track 3).
using the Class Calendar poster. Write and draw.
• Revise family vocabulary by singing The family song • The students answer the question How do you go to the
(CD1 track 61). school? Then they draw the transport they use to go to
school.
CD1 track 64 Arts and Crafts
Listen.
• The students listen to a dialogue between Jack and Emily. STUDENT’S BOOK, p. 36
• Drill the dialogue and get choral and individual repetition. Make a 3D school bus.

• The students go to the Arts and Crafts section in order to
make a 3D school bus.
CD1 track 65 The students listen to the instructions and they colour, cut,
Listen and repeat. fold and glue the school bus.
• The students listen to the transport vocabulary and repeat
the words.
• Stick the School Poster on the board and give some
students the transport poster word cards. The students Ending the lesson
match the word cards to the corresponding picture.
Note: The poster word cards are available on pages 143 to 151. • Students choose a song from Unit 2 and sing.
• Ask the students How do you go to school? and they • The students sing The goodbye song (CD1 track 4).
answer By…
49
LESSON 10
Metas curriculares Fill in the gaps. Then draw.
• ID3 1.2; 2.3; 3.3 • LG3 4.4; 5.4; 6.2; 7.1 • R3 14.3 • The students fill in the gaps in order to write weather
• W3 15.1; 15.2; 16 expressions and draw the weather.
Objectives STUDENT’S BOOK, p. 37, exercise 3
• Revise vocabulary related to winter, weather, clothes, Write.

colours, activities, numbers, family and transport. • The students describe Jack’s brother clothes.
• Reflect on learning process.
Language and structures Find, colour and write.
• Winter: snowman, sledge, snowflake, ice, snow, • The students find the colour words and circle them. Then
they colour a small circle and write the words.
umbrella.
• Weather: It’s rainy; stormy; snowy; cold. STUDENT’S BOOK, p. 38, exercise 5
• Clothes: boots, coat, scarf, gloves, earmuffs, wooly hat. Match.
What’s he/she wearing? He’s/She’s wearing…
• Colours: black, white, blue, purple, pink. • The students match the winter activities to the
• Activities: running in the snow, riding a sledge, skiing,
throwing snowballs, making a snowman, drinking hot STUDENT’S BOOK, p. 38, exercise 6
chocolate. I like…/I hate…/I love…
Write.
• Numbers: twenty-one, twenty- two, twenty-three,
• The students write the numbers.
twenty-four, twenty-five, twenty-six, twenty-seven,
twenty-eight, twenty-nine, thirty.
• Family: grandfather, grandmother, father, mother,
sister, brother, uncle, aunt, cousin. This is my… Have Find 9 family words.
you got…? Yes, I have../No, I haven’t. I’ve got… • The students find the family vocabulary in a word square.
• Transport: bus, car, motorbike, bicycle. How do you go
to school? By… STUDENT’S BOOK, p. 38, exercise 8
Fill in the gaps.
• The students fill in the gaps.
• Jogo – Winter quiz
Self-evaluation

Warm-up activities
• The students sing the songs from Unit 2: The snowflakes
song, Because I’m wearing, The family song and The wheels
on the bus reggae. Playtime
• Elicit information about the days of the week, weather, etc. BOARD GAME POSTER
• The students play the Board Game using Unit 2 vocabulary.
Checkpoint Ending the lesson
Match.
Note: Encourage the students to bring their “work in
• The students match the winter words to the correct picture. progress” Scrapbooks to the next class.
50
LESSON 11
Metas curriculares • Tell the students there is a similar saying in Portuguese
Culture: Se a candelária chora, está o inverno fora; se a
• ID3 3.4; 3.5 • LG3 6.2 • L3 8.1; 8.2; 9.6; 9.8 • SP3 12.4 candelária rir, está o inverno para vir.
Objectives
• Listen to information about Groundhog Day. Scrapbook alert
• Say a rhyme related to Groundhog Day. STUDENT’S BOOK, p. 39
• Play The Snowblind game and say the chant.
• Tell the students that subjects such as Groundhog Day are
good ideas for their Scrapbook.
Language and structures • The students show their Scrapbook to the classs.
• Groundhog.
• Snowman, burrow, spring, winter, cloudy, sunny.
Playground
Warm-up activities Play The snowblind game
• The students sing The greetings song (CD1 track 3) and The • Establish boundaries and choose one student as the
snowflakes song (CD1 track 47). snowman. Give him a foam cylinder and put a blindfold
over his eyes.
Cultural Bridge
• The rest of the players crouch on the ground, eyes open,
and wait for the snowman to start the action by chanting,
“Snowman, snowman, all in white, blinding everyone in
sight!”
CD1 track 68
Listen. • While the snowman chants, they run around inside the
predetermined boundaries; but must return to a stationary
• The students listen to information about Groundhog Day. crouching position by the time the chant ends. Now the
• Then ask When’s Groundhog day? snowman moves around while the other players remain in
• Divide the board in two sides. On one side separately draw their positions.
a sun and some clouds and on the other side write spring
and winter. Then ask the students What happens when the
• Still snow-blind, the snowman tries to tag one of the players
with the foam cylinder. When he succeeds, the tagged
groundhog emerges from its burrow? Match the words to the player becomes snow-blind too, and he must join forces
corresponding pictures according to the sudents’ answers. with the snowman, who gives the foam cylinder to him and
stands behind him with hands on his/her hips. They are
STUDENT’S BOOK, p. 39, exercise 2 both blindfolded and say the chant while the rest run for
CD1 track 69 safety again. The game continues until the last student is
tagged.
Listen and repeat.
• The students listen to a traditional rhyme and repeat it.
• Explain to the students that a rhyme is used in the United Ending the lesson
States of America and Canada on Groundhog Day. Explain
the students that a rhyme is sometimes used to express the
same idea as Groundhog Day. • The students sing The goodbye song (CD1 track 4).
51
LESSON 12
STORYTELLING BOOK
Metas curriculares
•Show the cover of the book and have the students describe
• LG3 6.2 • L3 9.6; 9.8 • SI3 10.1; 11.6 • R3 14.3; 14.4 • W3 15.3 the picture (e.g. What do you see? Where does the story take
place? When does the story take place? How does the bird feel?
What colour is the pine tree?)
Objectives
• Identify and name words related to winter. While-reading
Language and structures • Read the story slowly and stop at the end of each page
to show the pictures and give any necessary explanation.
• Winter, bird, broken wing, cold, snow, oak tree, acorns, Ask questions and ask the students to predict what might
chestnut tree, chestnuts, pine tree, green, warm, fly,
leaves. happen next.
• Read the story a second time for further understanding of
the story. Ask the students to help you to tell the story.
• Animação – Story – Why The Pine Tree Stays Green in

Winter Post-reading
Warm-up activities • Talk to the students about the story (e.g. What was your
favourite part of the story? What did you like the most? What
was the moral of the story?).
Write and order.
• The students fill in the gaps and order the story.
Pre-reading
• Tell the students that they are going to listen to a story. Ending the lesson
(Why the Pine Tree Stays Green in winter). The story is featured
in the Storytelling Book and has an animated version in
---------------------- ). • The students sing The goodbye song (CD1 track 4).
52
LESSON 13
Metas curriculares • Draw a pine tree on the board and ask the students Why
does the pine tree stay green in winter? The students recall
• LG3 6.2 • L3 9.6; 9.8 • SI3 10.1; 11.6 • SP3 12.2; 12.3 the story.
• R3 14.3
Practice
Objectives
• Act out a story. • Read the story again.
Act out the story with the students.
• Identify and name words related to winter.
Arts and Crafts
Teacher’s Guide, Photocopiable Materials
• winter, bird, broken wing, cold, snow, oak tree, acorns, Cut and colour.
chestnut tree, chestnuts, pine tree, green, warm, fly, leaves.
• The students use the bird and the pine tree to recall the
story.
Display the students’ work.
Warm-up activities
Ending the lesson
snowflakes song (CD1 track 47). • The students choose a game from Unit 2 and play.
• Elicit information about the days of the week, weather, etc. • The students sing The goodbye song (CD1 track 4).
using the Class Calendar poster. Note: Ask the students to bring some flowers for next lesson.
53
U N IT
T
3 Spring
LESSON 1
Metas curriculares • Give the word cards to the students and they take turns to
match them to the corresponding pictures on the poster.
• ID3 3.3 • LG3 6.3; 7.1 • L3 8.2; 9.6; 9.8 • SP3 12.2; 12.3; 12.4 • R3
14.3 • W3 15.1; 15.3 • The students find the words related to spring in the picture
in the book and circle the words.
Objectives • Asks questions about the picture (What’s this? It’s a bird; What
colour is it? Blue; How many trees are there? Five.)
• Recognize and name words related to spring. • The students then work in pairs to do the same.
• Listen and sing the It’s spring! song. STUDENT’S BOOK, p. 40, exercise 2
• Listen and sing the chant. CD1 track 71
Sing.
Language and structures • Play the It’s spring! song.
• Bird, rainbow, butterfly, bee, flower, nest, frog, grass. • Then play the song again and ask the students to join in.
• It’s a… • Divide the students in groups and ask each group to rehearse
the song. Then each group sings the song to the class.
Practice
• Animação – karaoke – It’s spring
• Imagem – Flashcards Find. Then fill in the gaps.
Warm-up activities
• The students find and circle the words related to spring in a
word square. Then they fill in the gaps.
• The students sing The greetings song (CD1 track 3). ACTIVITY BOOK, p. 28, exercise 2
• Elicit information about the days of the week, weather, etc. Find. Then write.
using the Class Calendar poster. • The students connect the dots to reveal a butterfly and
write the word.
• Bring some flowers to the classroom. Let the students smell
them and ask them to guess the topic of the lesson. ACTIVITY BOOK  EXTRA PRACTICE, p. 61, exercise 1

Arts and Crafts
STUDENT’S BOOK, p. 40, exercise 1 STUDENT’S BOOK, p. 40
CD1 track 70 CD1 track 72
Listen and repeat. Then find and circle. Make an origami frog. Then say the chant.
• Ask the students to open their books at page 40. They listen •The students listen to the instructions and make an origami
to the vocabulary related to spring and repeat. frog (see instructions on the following page).
• Stick Poster 3 - Spring on the board. Point to the words on • Play the chant and sing it.
the poster and elicit the vocabulary. (What’s this? It’s a bird.) • Play the chant again and encourage the students to join in.
• Stick the poster word cards on the board and then ask • The students can have a frog race and say the chant while
the students to close their eyes. Remove a word card and playing.
hide it behind your back. Ask the students What’s missing?
They point to the picture on the poster and say the word.
Ending the lesson
Note: the poster word cards are available on pages 143
to 151. • The students sing The goodbye song (CD1 track 4).
54
Origami Jumping Frog
1 Fold in half 2 Fold in half 3 Fold to make 4 Fold to make

to make crease crease and crease and
fold back fold back
7 Fold in the dotted lines

5 Fold in the to meet the center
lines 6 Fold in the
dotted line
9 Fold in the dotted line

and fold back 10 Pull out the
corners
13 Fold in the
dotted line
12 Fold in the
dotted line
Hold with a
15
finger aand Draw eyes
release to and finished
jump
jum 14 Turn over
55
LESSON 2
Metas curriculares • Stick the flashcards and the word cards on the board and
ask some students to come to the board and match the
• ID3 3.2 • LG3 6.3; 7.1 • L3 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3 • R3 14.3 word cards to the correct flashcard.
• W3 15.1; 15.3
Objectives Practice
• Listen to a dialogue.
• Describe the weather in spring. STUDENT’S BOOK, p. 41, exercise 3
CD1 track 75
• Recognize the written form of weather vocabulary.
Listen and order.
• Practise the weather expressions by playing Weather
Pictionary. • The students listen to a description and order the pictures
by writing 1-6 in the circles.

• It’s warm. It’s misty. It’s showery. Do the crossword.
• What’s the weather like? It’s misty. • The students do a crossword related to weather.
• Apresentação – Story Gallery Write.
• The students complete sentences about the weather.
Warm-up activities
• The students sing The hello song (CD1 track 1) and the Playtime
It’s spring! song (CD1 track 71).
• Elicit information about the days of the week, weather, etc. Play Weather pictionary.
• Write all the weather expressions the students have been
Language presentation taught up until now on small pieces of paper. Then put
them in a bag and divide the class in two groups.
STUDENT’S BOOK, p. 41, exercise 1 • The groups take turns playing the game. One student takes
CD1 track 73 a piece of paper out of the bag. Then he/she silently reads
the weather expression and draws it on the board. His/Her
Listen. group has to say the weather expression. If they answer
• The students listen to a dialogue between the team coach correctly they win a point, but if they get it wrong or if they
don’t know the answer, the other group has the chance to
and the football team.
guess the weather expression. If they succeed they win a
• Drill the dialogue and get choral and individual repetition. point. At the end of the game the winner is the group with
most points.
CD1 track 74
FLASHCARDS
Listen and repeat. Ending the lesson
• Show the weather flashcards and elicit the vocabulary. • The students play the Shark game using weather expressions.
The students listen to the words, repeat them and point to
the pictures in the book. • The students sing The goodbye song (CD1 track 4).
56
LESSON 3
Metas curriculares • Ask groups of two students to come to the board and put
the cards in order according to your instructions (e.g. blouse
• ID3 1.4 • LG3 6.3; 7.1 • L3 8.2; 9.1; 9.2; 9.3; 9.6; 9.8 • SP3 12.2; 12.3; – tracksuit – dress – shirt – sandals – trainers).
12.4 • R3 14.3; 14.4 • W3 15.1; 16
• Stick the clothes flashcards on the board and give the
clothes word cards to some students. Ask them to match
Objectives the word cards with the corresponding flashcards on the
board.
• Listen to a dialogue. • Distribute all the flashcards for clothes and then say a word.
• Identify and name items of clothing related to spring. The student with the corresponding picture holds it up.
• Recognize the written form of clothes vocabulary. STUDENT’S BOOK, p. 42, exercise 3
• Sing the All dressed up song. CD1 track 78
• Describe items of clothing. Sing.
• Describe other people’s clothes. • Play the All dressed up song.
• Practise clothes vocabulary by playing Kim’s Game. • Play the song again and ask the students to join in.
• Divide the students in two groups, boys and girls. Ask the
boys to sing along with the boy and the girls to sing along
Language and structures with the girl.
• Dress, shirt, blouse, tracksuit, trainers, sandals.
• What are you wearing? I’m wearing a tracksuit. Practice
• What’s he/she wearing? He’s/She’s wearing trainers. STUDENT’S BOOK, p. 42, exercise 4
CD1 track 79
Listen and colour.
• The students listen to a description and colour the clothes.
• Atividade – Clothes in order ACTIVITY BOOK, p. 30, exercise 1
• Animação – All dressed up song Break the code, write and draw.
•The students label the pictures according to a code and
Warm-up activities draw.
• The students sing The hello song (CD1 track 1) and ACTIVITY BOOK, p. 30, exercise 2
It’s spring! (CD1 track 71). Trace and find. Then write.
• Revise weather vocabulary by asking about the weather • The students follow a line that links famous people to items
today then showing the weather flashcards and eliciting of clothing. Then they write sentences with the information.
the vocabulary.
Language presentation Playtime

STUDENT’S BOOK, p. 42, exercise 1 STUDENT’S BOOK, p. 42
CD1 track 76 Play Kim’s game.
Listen. Then repeat the dialogue. • The students cut out the spring clothes mini-flashcards
• The students listen to a dialogue between Jack, a friend and Emily. (in the Mini-flashcards envelope) and play Kim’s game
in pairs. Each student places his/her set of cards face up
• Choral and individual repetition of the conversation.
on the table. Then each student takes turns playing the
• The students practise in pairs. game. Student A takes a look at the cards of Student B and
STUDENT’S BOOK, p. 42, exercise 2 then closes his/her eyes. Student B takes a card away and
CD1 track 77 Student A tries to guess which card is missing. At the end
FLASHCARDS of each round the missing card returns to the set, students
Listen and repeat. change roles and continue playing.
• Show the clothes flashcards. The students listen to the Ending the lesson
words and repeat them. Encourage the students to repeat
them again and point to the corresponding images in the book. • The students sing The goodbye song (CD1 track 4).
57
LESSON 4
Metas curriculares • Stick the colour flashcards on the board and ask the
students to close their eyes. Remove a flashcard and ask
• LG3 6.3; 7.1 • L3 8.2; 9.6; 9.8 • SI3 10.1; 11.6 • SP3 12.2; 12.3; 12.4 • the students What’s missing? They try to guess the missing
R3 14.3, 14.4 • W3 15.1; 15.2 colour. Repeat the activity removing different flashcards.
• Revise the written form by matching words with pictures.
Objectives • Ask the students to stand in a circle and throw a ball to each
other. They have to say a colour before they throw the ball to
• Listen and read a dialogue. someone else. They can’t repeat colours.
• Identify spring colours.
• Recognize the written form of the vocabulary. CD1 track 82
• Sing The rainbow colours song. Sing.
• Revise colours. • The students listen to The rainbow colours song.
• Practise colours by playing Spinners. • Play the song again and ask the students to join in.
• The students draw a balloon. Then tell each student the
colour they should use to colour the balloon (they should
• Red, orange, yellow, green, blue, purple, pink, black, only use one colour from The rainbow colours song).
brown, white, grey. • Play The rainbow colours song again. The students hold up
their balloon each time they hear their colour.
• It’s a green T-shirt.
Practice
Warm-up activities Colour.
• The students sing The hello song (CD1 track 1) and the • The students colour a rainbow according to the instructions.
All dressed up song (CD1 track 78). ACTIVITY BOOK, p. 31, exercise 1
Unscramble and write the words. Then colour.
using the Class Calendar poster. • The students unscramble the letters, write the words and
then colour the butterflies.
• Revise clothes vocabulary by playing Bingo with the
clothes mini-flashcards. Each student chooses four
clothes mini-flashcards and each time the teacher says an Write. Then colour.
item of clothing they have, they turn the card over. The
student says bingo when all the cards are face down. • The students label the pictures and then colour them.
Playtime
Language presentation STUDENT’S BOOK, p. 43

Play spinners.
CD1 track 80 • Divide students in pairs. Each pair makes two spinners.
Listen and read. • Go to the Photocopiable Materials section and make
enough copies for your students. The students cut out the
• The students listen to the dialogue between Jack and Emily. spinners and glue them to cardboard. On one they colour
• Get choral and individual repetition. Then the students read each space using six different colours, on the other they
the dialogue in pairs. draw six pieces of clothing (shirt, blouse, tracksuit, trainers,
dress, sandals). They insert a pencil in the middle and spin
STUDENT’S BOOK, p. 43, exercise 2 the spinners. One shows the piece of clothing, the other
CD1 track 81 the colour and the first student to say the corresponding
FLASHCARDS sentence (e.g. It’s a green blouse) gets a point.
Listen and repeat.
Ending the lesson
• The students listen to the colours, repeat them and point to
the corresponding stripe in the book. • The students sing The goodbye song (CD1 track 4).
58
LESSON 5
Practice
Metas curriculares
• LG3 6.3; 7.1 • L3 9.6; 9.8 • SI3: 11.5; 11.6 • SP3: 13.1 • R3 14.3 • W3 15 STUDENT’S BOOK, p. 44, exercise 2
CD1 track 84
Listen and match.
Objectives
• Listen to a dialogue. • The students listen to Peter and Anne talking about their
favourite colour and match accordingly.
• Identify spring colours. STUDENT’S BOOK, p. 44, exercise 3
• Recognize the written form of the vocabulary. Do a class survey.
• Revise colours. • The students ask eight classmates (there’s only space for
• Talk about preferences. 8 names) about their favourite colours and fill in the grid.
• Do a class survey. STUDENT’S BOOK, p. 44, exercise 4
• Make a bar graph. Make a bar chart.
• Practise colour vocabulary by playing Dominoes.
• Show the students how to make a bar chart of their answers
referring to the example in the book. Distribute chart paper
Language and structures and help students make their bar chart. Give the chart a title
e.g. Our favourite colours, and display on the wall.
• Red, orange, yellow, green, blue, purple, pink, black,
brown, white, grey. ACTIVITY BOOK, p. 32, exercise 1
• What’s your favourite colour? It’s red. Read. Then colour.
• Read the text aloud and check students’ understanding.
Warm-up activities
• The students colour the picture according to the text.
• The students sing The hello song (CD1 track 1). • Fast finishers can use this exercise for further practice.
Playtime
• Revise colours by playing The rainbow colours song (CD1
track 82). The students use the balloons from previous
lesson, while they sing the song.
Play Dominoes.
• The students go to the Arts and Crafts section and cut out
the colour dominoes.

• The students play Dominoes in pairs. They have to match
the image to the corresponding word.
CD1 track 83
Listen.
Ending the lesson
• The students listen to the dialogue between Jack and Emily.
• Highlight the structure What’s your favourite colour? It’s red. • The students choose a password from the lesson’s vocabulary
• Ask the students What’s your favourite colour? The students which will be asked at the beginning of next lesson.
answer It’s… Then students ask each other in pairs. • The students sing The goodbye song (CD1 track 4).
59
LESSON 6
• ID3 3.5 • LG3 6.3; 7.1 • L3 9.3; 9.5; 9.6; 9.8 • SI3 10.1 • SP3 12.1; 12.2; Listen and repeat.
12.3 • R3 14.3; 14.4 • W3 15.1
• The students listen to the vocabulary and repeat.
• Stick Poster 3 - Spring on the board and ask some students
Objectives to come to the board and match the poster word cards to
the corresponding pictures.
• Listen to a conversation. Note: the poster word cards are available on pages 143
• Identify and name spring activities. to 151.
• Recognize the written form of the activities.
• Read a conversation. Practice
• Describe favourite spring activities.
• Practise the vocabulary by playing the Shark game. STUDENT’S BOOK, p. 45, exercise 3
CD1 track 87
Listen and match.
• Picking flowers, having a picnic, doing the gardening, • The students listen to a description and then match the
names to the activities.
riding a bike.
• He’s riding a bike. ACTIVITY BOOK, p. 33, exercise 1
• They’re having a picnic Fill in the gaps and match.
• The students fill in the gaps and then match the spring
activities to the corresponding pictures.
• Atividade – Spring activities memory game ACTIVITY BOOK, p. 33, exercise 2

CD1 track 88
Listen and order. Then write.

Warm-up activities • The students listen and order the spring activities. Then
they label each picture.
• Ask the students the password to enter the classroom. ACTIVITY BOOK  EXTRA PRACTICE, p. 62, exercise 2
• The students sing The hello song (CD1 track 1) and the • Fast finishers can use this exercise for further practice.
All dressed up song (CD1 track 78).
• Elicit information about the days of the week, weather, etc. Playtime
• Revise colour vocabulary by playing Simon says… (e.g. STUDENT’S BOOK, p. 45
Simon says touch something yellow; Simon says touch Play the Shark game.
something red….).
• On the board, draw a stick figure on a diving board and
a shark below it. Think of a colour and represent it on the
Language presentation board by a row of dashes. The students try to guess the
word by suggesting letters. If a student suggests a letter
correctly, write it in the place it appears in the word. If the
letter isn’t part of the word, the stick figure moves forward.
CD1 track 85
The stick figure can only move three times. The fourth time,
Listen. Then read out the conversation. it will be caught by the shark and the game is over.
• The students listen to a conversation.
• Drill the conversation chorally and individually. Then elicit Ending the lesson
spring activities.
• The students read out the conversation in small groups, • Mime a spring activity and the students have to guess it.
then present it to the whole class. • The students sing The goodbye song (CD1 track 4).
60
LESSON 7
Metas curriculares Find and write.
• ID3 2.2 • LG3 5.3; 7.1 • L3 9.6; 9.8 • SP3 12.2; 12.3 • R3 14.3 • W3 15.1 • The students find the school activities in a wordsquare and
then label the pictures.
Objectives
• Listen to a dialogue. ACTIVITY BOOK, p. 35, exercise 1
• Read a dialogue. Circle the correct expression.

• Identify and name school activities. • The students circle the correct expression to the pictures.
• Recognize the written form.
• Practise the vocabulary by playing the Guess the action.
Write.
Language and structures • The students describe school activities by completing
sentences according to images.
• Reading, writing, singing, dancing, playing hide and
seek, playing hopscotch, playing football, playing tag,
skipping, playing marbles.
Arts and Crafts
Warm-up activities Make a School Activities poster.
• The students sing The hello song (CD1 track 1) and • Divide the students into pairs. Then write the school
activities on small pieces of paper and put them in a bag.
The rainbow colours song (CD1 track 82).
A student from each pair takes out a piece of paper and then
• Elicit information about the days of the week, weather, etc. each pair draws the school activity written on the paper.
• Display the students work on the wall.
• Revise spring activities by asking to the students What’s
your favourite spring activity?
Playtime
STUDENT’S BOOK, pp. 46 and 47, exercise 1
CD1 track 89 Play Guess the action.
Listen. Then read. • Preparation: Say a school activity and the students mime
doing it. Then do the same but get individual students to
• The students listen to a dialogue. Get choral and individual mime an activity. Do the action and the students name the
repetition. Then get students to repeat in pairs. activity. Then, in pairs, one student says the activity and the
• Use the dialogue to elicit school activities. The students other mimes it.
repeat. • Divide the class in four teams and use the small pieces of
• Stick the School Poster on the board and ask some paper with the school activities from the previous activity.
students to come to the board and match the poster word The students play Guess the action. One student from a
cards to the corresponding pictures. team comes to the front of the classroom and takes a piece
Note: the poster word cards are available on pages 143 of paper out of the bag. Then he mimes the school activity
to 151. and his team tries to guess the activity. Let the other teams
guess the activity if the original team is unsuccessful. Each
team wins two points for guessing correctly. The team with
Practice most points wins the game.

CD1 track 90
Ending the lesson
Listen and tick.
• The students listen and tick what the children are doing. • The students sing The goodbye song (CD1 track 4).
61
LESSON 8
Metas curriculares • Give each student a small piece of paper and ask them to
draw a happy face, a smiley face with hearts instead of eyes
• ID3 2.2 • LG3 5.3; 7.1 • L3 9.6; 9.8 • SI3 11.5 • SP3 12.3; 13.1 • R3 14.3; and a sad face. Next to the happy face they write a school
14.4 • W3 15.3 activity they like. Next to the smiley face they write a school
activity they love. Next to the sad face they write a school
Objectives activity they hate and then they write their name on the
piece of paper. Collect all the pieces of paper and put them
• Listen to a conversation. in a bag. Then ask a student to take out a piece of paper
• Read a conversation. and read the information about a schoolmate (e.g. happy
face – Joana likes skipping; smiley face – Maria loves playing
• Identify and name school activities. hopscotch; sad face – Ruth hates playing marbles).
• Recognize the written form.
• Talk about preferences. Practice
• Practise school activities by playing a board game.
Language and structures Write.
• Reading, writing, singing, dancing, playing hide and • The students complete sentences about the activities they
seek, playing hopscotch, playing football, playing tag, like, love and hate.
skipping, playing marbles. ACTIVITY BOOK, p. 36, exercise 1
• He loves playing football. Write.
• He likes playing marbles.
• The students write about Jack, Emily and Peter’s preferences.
• He hates playing tag.
Write and draw.
• The students write about their preferences. Then they draw
Warm-up activities a school activity they love and another they hate.
• Sing The greetings song (CD1 track 3) and the It’s spring!
song (CD1 track 71).
• Elicit information about the days of the week, weather, etc. Playtime
• Revise school activities by playing the Whispering game. STUDENT’S BOOK, p. 48
Whisper a school activity to a student and he/she passes Play The Playground activities board game.
the word along by whispering. The last student says the
word he hears aloud. • You should bring a few dice to the class. The students play the
Board Game in small groups (3 or 4 students). Each student
puts a marker (e.g. small rubber) on START and students take
turns to throw the dice. Then, they move forward and when
Language presentation they land on a square with a picture they have to describe
the picture (e.g. He’s/She’s playing hopscotch; They’re playing
STUDENT’S BOOK, p. 48, exercise 1 football). When they land on a square with a happy face
CD1 track 91 they say an activity they like (I like…); when on a square
Listen. Then read. with a sad face they say an activity they hate (I hate…)
and on a square with a heart they say an activity they love
• The students listen to the dialogue. (I love…). If they can’t describe the picture or express their
likes and dislikes, they go back a square. The first student to
• Get choral and individual repetition. go past the START square three times wins the game.
• Highlight the way Jack and Emily talk about their
preferences and those of their friends. Ending the lesson
• Model how to talk about preferences (I love… I hate…. I • The students choose a song from Unit 3 and sing.
like…). Ask the students (What activity do you love? What do
you hate? What do you like?). • The students sing The goodbye song (CD1 track 4).
62
LESSON 9
Metas curriculares Match.
• ID3 1.4; 2.2; 3.3; 3.5 • LG3 5.3; 6.3; 7.1 • L3 9.6 • R3 14.3 • W3 15.1; • The students match the weather expressions to the correct
16; 16.2 pictures.
• Revise vocabulary about spring, weather, clothes, Write and draw.

colours, spring activities and school activities.
• The students describe what they are wearing and then
• Reflect on learning process. draw themselves.

Fill in the gaps and colour.
• Spring: bird, rainbow, butterfly, bee, flower, nest, frog,
grass. • The students complete the phrases and colour the pictures.
• Weather: It’s warm, misty, showery.
• Clothes: trainers, dress, sandals, shirt, blouse, tracksuit.
What are they wearing? They’re wearing… Write.
• Colours: red, orange, yellow, green, blue, purple, pink, • The students describe the pictures by filling the gaps in
white, black, brown, grey. spring activities sentences.
• Activities: picking flowers, having a picnic, doing the
gardening, riding a bike. He’s riding a bike. They‘re STUDENT’S BOOK, p. 50, exercise 6
having a picnic.
Write.
• School activities: reading, writing, singing, dancing,
• The students complete a gapped letter using pictures to
playing hide and seek, playing hopscotch, skipping,
playing tag, playing marbles, playing football. help them.
Self-evaluation
• Jogo – Spring quiz STUDENT’S BOOK, p. 50, exercise 7
• The student reflect on their own process learning by ticking

a progress icon.
Warm-up activities
• The students sing the songs from Unit 3: It’s spring!, All Playtime
dressed up, The rainbow colours song. (CD1 tracks 71, 78, 82)
• Elicit information about the days of the week, weather, etc. • The students play the Board Game using Unit 3 vocabulary.

Write. Note: Ask the students to bring their “work in progress”
Scrapbooks to the next class. You need to bring some
• The students complete the words by adding the missing chocolate coins to the next lesson. Make sure you bring
letters. a coin for each student and put them in a bag.
63
LESSON 10
Playground
Metas curriculares
• ID3 3.5 • LG3 6.3 • L3 8.2; 9.6; 9.8 • SI3 11.6 • SP3 12.3; 12.4 Play The Leprechaun Treasure Hunt.
Objectives • For this game you need to bring some chocolate coins to
the class and put them in a bag.
• Listen to information about an Irish mythical creature:
The Leprechaun.
• Sing My gold lies under the rainbow.
• Draw and colour a rainbow on a sheet of paper. Then cut out
each colour. You need to have a rainbow for each group of
• Revise colours by playing The Leprechaun Treasure students, so make sure you have enough rainbows stripes.
Hunt.
• Behind each stripe write a letter from the word RAINBOW.
Language and structures This will help the students complete the game afterwards.
Red stripe – write the letter R; Orange stripe – write the
• Leprechaun, rainbow, coins, pot of gold. letter A; Yellow stripe – write the letter I; Green stripe –
write the letter N; Blue stripe – write the letter B; Purple
stripe – write the letter O; Pink stripe – write the letter W.
Warm-up activities Then hide the rainbow stripes in different places round the
playground. Also hide the bag with the coins and make
• The students sing The greetings song (CD1 track 3) and the sure it’s not anywhere near the stripes. You don’t want the
It’s spring! song (CD1 track 81). students to find the coins while searching for the stripes.
• Divide the class in 4 or 5 groups and tell the students that
a student from each group, one at a time, has to go around
Cultural bridge the playground and find a rainbow stripe. When they find
a stripe, the student has to bring it back to the group and
STUDENT’S BOOK, p. 51, exercise 1 then another student from the same group can go to look
CD1 track 92 for another rainbow stripe. If they find a colour they already
Listen and speak. have, they have to leave it in the same place. Each group
has to organize the stripes according to The rainbow colours
• The students listen to information about an Irish mythical song in order to form the word Rainbow, so they need to
creature: The Leprechaun. find all seven stripes and order them. The first group to
• The students talk about rainbows. complete the rainbow, has to name all the colours.

CD1 track 93
• The first group to complete the task gets one minute to
try to find the bag of coins. All the students in the group
Sing the My gold lies under the rainbow song. can now search for the bag. If they don’t find it within that
period of time, they have to return and the second group to
• The students listen to My gold lies under the rainbow. complete the rainbow gets their chance. Continue giving
• Then play the song again and ask the students to join in. one minute to each group until one finds the bag. The
group which finds the bag is the winner. Make sure they
Scrapbook alert share the coins with everybody at the end.
• Tell the students that the content of this page is good for Ending the lesson
their Scrapbook.
• The students show their Scrapbook to the class. • The students sing The goodbye song (CD1 track 4).
64
LESSON 11
STORYTELLING BOOK
Metas curriculares
• Show the cover of the book and ask the students to describe
• LG3 6.3 • L3 9.6; 9.8 • SI3 10.1; 11.5; 11.6 • R3 14.3; 14.4 the cover (e.g. What do you see? Who are the main characters
in the story? What colour are they? Where are they?).
Objectives While-reading
• Listen to a story.
• Identify and name words related to spring. • Read the story slowly and stop at the end of each page
to show the pictures and give any necessary explanation,
• Revise colours. asking questions as you go.
• Read the story a second time for further understanding.
• Ask strong students to read some parts of the story.
• Butterfly, brothers, flowers, garden, rain, wings, storm,
wet, tulip, lily, sun, warm, white, yellow, red. Post-reading
• Talk to the students about the story (e. g. What was your
• Animação – The Three Little Butterfly Brothers did you think about the attitude of the tulip and the lily? What
is the moral of the story? )

Order, glue and draw.
Warm-up activities • Go to Photocopiable Materials section and make enough
copies for your students. Give each student the phrases
• The students sing The hello song (CD1 track 1) and the related to the story.
It’s spring! song (CD1 track 71). • Divide the students in pairs. They cut and put the phrases
• Elicit information about the days of the week, weather, etc. in order. Then they glue the phrases into the workbook and
using the Class Calendar poster. illustrate them.
Ending the lesson

Pre-reading
• Tell the students that they are going to listen to a story – Note: You should prepare the story puppets for next lesson
The Three Little Butterfly Brothers (the story is featured in (see Teacher’s Guide, Photocopiable Materials).
the Storytelling Book and has an animated version in Cut and colour the pictures. Then use wooden sticks
). to make the puppets.
65
LESSON 12
Metas curriculares • Show the story puppets and elicit some vocabulary (What is
it? It’s a red butterfly. It’s a tulip…).
• LG3 6.3 • L3 9.6; 9.8 • SI3 10.1 • SP3 12.2; 12.3
Practice
Objectives
• Read the story again, using the story puppets.
• Act out a story.
• Act out the story with the students. The students use the
• Identify and name words related to spring. story puppets.
• Revise colours.
Arts and Crafts
Language and structures Teacher’s Guide, Photocopiable Materials
• Butterfly, brothers, flowers, garden, rain, wings, storm, Colour. Then cut.
wet, tulip, lily, sun, warm, white, yellow, red.
• The students make a bookmark.
Ending the lesson
Warm-up activities • The students choose a game from Unit 3 and play.
• The students sing The hello song (CD1 track 1) and the • The students sing The goodbye song (CD1 track 4).
It’s spring! song (CD1 track 71). Note: If there’s time you may want your students to make
• Elicit information about the days of the week, weather, etc. their own puppets. For that purpose, bring enough copies (see
using the Class Calendar poster. Teacher’s Guide, Photocopiable Materials) and wooden sticks.
✁
But the tulip said “no, only the red
and yellow butterflies can come in”.
They played in the sun and

were very happy.
✁
✁
✁
There were once three little

butterfly brothers, one white,
one red, and one yellow.
Then the butterflies flew to a white

✁
lily, but the lily said “No, only the

✁
white butterfly can come in”.
Then the sun appeared and

chased away the rain.
One day it rained and wet their

wings, so they flew to a red and
yellow striped tulip.
66
U N IT
4 Summer
ON 1
LESSON
ESSO
Metas curriculares • The students find the summer words in the picture in the
book and tick.
• ID3 3.3 • LG3 6.4; 7.1 • L3 8.2; 9.6; 9.8 • SP3 12.2; 12.3; 12.4 • R3 • The teacher points to images in the picture and asks
14.3 • W3 15.1 questions (What’s this? It’s a boat; What colour is it? ).
Students work in pairs to do the same.
Objectives
• Recognize and name words related to summer. CD1 track 95
• Listen and sing the Summer dream song. Sing.
• Listen and sing the song Row your boat. • Play the Summer dream song.
Language and structures • Play the song once more and ask only the girls to sing, then
only the boys. Finally play the song again and get everyone
• Sun, boat, beach, ice cream, sand, sea. to join in.
• It’s a…
Practice
• Animação – Karaoke – Summer dream song Find. Then label the pictures.
• Imagem – Flashcards • The students find and circle the words related to summer in
a word square. Then they label the pictures.
Warm-up activities Connect the numbers. Then write.
• The students sing The greetings song (CD1 track 3). • The students connect the dots to reveal the image of one of
the summer words, then they complete a sentence writing
• Elicit information about the days of the week, weather, etc. the word.
• Bring some pictures of different beaches to the classroom
and stick them on the walls. Then ask the students to guess Arts and Crafts
the topic of the lesson.
Language presentation CD1 track 96
Make an origami boat. Then say the chant.
CD1 track 94 • The students listen to the instructions and make an origami
boat (see instructions on the following page).
Listen and repeat. Then find and tick.
• Ask the students to open their books on page 52. They • Play the Row your boat chant. Then say the chant with the
students.
listen to the summer words and repeat them.
• Stick Poster 4 - Summer on the board. Point to the pictures • The students can use their boat to do the actions while
saying the chant.
on the poster and elicit the vocabulary (e. g. What’s this? It’s
a beach.)
• Mouth a summer word and the students try to guess the Ending the lesson
word and say it aloud.
• Give the poster word cards to the students who take turns • The students choose a password from the lesson’s
to match them to the corresponding pictures on the poster. vocabulary which will be asked at the beginning of next
lesson.
Note: The poster word cards are available on pages 143
to 151. • The students sing The goodbye song (CD1 track 4).
67
Origami boat
2 Fold in half and 3 Fold to the center.

unfold
1 Start from a
rectangle (e.g. A4).
Fold in half.
4 Fold the overlap- 5 Fold corners
ping strip upwards backwards. Turn over.
45°
6 Fold strip upwards. 7 Open. 8 Opening in progress.
45°
9 Fold in triangle upwards. 10 Open (like 11 Take upper

Repeat behind. in the steps 7 and 8). corners and stretch out.
12 Finished boat.
68
LESSON 2
Metas curriculares • Stick the flashcards on the board and ask the students to
close their eyes. Take a flashcard away and ask Which one is
• ID3 3.2 • LG3 6.4; 7.1 • L3 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3 • R3 14.3 missing?
• W3 15.1; 15.2
• Students match the word cards to the corresponding flashcard.
Objectives Practice
• Listen to a dialogue.
• Describe the weather in summer.
CD1 track 99
• Recognize the written form of weather vocabulary.
Listen and circle true or false.
• Practise the weather expressions by playing Cops and
Robbers. • The students listen to a description and circle the cross if
the sentence is wrong or the tick if the sentence is right.

• It’s sunny. It’s hot. It’s breezy. Read and draw.
• What’s the weather like? It’s sunny. • The students read short phrases about the weather and
complete the pictures accordingly.

• Apresentação – Story Gallery Break the code and write. Then match.
• Atividade – What’s the weather like? • The students write the weather following a code and then
match the words with the pictures.
Warm-up activities Playtime

• Ask the students the password to enter the classroom. Cops and Robbers.
• The students sing The hello song (CD1 track 1) and
the Summer dream song (CD1 track 95). • Play the game in a large space, preferably outside.
• Elicit information about the days of the week, weather, etc. • Divide the class into two groups, the “cops” and the
using the Class Calendar poster. “robbers”. Arrange the groups behind two lines facing each
other and put all the weather flashcards on the ground.
When you say a weather expression (e.g. It’s sunny), the
Language presentation “robbers” run, try to pick up the corresponding flashcards
and take it back across their line. If the “cops” touch
STUDENT’S BOOK, p. 53, exercise 1 them before they cross their line, they have to return the
CD1 track 97 flashcard. From time to time swap roles.
Listen.
Ending the lesson
• The students listen to a dialogue between Jack and Emily.
• Drill the dialogue and get choral and individual repetition. • The students sing The goodbye song (CD1 track 4).
• Ask students What’s Emily’s favourite weather?
CD1 track 98
FLASHCARDS
Listen and repeat.
• Show the weather flashcards and elicit/present the
vocabulary. The students listen to the words, repeat them
and point to the pictures in the book.
69
LESSON 3
a time, pointing to the spaces where the flashcards were.
Metas curriculares The students say the words until there are no flashcards on
• ID3 1.4 • LG3 6.4; 7.1 • L3 8.2; 9.3; 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3; the board and you are pointing to empty spaces.
12.4 • R3 14.3 • W3 15.1; 16 • Give the clothes word cards to some students. Ask them to
match the word cards to the corresponding flashcards on
Objectives the board.
CD2 track 3
• Identify and name items of clothing related to
summer. Sing The clothes song.
• Recognize the written form of clothes vocabulary. • Play The clothes song. You may want to explain that jeans
• Sing The clothes song. are trousers made of denim.
• Describe items of clothing. • Play the song again and ask the students to join in.
• Describe other people’s clothes. • Ask students to draw and label an item of clothing (you
• Practise clothes vocabulary by playing Pelmanism. may include clothes items from previous units).Then make
a clothes washing line and hang it up in the classroom. Play
the song again and encourage the students to join in.
• Shorts, skirt, T-shirt, swimsuit, cap, sunglasses. Practice
• What are you wearing?
I’m wearing shorts. STUDENT’S BOOK, p. 54, exercise 4
• What’s he/she wearing? CD2 track 4
He’s/She’s wearing a blue T-shirt. Listen and colour.
• The students listen to a description and colour the clothes
accordingly.
Warm-up activities
• The students sing The hello song (CD2 track 40) and Do the crossword. Then write.
the Summer dream song (CD1 track 95).
• Elicit information about the days of the week, weather, etc. • The students do a crossword about clothes and then label
using the Class Calendar poster. the pictures.

Ask a friend. Then draw and write.
CD2 track 1
• The students sit/stand back to back and ask their partner
what they are wearing. Then they draw and write about
Listen. Then repeat. what their classmate is wearing.
• The students listen to a dialogue between Emily and her
mother. Playtime
• Get choral and individual repetition of the conversation.
Then ask the students to practise in pairs. STUDENT’S BOOK, p. 54
• Ask the students to look at the pictures and identify some Pelmanism.
clothes items that they already know.
• The students cut out the clothes mini-flashcards (in Mini-
flashcards envelope) and play Pelmanism in pairs. They
spread the cards face down on the table and then take turns
CD2 track 2
trying to find matching pairs of cards. Each time they find a
FLASHCARDS
matching pair of cards they have to name the item of clothing.
Listen and repeat. If they do so correctly they keep this pair. The student with the
• Show the clothes flashcards. The students listen to the most cards at the end of the game is the winner.
words and repeat them. Ask the students to repeat them
again and point to the corresponding images in the book. Ending the lesson
• Stick all the clothes flashcards on the board. Point to the
pictures and elicit the names. Then take them down one at • The students sing The goodbye song (CD2 track 42).
70
LESSON 4
Metas curriculares Draw and speak.
• ID3 1.4 • LG3 6.4; 7.1 • L3 9.6; 9.8 • SP3 12.3; 12.4 • R3 14.3. • W3 16 • The students work in pairs. First they draw some clothes in
the bag and then they describe to a partner what’s in their
Objectives bag.
• Identify and name items of clothing related to Listen and draw.
summer.
• Recognize the written form of clothes vocabulary.
• The students listen to their partners and draw what’s in
their partners’ bag.
• Describe items of clothing.
• Describe other people’s clothes.
CD2 track 6
• Practise clothes vocabulary by playing The Sequence
Listen and colour.
game.
• The students listen to a description and colour the clothes.
• Shorts, skirt, T-shirt, swimsuit, cap, sunglasses. Tick and write.
• In my bag, there are… • The students tick the clothes that the children are wearing
and describe them.
Arts and Crafts

Warm-up activities
• The students sing The hello song (CD2 track 40) and Make a clothes mannequin.
The clothes song (CD2 track 3).
• Elicit information about the days of the week, weather, etc. • The students go to the Arts and Crafts section, complete the
using the Class Calendar poster. drawing and cut and glue their favourite clothes. Then they
write about the clothes they chose.
• Revise clothes vocabulary by ordering the clothes • Students describe their clothes in pairs.
mini-flashcards according to your instructions (e.g. T-shirt;
skirt; swimsuit; sunglasses; shorts; cap).
Playtime
• Draw a bag on the board and stick some clothes mini- Sequence game.
flashcards inside. Then say In my bag, there are four T-shirts, • The students stand up and count out loud round the class.
three skirts, one cap, two swimsuits, shorts and sunglasses. They should substitute numbers 5, 10, 15, 20, 25 and 30
• Write the phrase on the board and get choral and individual with a different item of clothing. So, after number 4 the next
student has to say an item of clothing instead of number 5.
repetition.
The next students count numbers 6 to 9. Number 10 also
should be replaced by an item of clothing. When a student
Practice gets the number wrong, can’t think of an item of clothing or
repeats an item which has already been mentioned, he has
STUDENT’S BOOK, p. 55, exercise 1 to sit down and the next student starts counting from one.
CD2 track 5 The last one to sit down is the winner.
Listen and write. Then draw.
• The students listen to Emily describing the clothes she’s Ending the lesson
taking camping and they complete a description. Then they
draw the clothes in the bag. • The students sing The goodbye song (CD2 track 42).
71
LESSON 5
Metas curriculares • Ask the students to stand up and play Simon Says (e.g.
Simon says touch something red; Simon says touch something
• ID3 6.4; 7.1• L3 9.6; 9.8 • SI3: 10.1 • SP3: 12.2; 12.3 • R3 14.3; 14.4 • purple).
W3 15.3
• Sing the song again and get the children to join in.
Objectives
• Listen and read a dialogue. Practice
• Identify colours. STUDENT’S BOOK, p. 56, exercise 2
• Recognize the written form of the colour vocabulary. CD2 track 8
• Revise colours. Listen and colour.
• Practise colours by playing Colour bingo. • The students listen to a description and colour the boats
accordingly.
• Red, orange, yellow, green, blue, purple, pink, black, CD2 track 9
brown, white, grey.
Listen and write. Then circle true (9) or false (8).
• He’s got a yellow boat.
• The students listen to a description and complete the
sentences. Then they circle the cross if the sentence is
wrong or the tick if the sentence is right.

Warm-up activities
Break the code. Then colour.
• The students sing The hello song (CD2 track 40) and • The students calculate the numbers and colour according
The summer dream song (CD1 track 95). to a code.
• Elicit information about the days of the week, weather, etc. ACTIVITY BOOK  EXTRA PRACTICE, p. 63, exercise 4
• Revise clothes vocabulary using flashcards. Cover the • Fast finishers can use this exercise for further practice.
flashcard with a piece of paper and slowly uncover it. The
students guess the items of clothing.
Playtime
Language presentation STUDENT’S BOOK, p. 56
Colour Bingo.
CD2 track 7 • The students choose five colours and colour their Bingo
Card. Then you name colours and the first student to cross
Listen. Then read.
off all the colours, wins the game. You can repeat the game
• The students listen to the dialogue between Jack and Emily. as long as the students are enjoying it.
• Drill the dialogue chorally and individually. Then the
students read it in pairs.
• Ask the students How many boats do you see? What colour Ending the lesson
are they?
• Play The rainbow colours song from Unit 3 (CD1 track • Say a colour and the students hold up the corresponding
82) and sing the song. The students raise their colour mini-flashcard.
mini-flashcards when they hear the colours in the song. • The students sing The goodbye song (CD2 track 42).
72
LESSON 6
Metas curriculares • Stick Poster 4 - Summer on the board and give the poster
word cards to some students. Then they match the word
• ID3 3.5 • LG3 6.4; 7.1 • L3 9.6; 9.8 • SI3 10.1 • SP3 12.2; 12.3 • R3 14.3; cards to the pictures on the poster.
14.4 • W3 15.1
Note: The poster word cards are available on pages 143 to
151.
Objectives
Practice
• Listen and read a dialogue.
• Identify and name summer activities. STUDENT’S BOOK, p. 57, exercise 2
• Recognize the written form of this vocabulary. Fill in the gaps.
• Describe favourite summer activities. • The students fill in the gaps in summer activities.
• Practise the vocabulary by playing Four corners.
Language and structures Draw and write.
• Going camping, building a sandcastle, eating ice cream, • The students draw their favourite summer activity and
swimming, collecting seashells. complete the sentence (I like…).
• He’s/She’s swimming. ACTIVITY BOOK, p. 43, exercise 1

• They’re building a sandcastle. Write.
• The students label pictures of summer activities.
• Atividade – Summer activities CD2 track 11
Listen and order. Then write.
Warm-up activities • The students listen to a description then order the pictures
and write.
• The students sing The hello song (CD2 track 40) and ACTIVITY BOOK  EXTRA PRACTICE, p. 63, exercise 5
• Elicit information about the days of the week, weather, etc. • Fast finishers can use this exercise for further practice.
• Revise colours by playing an Action game.
Go round the classroom and tell each student what their STUDENT’S BOOK, p. 57
colour is. Then give instructions to the students and they Four corners.
follow them according to their colour. (e.g. Greens stand
up; Yellows pick up a pencil; Reds touch your trainers; Blues • Write the summer activities on pieces of paper and choose
touch something purple; Greens sit down…). four activities to fix in each corner of the classroom. Select
one student to be “It”. That student closes his/her eyes while
the rest of the students go to one of the four corners in the
Language presentation classroom. When all students are settled in a corner “It” calls
out an activity. All the students who chose the corner with
STUDENT’S BOOK, p. 57, exercise 1 that activity are out and must sit down, after miming the
CD2 track 10 activity. The other students in the other three corners have
to mime the activity in their corner and the last one to do
Listen. Then read.
so in their group has to sit down too. When there are only
• The students listen to a conversation. four students or fewer left, each student must choose a
• Drill the conversation chorally and individually. different corner. If there is nobody standing in the corner
“It” names, then he or she chooses a different corner. The
• The students read out the conversation in pairs. game continues until one student is left. That student then
• Use the conversation to elicit summer activities. Drill the becomes “It”. You can also change the activities in the four
phrases chorally and individually, while pointing to the corners.
pictures in the book.
• Mime the summer activities and the students guess them. Ending the lesson
Then ask some students to mime while the other students
guess the activity. • The students sing The goodbye song (CD2 track 42).
73
LESSON 7
each student has. Repeat the activity until every student
Metas curriculares has come to the front of the class.
• ID3 1.3 • LG3 7.1 • L3 8.2; 9.3; 9.6; 9.8 • SP3 12.2; 12.3; 12.4 • R3 14.3; • Match the word cards to the corresponding flashcards.
14.4 • W3 15.1
CD2 track 14
Objectives
Sing.
• Listen to a dialogue. Then read it. • Make the sound of the pets that appear in the song and the
• Identify and name pets. students guess the pet (dog – woof; cat – meow; fish – glub;
• Recognize the written form of vocabulary related to mouse – squeak; bird – tweet).
pets.
• Sing the I have a pet song. • Play the I have a pet song and sing along.
• Practise school activities vocabulary by playing Happy • Ask five students to come to the front of the class again and
families. give them the pet flashcards. Play the song and when they
hear their pet, they hold up the card.

• Play the song again and encourage the others to join in.
• Dog, cat, fish, turtle, bird, mouse, rabbit. Practice

• I’ve got a dog.
I haven’t got a fish. STUDENT’S BOOK, p. 58, exercise 4
• She’s got a dog. CD2 track 15
• She hasn’t got a fish. Listen and write.
• The students listen and write.
• The students sing The hello Song (CD2 track 40) and the Label the picture.
Summer dream song (CD1 track 95).
• Elicit information about the days of the week, weather, etc. • The students label the pictures.
using the Class Calendar poster. ACTIVITY BOOK, p. 44, exercise 2
• Revise summer activities by asking students to mime the Read. Then match.
activities and ask the others to guess.
• The students read the descriptions and match with the
Language presentation corresponding pet.
STUDENT’S BOOK, p. 58, exercise 1 Playtime

CD2 track 12
Listen. Then read. STUDENT’S BOOK, p. 58
• The students listen to dialogue. Get choral and individual Happy families.
repetition, then get students to do the dialogue in pairs.
• Ask the students about Jack and Emily’s pets (e.g. Who’s
• The students cut out the pet mini-flashcards (in Mini-
flashcards envelope).
Sparky? Who’s Polly?)
• Divide the class in groups of four. They shuffle the cards,
STUDENT’S BOOK, p. 58, exercise 2 then deal four to each student. The rest of the cards are
CD2 track 13 placed face down on the the desk. The students try to
FLASHCARDS collect a group of four cards which are the same. They take
Listen and repeat. turns to ask each other: Ana, have you got a dog? If Ana has
a dog, she hands the card over and the student continues
• Show the pet flashcards and elicit the vocabulary. The to ask others in the group. If the answer is No, the student
students listen to the words, repeat them and point to the
takes a card from the pile in the centre, but must put down
another card in the pile.
• Ask seven students to come to the front of the class and
give each one a flashcard. Say a pet and the student who
has the flashcard raises it and the rest of the class repeats Ending the lesson
the word. Then the students hide the flashcards behind
their backs and the rest of the class has to guess which pet • The students sing The goodbye song (CD2 track 42).
74
LESSON 8
Practice
Metas curriculares
• ID3 1.3 • LG3 7.1 • L3 9.6; 9.8 • SI3 11.6 • SP3 12.3 • R3 14.3; 14.4 STUDENT’S BOOK, p. 59, exercise 2
• W3 16.1 Order and write.
• The students order the words and write the sentences.
Objectives
• Read a dialogue.
• Identify and name pets. Draw and write.
• Recognize the written form of vocabulary related to pets. • The students draw their pet and write. The students who
don’t have a pet draw their favourite one.
• Sing the I have a pet song.
• Ask and answer questions about pets. ACTIVITY BOOK, p. 45 exercise 1
• Practise the vocabulary of pets by playing the Pets Find and write.
board game.
• The students follow the line to find each person’s pet and
then write sentences.
ACTIVITY BOOK  EXTRA PRACTICE, p. 63 exercise 6
• Dog, cat, fish, turtle, bird, mouse, rabbit.
• Have you got a cat? • Fast finishers can use this exercise for further practice.
Yes, I have; / No, I haven’t
Playtime
Warm-up activities Pets board game.
• You should bring a few dice to the class. The students play
• Sing The greetings song (CD2 track 41). the board game in small groups (3 or 4 students). Each
student puts a marker (e.g. small rubber) on the START
square and they take turns to throw the dice. Whenever
they land on a square with a pet, they have to ask one of
• Revise the vocabulary of pets by singing the I have a pet the other students Have you got a... (name of the pet in the
song. The students raise the pet mini-flashcards when picture)? If they can’t ask the question correctly, they have
mentioned. to go back to the previous square. Whenever they land on
any other of the squares, they either have to go back or
forward a given number of squares or they miss turns. The
first student to reach the FINISH square wins the game. You
Language presentation can also let students continue playing until they have gone
past the FINISH square a couple of times.
Read. Ending the lesson
• The students read a dialogue between Jack and Emily.
• Highlight the structures Have you got…? Yes, I have./No, • The students choose a mini-flashcard of a pet and are
I haven’t. I’ve got … allowed to take it home. They will have to bring it back and
• Ask the students Have you got a dog/cat/fish…? And they mime the pet at the beginning of next lesson.
answer Yes, I have /No, I haven’t. I’ve got… • The students sing The goodbye song (CD2 track 42).
75
LESSON 9
Metas curriculares
• ID3 1.3 • LG3 7.1 • L3 9.6; 9.8 • SI3 11.6 • SP3 13.1 • R3 14.3; 14.4 • • Go around the classroom and ask Have you got a pet? What
W3 15.1; 16.2 colour is it? The students answer accordingly.
• Write the questions on the board and get the students to
practise in pairs.
Objectives
• Identify and name pets. Practice
• Recognize the written form of vocabulary related to pets.
• Sing the I have a pet song.
Ask your friends and fill in the chart.
• Ask and answer questions about pets.
• Do a class survey. • The students ask nine classmates about their pets and fill in
the chart (e.g. Have you got a pet? Yes, a bird. What colour is
it? Yellow).
• Dog, cat, fish, turtle, bird, mouse, rabbit. Write.
• Have you got a cat? • The students write sentences related to the class survey
Yes, I have / No, I haven’t (e.g. Tom’s got a yellow bird).
Write and circle.
• The students complete the sentences and circle the correct
answer.
Warm-up activities
• The students mime the pets to enter the classroom. Draw and write. Then speak.
• Sing The greetings song (CD2 track 41) and the I have a pet • The students draw their pets and describe them. Then
describe their pets in pairs. The students who don’t have a
song (CD2 track 14). pet can draw their favourite one.
using the Class Calendar poster. Ending the lesson
• Hold up a pet flashcard and say a word. If it’s correct the • The students choose a song from unit 4 and sing.
students repeat the word and stand up. If it’s wrong they sit
down silently. • The students sing The goodbye song (CD2 track 42).
76
LESSON 10
• ID3 1.3; 1.4; 3.3; 3.5 • LG3 6.4; 7.1 • L3 9.6 • R3 14.3 • W3 15.1; 16 Listen and order.
• The students listen and order the weather pictures.
Objectives
• Revise vocabulary related to summer, the weather, Label and colour. Then write.
clothes, colours, summer activities and pets.
• Reflect on learning process. • The students label the clothes and colour them. Then they
describe what Jack and Emily are wearing e.g. He’s wearing
a red cap.
• Summer: beach, sun, sand, sea, ice cream, boat. Match.
• Weather: It’s sunny. it’s hot. It’s breezy. • Students match the beginning and end of the phrases.
• Clothes: shorts, skirt, T-shirt, swimsuit, cap, sunglasses.
He’s/She’s wearing… STUDENT’S BOOK, p. 62, exercise5
• Colours: red, orange, yellow, green, blue, purple, pink, Label the pictures.
white, black, brown, grey. • The students label the pictures with the names of the pets.
• Summer activities: going camping, building a
sandcastle, swimming, eating ice cream, collecting STUDENT’S BOOK, p. 62, exercise 6
seashells. CD2 track 17
• Pets: dog, cat, fish, turtle, bird, mouse, rabbit. I’ve Listen and circle.
got…/I haven’t got…/Have you got…? Yes, I’ve/No, I
haven’t.
• The students listen to the sounds of the pets and circle the
correct answer.
Self-evaluation
• Jogo – Summer quiz

Warm-up activities ticking a progress icon.
• The students sing the songs from Unit 4: Summer dream,

The clothes song, I have a pet. Playtime
• Elicit information about the days of the week, weather, etc. • The students play the Board game using Unit 4 vocabulary.

Find and write. Note: Encourage the students to bring their “work in
• The students find the words and label the pictures. progress” Scrapbooks to the next lesson.
77
LESSON 11
carnival activities and write a few sentences about them
Metas curriculares based on the questions (e.g. Notting hill Carnival is in
• ID3 3.4 • LG3 6.4 • L3 9.6; 9.8 • SI3 11.6 • SP3 12.3 London, in The United Kingdom. It’s in August and people can
enjoy games, parades and costumes. Torres Vedras Carnival is
in Torres Vedras in Portugal. It’s in February and people can
Objectives enjoy parades, costumes and music.).
• Listen to information about The Notting Hill Carnival.
• Compare traditions in different countries. Scrapbook alert
• Learn about playground activities of children in other
countries. STUDENT’S BOOK, p. 63
• Tell the students that the content of this page might be
suitable for their scrapbook. They could put their pictures
Language and structures in their scrapbook. The students show their scrapbook to
• Street festival, parade, costumes, multicultural event, the class.
live music.
Playground
Warm-up activities STUDENT’S BOOK, p. 63
Red Rover.
• The students sing The greetings song (CD2 track 41) and the • The game is played between two lines of players
Summer dream song (CD1 track 95).
(usually called the EAST or WEST team), usually eight
• Elicit information about the days of the week, weather, etc. to ten meters apart. The game starts when the first
team, for example the EAST team, calls a player out,
using the line like Red rover, red rover, we call [name of
player on opposite team] over. This line can be sung.
Cultural bridge The immediate goal for the player called is to run to the
other line and try to pass through the EAST team’s chain
STUDENT’S BOOK, p. 63, exercise 1 (formed by the linking of hands). If the player fails to
CD2 track 18 break the chain, he/she joins the EAST team. However,
if the player successfully breaks the chain, he/she takes
Listen and speak.
the two players who formed the broken link to join the
• The students listen to information about a celebration: The WEST team. The WEST team then calls out Red rover for
Notting Hill Carnival. Tell the students to follow what they a player from the EAST team, and the game continues.
are listening by accompanying the text on the book. The Even if only one player is left he or she must try to break
students compare this celebration with a similar Portuguese through the chain. If he does not succeed, the opposing
tradition. team wins. Otherwise, he/she is able to get two players
• Ask some questions (e.g. What city is the carnival celebration back for his/her team.
in? What month is it held? Is it a big or small celebration? What
types of activities can you do?)
• Encourage students to talk about similarities and differences Ending the lesson
between this celebration and carnival celebrations in
Portugal. Students could draw pictures comparing both • The students sing The goodbye song (CD2 track 42).
78
LESSON 12
Metas curriculares STORYTELLING BOOK
• LG3 6.4 • L3 9.6; 9.8 • SI3 11.5; 11.6 • R3 14.3; 14.4 • W3 16 • Show the cover of the story and ask the students to
describe the cover (e.g. What can you see? Who are the main
characters in the story? What are they wearing? What colour
Objectives are the flowers? Have you ever read this story? What is the
story about?).
• Identify and name words related to summer.
• Revise family, weather and clothes vocabulary. While-reading
Language and structures • Read the story slowly and stop at the end of each page to
• Beauty, beast, beautiful, hot, sunny, summer, purple show the pictures and give any necessary explanation and
ask questions.
rose, garden, castle, father, daughter, wife, happy,
prince, got married, monster, afraid, sick, spell. • Read the story a second time for further understanding.
• Animação – Story – Beauty and the Beast Post-reading
• Talk to the students about the story (e.g. What was your
Warm-up activities was the moral of the story? Was the story similar to the one
you already know? ).
• The students sing The hello song (CD2 track 40) and ACTIVITY BOOK, p. 47, exercise 1
Read. Then circle.
using the Class Calendar poster. • The students read the sentences and decide if they are true
or false according to the story.
Pre-reading ACTIVITY BOOK, p. 47, exercise 2

Write.
Listen.
• Tell the students that they are going to listen to a story (Beauty • The students describe the clothes that Beauty and the Beast
are wearing.
and The Beast – the story is featured in the Storytelling Book
and has an animated version in ).
Ending the lesson
• The students choose a game from Unit 4 and play.

79
LESSON 13
Metas curriculares • Write the title of the story on the board (Beauty and the
Beast) and elicit the plot.
• LG3 6.4 • L3 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3 • R3 14.3; 14.4
Objectives Practice
• Act out a story. • Read the story again and encourage the students to help
• Identify and name words related to summer. you tell the story.
• Revise family, weather and clothes vocabulary. • Act out the story with the students.
Arts and Crafts
• Beauty, beast, beautiful, hot, sunny, summer, purple
rose, garden, castle, father, daughter, wife, happy, Teacher’s Guide, Photocopiable Materials
prince, got married, monster, afraid, sick, spell.
Make a Mini-book.
• Go to Photocopiable Materials section and make enough
copies for your students. Divide the students in groups and
give each group the phrases about the story.
• The students order the sequence of the story. Then they
glue each phrase on a sheet of paper and illustrate it, in
Warm-up activities order to make a mini-book of the story.
• The students sing The hello song (CD2 track 40) and
the Summer dream song (CD1 track 95). Ending the lesson
• Elicit information about the days of the week, weather,
etc. using the Class Calendar poster. • The students sing The goodbye song (CD2 track 42).
80
Birthdays
LESSON 1
Metas curriculares • Model the question When’s your birthday? and ask a strong
student to come to the front of the class. The student asks
• ID3 3.4 • LG3 4.7; 7.1 • L3 8.2; 9.6; 9.8 • SI3 11.4; 11.6 • SP3 12.2; you the question (When’s your birthday?) and you answer
12.3;12.4; 13.1 • R3 14.3; 14.4 • W3 15.1; 15.3 In May. Write the question and answer on the board and
get choral and individual repetition. Get the students to ask
each other in pairs.
Objectives
• Identify vocabulary related to birthdays.
• Recognize the written form of vocabulary related Say the chant.
to birthdays. • Say the chant. Then drill it chorally and individually.
• Read a birthday invitation. • Say the chant again and get the students to join in.
• Say a chant.
Practice
• Ask and answer questions about birthdays.
• Practise asking and answering about birthdays by STUDENT’S BOOK, p. 64, exercise 3
playing Birthday Web.
Answer.

• The students answer to some questions related to the picture.
• Cake, candle, balloon, present, paper hat. Look and say.
• Happy birthday!
• When’s your birthday? In April. • The students work in pairs and ask each other what they
can see in the picture.
Warm-up activities Do the crossword.
• The students do the crossword using birthday words.
• The students sing The greetings song (CD2 track 41).
• Elicit information about the days of the week, weather, etc. CD2 track 21
Listen and write.
• Say the sentences with the students and ask them to read
the invitation in pairs. • The students listen to some people talking about their
birthdays and write the correct month.
• Draw a birthday cake on the board and ask the students to
guess the topic of the lesson. Playtime
• Revise the months of the year by singing The months of the
year song (CD1 track 17). STUDENT’S BOOK, p. 64
Language presentation Play Birthday Web.
• Bring a ball of yarn to the classroom.
CD2 track 19
• Wrap one end of a ball yarn around your waist. Then throw
the ball to a student and ask When’s your birthday? The
Listen and repeat. Then read. student answers My birthday is in January and wraps the
yarn around his/her waist. The student repeats the action.
• The students listen to some words related to birthdays. The end result is a web connecting all the students. When
• Drill the words chorally and individually and point to the you are finished, help the students unwind the yarn.
picture in the book.
• Listen to Rachel’s birthday invitation (CD2 track 20). Say Ending the lesson
the sentences with the students and ask them to read the
invitation in pairs. • The students sing The goodbye song (CD2 track 42).
81
LESSON 2
• ID3 3.4 • LG3 4.7; 7.1 • L3 8.2; 9.6; 9.8 • SI3 11.4; 11.6 • SP3 12.2; Sing.
12.3; 12.4 • R3 14.3, 14.4 • W3 15.1 • Play Happy Birthday and get the students to join in.
Objectives Practice
• Identify vocabulary related to birthdays.
• Listen and sing the Happy Birthday song.
Write.
Language and structures • The students complete the sentences about their family
members’ birthdays.
• Cake, candle, balloon, present, paper hat.
• Happy birthday! STUDENT’S BOOK, p. 65, exercise 4
• When’s your birthday? In April. Find and write 5 birthday words.
• The students find five words related to birthdays in a word
square and write them.
Warm-up activities Arts and Crafts
• The students sing The greetings song (CD2 track 41). STUDENT’S BOOK, p. 65
• Elicit information about the days of the week, weather, etc. Make a Birthday crown.
using the Class Calendar poster. • Go to Photocopiable Materials and make enough copies
• Say the chant from the previous lesson. for your students.
• Any students whose birthday it is should make his or her
Birthday Crown.
Note: Each time it is a student’s birthday, you should allow
him/her to make his/her Birthday Crown and encourage the
other students to sing Happy Birthday.
Read and say.
•Read the dialogue and drill the sentences. The students say
Ending the lesson
the dialogue in pairs.
•Elicit other presents you could receive on your birthday.
• The students sing The months of the year song (CD1 track
The students then repeat the conversation this time with
their own names and a different present. The students then 17) and stand up when their month of birth is sung.
present their conversation to the class. • The students sing The goodbye song (CD2 track 42).
82
Halloween
LESSON 1
Metas curriculares • Drill the words chorally and individually and point to the
• ID3 3.4 • LG3 6.1; 7.1 • L3 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3 • Divide the students in small groups and give each group
• R3 14.3 • W3 15.1
the name of one of the Halloween characters. Then each
group follows your instructions (e.g. Witches stand up;
Objectives Vampires touch something red; Skeletons pick up a pencil…)
• Learn about Halloween.
• Identify vocabulary related to Halloween.
Draw and write.
• Recognize the written form of the words.
• The students draw a Halloween character and then write
its name.
• Witch, vampire, bat, skeleton, sweets, Jack O’Lantern, bag. ACTIVITY BOOK, p. 49, exercise 1
• Trick or Treat? Do the crossword.
• The students do a crossword related to Halloween.
Warm-up activities
• The students sing The greetings song (CD2 track 41). Colour.
• Elicit information about the days of the week, weather, etc. • The students colour a picture related to Halloween
using the Class Calendar poster. following a colour code.
• Draw a witch’s hat on the board and the students guess the
topic of the lesson.
• Ask the students: What do you know about Halloween? Do Arts and Crafts
you celebrate Halloween? What’s your favourite Halloween
costume?
• Explain that Halloween is celebrated on the night of 31st
Make a scary skeleton.
of October. Children wear fancy costumes and play Trick or
Treat (they visit other homes in the neighbourhood and ask
for sweets). Some people carve lanterns with scary faces out
• The students go the Arts and Crafts section and make a
scary skeleton.
of pumpkins (Jack O’ Lantern) and decorate their homes.
Ending the lesson
CD2 track 23
• The students choose a password from the lesson’s vocabulary
Listen and repeat. which will be asked at the beginning of next lesson.
• The students listen to the words related to Halloween. • The students sing The goodbye song (CD2 track 42).
83
LESSON 2
Practice
Metas curriculares
• ID3 3.4 • LG3 6.1;7.1 • L3 9.6; 9.8 • SP3 12.2; 12.3 • R3 14.3 • W3 15.1 STUDENT’S BOOK, p. 67, exercise 1
Find and match.
Objectives • The students match the words to the corresponding
Halloween character.
• Identify vocabulary related to Halloween.
• Recognize the written form of the words. STUDENT’S BOOK, p. 67, exercise 2
• Practise Halloween vocabulary by playing Halloween Find and circle.
board game.
• The students find the words related to Halloween and circle
them.
• Witch, vampire, bat, skeleton, sweets, Jack O’Lantern, bag.
• Trick or Treat? Playtime
• It’s a vampire.
Play the Halloween board game.
Warm-up activities
• You should bring a few dice to the class. The students play
the Halloween board game in small groups (3/4 students).
Each student puts a marker (e.g. small rubber) on the START
• Ask the students the password to enter the classroom. square and they throw the dice by turns. Then, they move
forward and when they land on a square with a picture they
• The students sing The greetings song (CD2 track 41). have to name it (It’s a witch). If they can’t make a sentence
• Elicit information about the days of the week, weather, etc. or ask a question they go back a square. The first student to
using the Class Calendar poster. go past the START square three times wins the game.
Ending the lesson
• Mime some of the Halloween characters and the students
guess who you are.
• Divide the students in groups and one mimes the characters • The students sing The goodbye song (CD2 track 42).
and the others guess who he/she is. • Give each student a piece of paper with a randomly chosen
Halloween character. Then call out each character and the
• Ask a student to mime one of the Halloween characters. students who have the corresponding piece of paper have
The rest of the class guesses wich character it is. to mime it while leaving the classroom.
84
Thanksgiving
LESSON 1
Metas curriculares • The students listen to the words related to Thanksgiving.
• ID3 3.4 • LG3 6.2; 7.1 • L3 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3 • Drill the words chorally and individually and point to the
• R3 14.3 • W3 15.3

Objectives
Look and write.
• Learn about Thanksgiving. • The students write sentences about the pictures.
• Identify vocabulary related to Thanksgiving.
• Recognize the written form of the words. STUDENT’S BOOK, p. 68, exercise 3
CD2 track 25
Language and structures Listen and connect the dots. Then colour.
• Family, turkey, cranberry sauce, candle, peas, pumpkin. • The students listen to a description and connect the dots
accordingly. Then they colour the picture.
Warm-up activities Spot the difference.

• The students spot the differences in two pictures.
• The students sing The hello song (CD2 track 40).
• Elicit information about the days of the week, weather, etc. Look and write.
• Ask students which occasions their family and friends • The students complete sentences about the differences
between the two previous pictures.
usually celebrate together. Then tell them that in the USA
and Canada there is a special date when families and friends
came together: Thanksgiving. Explain that Thanksgiving
Day is celebrated on the fourth Thursday of November as Arts and Crafts
a day of giving thanks for the blessing of the harvest of
the preceding year. It’s traditionally a day for families and
friends to get together for a special meal. STUDENT’S BOOK, p. 68
Make a Thanksgiving turkey.
Language presentation • The students go to the Arts and Crafts section and make a
Thanksgiving turkey.

CD2 track 24
Listen, repeat and point. Ending the lesson
• The students have a look on the picture. Then ask them • The students sing The autumn song (CD1 track 21).
Who is in the picture? What are they doing? What objects can
you name in English? • The students sing The goodbye song (CD2 track 42).
85
Christmas
LESSON 1
Metas curriculares • Encourage the students to talk about some similarities and
differences (e.g. in Britain there are Christmas Carols and in
• ID3 3.4 • LG3 6.2; 7.1 • L3 8.2; 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3; Portugal there are “Janeiras”).
12.4 • R3 14.3; 14.4 • W3 15.1
Objectives CD2 track 27
• Learn about Christmas traditions in other countries. Sing.

• Identify vocabulary related to Christmas. • Play the We wish you a Merry Christmas.
• Recognize the written form of words. • Sing the song and get the students to join in.
• Sing The We wish you a Merry Christmas.
Practice
• Christmas tree, Father Christmas, ball, star, present, Answer.
stocking, sleigh, reindeer.
• The students answer some questions related to the pictures.
Label the pictures.
• The students sing The hello song (CD2 track 40). • The students label the pictures with the corresponding
• Elicit information about the days of the week, weather, etc. words.
Language presentation Colour.
STUDENT’S BOOK, p. 69, exercise 1 • The students colour the picture according to a code.
CD2 track 26
Listen, repeat and point.
• The students listen to the words related to Christmas. Arts and Crafts
• Drill the words chorally and individually and point to the STUDENT’S BOOK, p. 69
• Tell the students to look at the pictures and ask Do you Make a 3D Christmas tree.
decorate your house in Christmas? What do you eat on
Christmas dinner? When do you open your presents?
• The students go to the Arts and Crafts section and make a
christmas tree.
• Tell the students that in Britain the main day for Christmas
celebrations is Christmas day. On Christmas day there is a
Christmas dinner at midday for the whole family, which
includes roast turkey and Christmas pudding. During this Ending the lesson
season people go from house to house singing Christmas
Carols and collecting money for charity. • The students sing The goodbye song (CD2 track 42).
86
LESSON 2
Metas curriculares • Give each students a picture and call out the words. The
students who have that picture stand up. Redistribute the
• ID3 3.4 • LG3 6.2; 7.1 • L3 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3 pictures and play again. At the end of the activity, let the
• R3 14.3; 14.4 • W3 15.3; 16.2 students colour the pictures.
Objectives Practice
• Identify vocabulary related to Christmas. STUDENT’S BOOK, p. 70, exercise 1
• Recognize the written form of words related to Christmas. Find and write.
• Sing The We wish you a Merry Christmas song. • The students help Father Christmas reach the chimney and
• Write a letter to Father Christmas. write the secret message.
• Practise the vocabulary by playing The Christmas bag
game. STUDENT’S BOOK, p. 70, exercise 2
Write a letter.
• The students write a letter to Father Christmas by filling the
• Christmas tree, Father Christmas, ball, star, present, gaps.
stockings, sleigh, reindeer.
• Happy Christmas! Playtime
Play Christmas bag game.
Warm-up activities
• Use the Christmas images again and put them in a bag. Play
We wish you a Merry Christmas and ask the students to pass
• The students sing The hello song (CD2 track 40) and the We the bag. Each time the music stops the student who has the
wish you a Merry Christmas song (CD2 track 27). bag takes out a picture and says the name of the item (e.g.
• Elicit information about the days of the week, weather, etc. It’s a Christmas tree).
Ending the lesson
• Mouth a word related to Christmas and the students have
• Go to Photocopiable Materials and make copies of the to guess it.
Christmas images (one picture per student). • The students sing The goodbye song (CD2 track 42).
87
Valentine’s Day
LESSON 1
Metas curriculares • Sing the song and get the students to join in.
• ID3 3.4 • LG3 6.2; 7.1 • L3 8.2; 9.6; 9.8 • SP3 12.2; 12.3; 12.4 • Divide the students in groups and each group takes turns
singing the song.
• R3 14.3; 14.4 • W3 15.1
Objectives Practice
• Identify and name vocabulary related to Valentine’s
Day. STUDENT’S BOOK, p. 71, exercise 3
• Recognize the written form of the words related to Read.
Valentine’s Day.
• Read the Valentine poems and drill each sentence chorally
• Sing the Skidamarink song. and individually. The students read the poems in pairs.
• Read Valentine poems.
Language and structures Read. Then circle.
• Card, heart, roses, kiss, cupid. • The students read the sentences, decide if the sentence is
true or false and circle the correct option.
• Happy Valentine’s Day!
I love you!
Find and write.
Warm-up activities
• The students find the words related to Valentine’s Day in a
word square and write them.
• Sing The greetings song (CD2 track 41).
using the Class Calendar poster. CD2 track 30
• Draw a heart on the board and ask the students to guess Listen and colour.
the topic of the lesson.
• The students colour the hearts according to a description.
STUDENT’S BOOK, p. 71, exercise 1 Arts and Crafts

CD2 track 28
Make a Valentine’s card.
• The students listen to the words related to Valentine’s Day.
• Drill the words chorally and individually and point to the • The students go to the Arts and Crafts section and make a
picture in the book. Valentine’s card. They copy the poem they like most.

CD2 track 29 Ending the lesson
Sing the Skidamarink song.
• Play the Skidamarink song. • The students sing The goodbye song (CD2 track 42).
88
Father’s Day
LESSON 1
Practice
Metas curriculares
• ID3 3.4 • LG3 6.2; 7.1 • L3 9.6; 9.8 • SP3 12.2; 12.3 • R3 14.3; 14.4 STUDENT’S BOOK, p. 72, exercise 2
• W3 16.2 CD2 track 31
Listen and colour.
Objectives • The students listen to a description and colour the clothes
accordingly.
• Identify and name vocabulary related to Father’s Day.
• Recognize the written form of the words. ACTIVITY BOOK, p. 53, exercise 1
CD2 track 32
Language and structures Listen, read and write.
• Happy Father’s Day! • The students listen to Jack talking about his father and
I love you. write the missing words.

Draw and write.
Warm-up activities
• The students draw themselves doing their favourite
activity with their fathers.
• Sing The greetings song (CD2 track 41). Arts and Crafts
using the Class Calendar poster. STUDENT’S BOOK, p. 72
• Stick the father flashcard on the board and draw a heart Make a Father’s Day mobile phone.
around it. Ask the students to guess the topic of the lesson.
mobile phone with a special message for their fathers.
Language presentation Ending the lesson

• The students play the Shark game to guess the expression
Read. Happy Father’s Day.
• Read the sentence and get choral and individual repetition. • The students sing The goodbye song (CD2 track 42).
89
Easter
LESSON 1
Metas curriculares • Drill the words chorally and individually and tell the students
to point to the picture in the book.
• ID3 3.4 • LG3 6.3; 7.1 • L3 9.6; 9.8 • SI3 11.6 • SP3 12.2; 12.3
• R3 14.3; 14.4 • W3 15.1
Practice
• Learn about Easter traditions in other countries. Answer.
• Identify vocabulary related to Easter. • The students answer some questions about the picture.
• Recognize the written form of the words.
Language and structures Match.
• Easter Bunny, basket, Easter egg, Easter Egg hunt, • The students match the pictures to the corresponding
jellybeans. words.
• Happy Easter.
Find and count. Then write and colour.
Warm-up activities • The students find chocolate eggs in a maze and count
them. Then write how many eggs they’ve got and colour.
• Sing The greetings song (CD2 track 41). Arts and Crafts
• Play the Shark Game using the expression HAPPY EASTER. Make an Easter basket.
Language presentation • The students go to the Arts and Crafts section and make an
Easter Basket.
CD2 track 33
Ending the lesson
• Ask the students some questions about the picture: What • The students choose a password from the lesson’s
are they doing? Are they happy or sad? What colour are the vocabulary which will be asked at the beginning of next
eggs? lesson.
• Explain that an Easter egg hunt is a tradition in English • The students sing The goodbye song (CD2 track 42).
speaking countries. Children play it with their families and Note: You should bring chocolate eggs to next class, for
at school too. students to play a game. Be sure to bring more eggs than
• The students listen to the words related to Easter. the number of students.
90
Easter
LESSON 2
Practice
Metas curriculares
• ID3 3.4 • LG3 6.3; 7.1 • L3 9.6; 9.8 • SP3 12.2; 12.3 • R3 14.3 STUDENT’S BOOK, p. 74, exercise 1
CD2 track 34
Objectives Listen, draw and colour.
• Learn about Easter traditions in other countries. • The students listen to a picture dictation and draw and
colour accordingly.
• Identify vocabulary related to Easter.
• Recognize the written form of vocabulary related to
Easter. STUDENT’S BOOK, p. 74, exercise 2
• Practise Easter vocabulary by playing Easter Egg Hunt. Read and colour.
• The students colour a picture according to a colour code.
• Easter Bunny, basket, Easter eggs, Easter Egg hunt,
jellybeans.
• Happy Easter Playtime
Warm-up activities Play the Easter egg hunt.
• Ask the students the password to enter the classroom. • Hide chocolate eggs in the playground and play the Easter
egg hunt. The students use their baskets to collect the eggs.
• The students sing The greetings song (CD2 track 41). Then count how many eggs each student has got, in order
• Elicit information about the days of the week, weather, etc. to see who the winner is. All students should be rewarded
equally in the end, but the winner gets three more eggs as
prize.
• Ask students some questions about the picture: What are Ending the lesson
they doing? How many eggs are there? What colour is the egg
girl’s basket? Where’s the Easter Bunny? • The students sing The goodbye song (CD2 track 42).
91
Mother’s Day
LESSON 1
Practice
Metas curriculares
• ID3 3.4 • LG3 6.3; 7.1 • L3 9.6; 9.8 • SP3 12.2; 12.3 • R3 14.3; 14.4 STUDENT’S BOOK, p. 75, exercise 2
• W3 16 Answer.
• The students answer some questions about the picture.
Objectives
• Identify and name vocabulary related to Mother’s Day. STUDENT’S BOOK, p. 75, exercise 3
• Recognize the written form of the words. Connect the dots and colour. Then read.
• Read a Mother’s Day poem. • The students connect the dots and colour the picture.
Then read the sentence.
• Happy Mother’s Day! Draw and colour. Then write.
• The students draw their mother and write some information
about her.
Warm-up activities
• The students sing The hello song (Audio CD track 1). Arts and crafts
• Explain the origins of Mother’s Day: Mother’s day or Make a Mother’s Day flower.
Mothering Sunday is a very old tradition and started in the
1600s in England. People visited their mothers and brought • Bring enough straws for the class.
presents and a special cake made with fruit and marzipan
called Simnel cake.
flower for their mothers. They have to write the Mother’s
Day poem on the flower. Then glue the flower and the
Language presentation leaves to a straw.

Read. Ending the lesson
• Read the poem the boy is saying to his mother.
• Drill each sentence chorally and individually. The students • The students sing The spring song (CD1 track 71).
read the poem in pairs. • The students sing The goodbye song (CD2 track 42).
92
Activities with flashcards and mini-flashcards
Slow reveal Flash’em up

Cover a flashcard with a piece of paper and reveal the picture The students hold up a card when they hear that
slowly starting at the top, until a few students can identify word in a song or when the teacher shouts it.
the image.
Mouth Ordering
Stick the flashcards on the board. Mouth a word and the The students put the cards in order, according to your
students say which flashcard it is. instructions.
Flashcard flash Repeat if it’s true

Quickly show the flashcard to the students, then hide it Show a flashcard and name it. If the statement is true, the
behind your back. The students have to guess what is on the students repeat it. If the statement is false, the students
card. remain silent.
What’s missing? Point to…

Stick the flashcards on the board. Give the students a minute Stick the flashcards all over the classroom and tell
to look at them. Then ask the students to close their eyes. the students to Point to (the cat/dog).
Remove a flashcard and tell the students to open their eyes
and ask them What’s missing?
Stand up, sit down Flashcard bingo

Stick the flashcards on the board. Then point to a flashcard Each student chooses four cards and each time you say an
and name it. The students stand up if the statement item they possess, they turn the card over. The student
is true and sit down if the statement is false. says Bingo! when he/she has turned over all the cards.
Guessing chain Pelmanism

Stick the flashcards on the board, point to them in order and In small groups the students spread the cards face down on
get students to say the names. Then take them down one the desk and then, one at a time, turn over two cards. If the
at a time, but continue pointing to the spaces where the cards match, they keep the pair and play again. If they don’t
flashcards were. The students say the word until there are match they turn the cards face down again and the next
no flashcards on the board and you are pointing to empty player turns over two different cards. The student with the
spaces. most cards at the end of the game is the winner.
93
SNAP Cops and robbers
The students play SNAP in pairs. They place the cards in a Divide the class into two groups, the “cops” and the “robbers”.
shuffled pile face down. One student then turns over a card Arrange the groups behind two lines facing each other and put
and says what is on the card placing the card face up on the the cards on the ground. When you say an object, the “robbers”
table. Then the second student does the same, placing this run, try to pick up the corresponding card and take it back
card on top of the first student’s card, face up. If two identical across their line. If the “cops”touch them before they cross their
cards are played one after the other, the first student to shout line, they have to return the card. From time to time swap roles.
SNAP keeps the pair, but has to say what’s on the card. The
student with the most pairs at the end wins the game.
Kim’s game Happy families

In pairs the students place their sets of cards face up on the desk The students play the game in groups. They shuffle the cards,
in front of each other. Then each student takes turns playing then hand out four to each student. The rest of the cards are
the game. Student 1 takes a look at his/her partner’s set of placed face down in the centre of the desk. The students try
cards and then closes his/her eyes. Student 2 then removes a to collect a group of four cards which are the same. They take
card and student 1 opens his/her eyes and tries to guess the turns to ask each other, e.g. Paulo, have you got a father?
missing card. At the end of each round the missing card returns If Paulo has a father card, he hands the card over and the
to the set. Then they change roles and continue playing. student continues to ask others in the group. If the answer is
No, the student takes a card from the pile in the centre, but
must put down another card in the pile.
Four corners game Go fish

Fix a flashcard on each of the four corners of the classroom. The students play the game in groups. Each player picks up
Select one student to be “It”. That student closes his/her eyes 3 cards. The remaining cards are shuffled face down. Players
while the rest of the students go to one of the four corners should hold their cards so only they can see them. Before
in the classroom. When all students are settled in a corner, starting the game, all the players put any pairs they happen
“It” calls out a card. All the students who chose the corner to have in their hand down and earn a point for each pair. The
with that card are out and must sit down, after repeating the game starts with the youngest player and moves clockwise.
word. The other students in the other three corners have to The player asks one of their opponents, e.g., Afonso, do you
name the card in their corner and the last one to do so in their have purple?.The player who asks for a card can only ask for
group has to sit down too. When there are only four students cards he owns. If the opponent has the card, he must give it
or fewer left, each student must choose a different corner. If to the player, who earns a point for making a match. If the
there is nobody standing in the corner “It” names, then he or opponent does not have the card, he says Go Fish! The player
she chooses a different corner. The game continues until one must then pick a single card from the shuffled pile of cards.
student is left. That student then becomes “It”. You can also Whenever they match a pair, players should place it down
change the flashcards in the four corners. and earn a point. The next player is the one who said Go Fish!
The game is won by the player with the most points when all
the cards are gone.
94
Seasons’ board games
Required material in each unit. Each task should be completed by a different
member of the team so that everybody gets an opportunity
• The Board Game poster; to take part.
• Relevant Season poster; • Some squares have all six colours; you should decide which
• School poster (when required); task relates to that square, changing it as appropriate.
• 4 to 6 markers (e.g. different coloured plastic bottle caps); • Some squares involve missing turns and moving back or
• 1 dice. forward. Whenever a team lands on a Miss a turn square,
they lose the chance to play the following round; whenever
Object of the game a team lands on a Go back square, they have to go back
• To practise vocabulary and structures related to each the number of squares stated; whenever they land on a
season. Go forward square, they can advance a given number of
• To reach the FINISH square. squares in the game.
• If a team fails to complete a task, they have to go back to
Set up the previous square they were on.
• Stick the Board Game poster on the board and explain how • If a team successfully completes a task, they can stay on
the game is played. that square.
• The game is played in teams. You should decide the Further information
number of teams (4 is optimal, but depending on number
of students, be prepared to adapt) and how many players • Decide how easy or difficult the final part of the task should
each team will have. be, depending on the student who is playing. e.g.: the
• Each team chooses a different marker (e.g. different teacher asks the student to find/name/draw/spell/write an
easy or difficult item of school/clothes/object/vocabulary;
coloured plastic bottle caps).
the teacher asks the student to answer an easy or difficult
• Put the Board Game poster on a central desk in the
question from the five available questions.
classroom and gather teams around it.
• Display the relevant flashcards round the classroom. • You should limit tasks to vocabulary and structures covered
in the unit, but you can also recycle language from (a)
• Stick the relevant poster(s) on the board. previous unit(s) with stronger students.
Play • The flashcards and posters on the wall should be used by
you or the teams while playing. e.g.: the teacher asks What
• The teams place their markers on the START square of the colour is this? pointing to the image of a green leaf on a
Board Game poster. flashcard or on a poster, or the teacher asks What’s the
• Players move from the START square to the FINISH square. weather like? pointing to an image of cloudy weather on a
flashcard.
• Each team throws the dice once, to decide which will be the
first to start. The highest scoring team starts the game.
End of the game
• Each team takes turn to throw the dice and has to complete
tasks according to each square of the game. • The first team to reach the FINISH square wins the game.
• Each square has a colour which is associated with a task. • You can continue the game until all teams have reached the
Tasks are related to the vocabulary and structures presented FINISH square.
Squares and tasks
FIND NAME DRAW ANSWER SPELL WRITE

an item/activity an item/activity an item/activity What’s the weather like? an item/activity an item/activity
with the letter... with the letter... with the letter... What are you wearing? with the letter... with the letter...
an item/activity an item/activity an item/activity What colour...? an item/activity an item/activity
with the colour... with the colour... with the colour... with the colour... with the colour...
How many...?
Where’s...?
95
Vocabulary used and flashcards to be displayed
The following boxes divide vocabulary according to seasons usage and available display, so that the teacher knows what type
of resource ought to be displayed throughout the classroom. Words and expressions can and should be recycled within another
season as often the teacher sees fit, as long as the relevant posters or flashcards are displayed in the classroom. Ex: clothes are
used in more than one season.
posters flashcards
UNIT 1 Vocabulary used in the game

autumn colours clothes autumn activities school objects weather
acorn green jumper collecting leaves pen schoolbag it’s cloudy
squirrel orange shoes picking mushrooms pencil glue it’s windy
tree yellow trousers collecting acorns book chair it’s chilly
leaf red socks flying a kite rubber desk
pumpkin brown pyjamas eating chestnuts ruler crayons
mushroom grey jacket jumping in a pile of leaves pencil case
pencil sharpener

winter colours clothes winter activities transport weather
snow black green boots running in the snow bus it’s rainy
sledge white orange coat riding a sledge car it’s snowy
snowman blue yellow scarf skiing motorbike it’s stormy
snowflake pink red gloves throwing snowballs bicycle it’s cold
ice purple brown earmuffs making a snowman
umbrella grey wooly hat

spring colours clothes spring activities weather
bird flower black green trainers picking flowers it’s showery
rainbow nest white orange dress having a picnic it’s misty
butterfly frog blue yellow sandals doing the gardening it’s warm
bee grass pink red shirt riding a bike
purple brown blouse
grey tracksuit

summer colours clothes school activities activities pets weather
beach black green shorts reading playing tag going camping cat dog it’s sunny
sun white orange skirt writing playing hopscotch building a sandcastle turtle mouse it’s hot
sea blue yellow T-shirt dancing playing football swimming bird rabbit it’s breezy
sand pink red swimsuit singing playing marbles eating ice cream fish
ice cream purple brown cap skipping playing hide and seek collecting seashells
boat grey sunglasses
96
Other games
Shark game The greetings game
On the board, draw a stick figure on a diving board and a shark Tell each student an expression used to greet someone and
below it. Think of a word or a lexical chunk and represent it on give them a small piece of paper. They have to make a drawing
the board by a row of dashes. The students take turns to try according to the greeting. Then, the students turn the paper
to guess the word by suggesting letters. If someone suggests face down. The teacher comes to the front of the class and
a letter which forms part of the word, write it in the correct throws a soft ball to a student, saying the student’s name
position. If the letter isn’t part of the word, the stick figure before throwing the ball. The student who gets the ball shows
moves forward. The stick figure can only move three times. the teacher the card and greets the teacher accordingly. Then
The fourth time, it will be caught by the shark and the game the student who gets the ball comes to the front of the class
is over. and the teacher sits in the student’s place with the student’s
card. The game continues until everyone has played.
Simon says…
The spelling game
When you give an instruction beginning with Simon Says (e.g.
Simon says pick up a pencil) the students have to perform the Put some cards with words in a bag. Divide the students into
action, but if you omit Simon Says (e.g. Pick up a pencil) the groups. Then each group has to take out a piece of paper out
students shouldn’t move. When a student makes a mistake, of the bag and spell the word. Give the groups a couple of
he/she must sit down until the next round. minutes to think, and then ask each for the correct spelling.
The group that spells the most words correctly wins the game.
Pictionary
The sequence game
Have a student come up to the front of the class and tell him/
her a word. That student should draw it on the board. The The students stand up and say the numbers round the class.
first student to guess the picture gets a point. This can also When a student gets the number wrong, he has to sit down
be played in teams. and the next student starts counting from one. The last
student to sit down is the winner. There are some variations
for this game e.g. the students can replace numbers 5, 10, 15,
20, 25 and 30 with different items of vocabulary.
Ball game
Ask the students to stand in a circle and throw a ball to each
other. They have to say a word related to a pre-determined Bingo
topic before they throw the ball to someone else. They can’t
repeat words. Continue until they don’t know any more words. Divide a sheet in four or six squares and ask the students
to draw or write a word associated with a particular theme
in each square. Call out the words items and if you call out
a word they have, the students have to tick it. The student
Whispering
who first ticks all his/her items says Bingo! Check the cards by
This game is played in teams. Have the students stand in asking the students to tell you their words.
a row. The first student in each row should be next to the
board. Whisper a word to the last student in each row and
say Start! The students whisper the word to each other until
the first student says the word aloud. You can also display
some flashcards on the board or write some words and ask
the first student to point. The group gets a point if they say
the word correctly.
This game can also be played using short “chunks” of language
you have been focusing in the class.
97
The bag game The bring me… game
The students draw the image of one of the words they’ve The teacher stands in a corner of the classroom and asks two
just learned on a small piece of paper/card. Put all the pieces students (placed on the opposite side) Bring me (a pencil).
of paper in a bag and play a song. Tell the students to pass The students look around the classroom and pick up the
the bag to each other and each time you stop the song, the object the teacher has asked for. The first student to reach the
student who has the bag takes out a piece of paper/card and teacher with the object wins the game.
names the item.
The miming game

Touch game
Write activities on small pieces of paper and put them in a
Ask a student, e.g., Pedro, touch something red! The student bag. Divide the class into small groups. A student from each
should stand up, and touch a red object. group takes a paper from the bag and mimes the activity. The
other groups have to guess the activity. The group with the
most correct answers wins the game.
The personal identification game
Write the words – name, surname, age, birthday, country, Spinners
nationality and greetings – on small pieces of paper. Sit the
students in a circle and give each student a piece of paper Divide the students in pairs and give two spinners to each
with a word. Then choose a student to come to the centre pair. On one they write six colours, on the other they write
of the circle (student 1) and cover his/her eyes with a scarf. or draw six items. They insert a pencil in the middle of each
Student 1 has to spin around and point to another student spinner and spin them. One will show an item, the other a
who is seated (student 2). Student 1 takes off the blindfold colour. The students should then combine the information
and student 2 shows him/her the paper. Student 1 has to ask and say, e.g., It´s a purple dress.
a question or greet student 2 according to the word on the
paper and student 2 should answer accordingly. For example,
if student 2 has the word name, student 1 asks What’s your Dominoes
name? and student 2 answers I’m…. Then student 2 goes to
the centre and student 1 sits in his/her colleague’s place and Make domino pieces. The students have to match the image
gets his/her card. to the corresponding word.
The squirrel game I spy…

Draw 20 acorns and 3 squirrels on cardboard and put them in Begin the game with saying, I spy with my little eye,
a bag. One at a time, the students try to take as many acorns something _____. The blank space can be any clue about the
out of the bag as they can, without taking out the squirrel. If object, such as a colour or the first letter. The students have
they take the squirrel out, they lose. While a student is playing, to guess the object.
the other students count out loud how many acorns he/she
is taking out. The student who gets the most acorns wins the
game. The game continues until all the students have played.
98
Dance Club assistant: Ok! What’s your name?
Welcome! Emily: I’m Emily!

Dance Club assistant: What’s your surname?
Emily: It’s Bennett.
Dance Club assistant: Can you spell it?
CD1 track 1 – Student’s Book (SB) Page 4 Emily: B-E-N-N-E-T-T.
Exercise 1 Dance Club assistant: Thank you!
The hello song
CD1 track 8 – SB Page 10
CD1 track 2 – SB Page 4 Exercise 2
Exercise 1 The ABC Rock song
Jack: Hi, I’m Jack! I love playing football!
Emily: Hello, I’m Emily! I love dancing hip-hop! CD1 track 9 – SB Page 11
Jack and Emily: Welcome to Folkwood! This is where we live! Exercise 1
Jack: Hello. I‘d like to join the Sports Club!
Sports Club coach: Ok, fine. What’s your name?
Exercise 3 Jack: I’m Jack, Jack Thompson.
The greetings song Sports Club coach: How old are you, Jack?
Jack: I’m eight!
CD1 track 4 – SB Page 5 Sports Club coach: Ok!
Exercise 4
The goodbye song CD1 track 10 – SB Page 11
Exercise 2
CD1 track 5 – SB Page 6 One two buckle my shoe
Exercise 1
Emily: This is the United Kingdom! CD1 track 11 – SB Page 11
Jack: We’re from England! And you? Exercise 3
Where are you from?
Two; four; six; seven; nine
CD1 track 12 – Activity Book (AB) Page 5
Exercise 6
Exercise 2
Jack: English is all over the world!
This is Patrick. He’s very happy with his presents. He’s eight.
This is Calum. He’s from Northern Ireland. He’s Irish!
This is Glynis. She’s six today and she’s having a birthday
This is Charlotte. She’s from Canada. She’s Canadian!
party with her friends.
This is Patrick. He’s from the Republic of Ireland. He’s Irish too!
It’s Calum’s birthday today. He’s ten. He’s playing with his
This is Benjamin and Grace. They‘re from the United States of
America. They’re American! friends.
This is Duncan. He’s from Scotland. He’s Scottish! Darcy is visiting the zoo on her birthday. She’s nine today.
This is Jack and Emily. They’re from England. They’re English!
This is Glynis. She’s from Wales. She’s Welsh! CD1 track 13 – SB Page 12
This is Darcy. She’s from New Zealand. She’s a New Exercise 1
Zealander! Dance Club assistant: Congratulations! You’re now a member
This is Olivia. She’s from Australia. She’s Australian! of the Dance Club!
This is Chris. He’s from South Africa. He’s South African! Emily: Thank you!
Emily: We all speak English! Dance Club assistant: The Club starts on Wednesday, in the
afternoon.
CD1 track 7 – SB Page 10 Emily: That’s perfect for me!
Exercise 1 Dance Club assistant: See you next Wednesday, Emily!
Jack and Emily’s classes start next week. So, they go to Emily: See you!
school to apply for their favourite activity clubs.
Emily: Hello! How are you? CD1 track 14 – SB Page 12
Dance Club assistant: Good morning! How are you? Exercise 2
Emily: I’m fine, thank you. I love dancing so I want to join the The days of the week rap back
dance club.
99
CD1 track 15 – SB Page 12 CD1 track 23 – SB Page 17
Exercise 3 Exercise 2
Sunday, Monday, Tuesday, Wednesday, Thursday, Saturday What’s the weather like?
It’s cloudy.
It’s windy.
Exercise 1 It’s chilly.
Sports Club coach: Welcome to the Sports Club!
Jack: Thanks, I can’t wait to start! CD1 track 24 – SB Page 17
Sports Club coach: The Club only starts in October.
Exercise 3
Jack: October? My birthday’s in October!
Sports Club coach: Great, see you then, Jack! 1 - I don’t like Mondays and I don’t like cloudy days either.
Jack: See you! 2 - Oh good, it’s a windy day. I’m going to play in the park.
3 - What a chilly day. I hate chilly days.
CD1 track 17 - SB Page 13 4 - Friday is my favourite day, but it’s chilly today. Brrrr!
Exercise 2
The months of the year song CD1 track 25 – AB Page 9
Exercise 2
CD1 track 18 - SB Page 13
It’s windy; It’s chilly; It’s cloudy
Exercise 3
Teacher: Emily, when’s your birthday? CD1 track 26 – SB Page 18
Emily: In April.
Exercise 1
Teacher: Peter, when’s your birthday?
Peter: In June. Emily: It’s so chilly! I don’t want to take off my pyjamas!
Teacher: Anne, when’s your birthday? Jack: Where are my shoes? Ah, here they are under the bed!
Anne: In November. Jack: Wow, Emily, I like your outfit!
Emily: Thanks! I’m wearing my favourite jumper and my new
CD1 track 19 - SB Page 14 jacket.
Exercise 1 Emily and Jack are ready for the park!
One; three; five; eight; ten
1
Exercise 2
Trousers; jumper; jacket; shoes; socks; pyjamas
U N IT
Autumn CD1 track 28 – SB Page 18
Exercise 3
CD1 track 20 – SB Page 16 Let’s put on
Exercise 1
Leaf; tree; chestnut; pumpkin; acorn; squirrel; mushroom CD1 track 29 – SB Page 19
Exercise 1
Emily: Wow! Look at the leaves! So colourful! There are
Exercise 2 green, red, yellow and brown leaves.
The autumn song Jack: And orange too! It’s my favourite colour!

Emily: It’s windy, windy, windy today Red; orange; green; brown; yellow; grey
Let’s fly a kite! Hip, hip, hurray!
Jack: Wow Emily, what a beautiful song! CD1 track 31 – SB Page 19
Emily: Thanks, Jack! It’s chilly. I’m going to put on my autumn
Exercise 3
clothes.
Jack: Me too. Then we can go to the park! The colour leaves song
100
CD1 track 32 – SB Page 19 Emily: And how many rubbers have you got Jack?
Exercise 4 Jack: Just one. And how many pencils are in your pencil case
Emily?
The squirrel is grey. There are two pumpkins. One is orange
Emily: Let me see. 1 2 3, I’ve got four pencils.
and one is yellow. The leaves on the tree are orange and red.
Jack: OK, how many chairs are there in our classroom?
The acorn is brown. There are two mushrooms. One is grey
Emily: There are 15 students so there must be 16 chairs - 15
and one is brown.
for the students and one for the teacher.
Jack: How many books have you got in your schoolbag
today, Emily?
Exercise 1 Jack: I’ve got 6 in my bag today. My bag is really heavy!
Emily: Wow, what a big pile of leaves!
Jack: Let’s jump in it! CD1 track 40 – SB Page 23
Emily: What else do you like doing? Exercise 1
Jack: Let’s see! I like collecting leaves and acorns.
Jack and Emily are happily talking about Emily’s new pencil
Emily: Me too! I also like picking mushrooms.
case...
Emily: Look Jack, that boy’s flying a kite!
Jack: Yeah, and those girls are eating chestnuts! Yummy! Emily: Look at my new pencil case, Jack!
Jack: Wow, it’s very colourful!
CD1 track 34 – SB Page 20 Teacher: Jack and Emily, be quiet please. Open your books at
page 3, please. Emily, how many students are there?
Exercise 2
Emily: There are... thirteen students.
It’s autumn, I like…
flying a kite CD1 track 41 – SB Page 23
collecting acorns
Exercise 2
collecting leaves
picking mushrooms Sit down; stand up; be quiet; listen; open your book, please;
jumping in a pile of leaves close your book; Can I go to the toilet?; Can I sharpen my
eating chestnuts pencil?

Eleven; twelve; thirteen; fourteen; fifteen; sixteen; Teacher: Well done, Emily! Now write your answer in your
seventeen; eighteen; nineteen; twenty book.
Emily: But... I can’t find my pencil! Where’s my pencil?
CD1 track 36 – SB Page 21 Jack: Look, it’s under the desk.
Exercise 3
The numbers rap song
Exercise 3
CD1 track 37 – SB Page 22 There are 2 pencils on the table.
There’s a schoolbag under the table.
Exercise 1 There are 3 rubbers under the chair.
Jack: It’s our first day of school! And this is our classroom! There’s a jacket on the chair.
Emily: Hurry up, Jack! The bell’s ringing! There are 3 books in the schoolbag.
Chair; desk; glue; pen; ruler; pencil; book; rubber; crayons;
pencil case; schoolbag; pencil sharpener; student; teacher CD1 track 44 – SB Page 26
Exercise 7
CD1 track 38 – SB Page 22 The boy’s wearing red trousers.
Exercise 2 There are 3 yellow books on the desk.
The classroom song There are 6 pumpkins.
It’s a cloudy day.
CD1 track 39 – AB Page 14 The children are jumping in a pile of leaves.
Exercise 2
Emily: How many pencils sharpeners have you got, Jack?
Jack: I’ve got two, a red one and a green one, but I’ve only Exercise 2
got one pencil case. The conkers chant
101
2
Unit 2 - Winter Emily: He looks great doesn’t he?
U N IT
Winter Jack: Yeah! Now let’s play in the snow!

Exercise 2
Pink; blue; purple; white; black
Exercise 1
What do you see? CD1 track 56 – SB Page 32
Snowflake; sledge; snow; ice; snowman; umbrella Exercise 1
CD1 track 47 – SB Page 28 Jack: Look, they‘re having so much fun!
Exercise 2 Emily: You’re right! They’re…
running in the snow
The snowflakes song
riding a sledge
CD1 track 48 – SB Page 29 Skiing
throwing snowballs
Exercise 1
making a snowman
Emily: Ah (yawns). I’m sleepy! I was really scared last night. It
drinking hot chocolate
was rainy and stormy!
Mum: Well... Now look through the window... Emily: I hate skiing! It’s hard.
Emily: It’s snowy and really cold too! Can I go outside and Jack: Oh, I like skiing! But I love... throwing snowballs!
play in the snow, mum?
Mum: Of course you can. Today’s Sunday! CD1 track 57 – SB Page 32
Exercise 2
1 – Emily’s drinking hot chocolate with her mum. She loves
Exercise 2 hot chocolate.
What’s the weather like? 2 – Jack likes making a snowman when the weather is cold.
It’s rainy; It’s stormy; It’s snowy; It’s cold 3 – Peter’s got a new sledge. He’s riding it down the hill.
4 – The children love throwing snowballs.
CD1 track 50 – SB Page 29 5 – Jack’s running in the snow. Be careful Jack!
Exercise 3 6 – Jack is skiing on the mountain. It’s so much fun!
1 – Mum’s got an umbrella. It’s rainy today.
2 – The children are making a snowman. It’s snowy today. CD1 track 58 – AB Page 23
3 – It’s very windy today. Jack’s flying his kite. Exercise 1
4 – It’s stormy this evening. Emily’s a bit scared.
5 – It’s very cold. Emily and Jack are catching snowflakes. 1 – 6 – 11 – 20 – 13 – 22 – 4 – 15 – 19 – 23 – 28 – 3 – 14 – 5
– 27 – 2 – 17 – 10 – 25 – 7 – 29 – 12 – 26 – 9 – 18 – 24 – 8 –
CD1 track 51 – SB Page 30 16 – 21 – 30
Exercise 1
Peter: Hello Jack! CD1 track 59 – SB Page 34
Jack: Hi Peter! Have you seen Emily? Exercise 1
Peter: Yes. She’s making a snowman over there! She’s Jack invites Emily to go to his house.
wearing an orange coat and earmuffs.
Jack: Hello, mum! I’m home! Emily‘s here too.
CD1 track 52 – SB Page 30 Mother: Great! Come and see who’s here!
Jack: Emily, this is my grandfather Simon and my
Exercise 2
grandmother Gloria.
Coat; boots; scarf; gloves; earmuffs; wooly hat
Emily: Hello! Nice to meet you!
CD1 track 53 – SB Page 30 Grandparents: Hello, Emily!
Emily: Is this a picture of your family?
Exercise 3
Jack: Yes, it is!
Because I’m wearing
CD1 track 60 - SB Page 34
Jack: What a funny snowman! He’s wearing a purple scarf, a Father; mother; sister; brother; grandfather; grandmother;
pink wooly hat and blue gloves! uncle; aunt; cousin
102
CD1 track 61 – SB Page 34 Groundhog Day is a day celebrated on the 2nd of February.
Exercise 3 According to folklore, if it is cloudy when a groundhog emerges
from its burrow on this day, then spring will come early.
The family song
If it is sunny, the groundhog will supposedly see its shadow
and retreat back into its burrow, and the winter weather will
CD1 track 62 – SB Page 35 persist for six more weeks.
Exercise 4 Modern customs of the holiday involve celebrations where
Emily: Is this your family tree, Peter? early morning festivals are held to watch the groundhog
Peter: Yes, it is! emerging from its burrow.
E: Who’s Mary?
P: She’s my aunt. She’s really nice and funny. I like my aunt CD1 track 69 – SB Page 39
Mary. Exercise 2
E: And who’s Steve? Candlemas
P: He’s my brother. He’s 19 years old and he’s a student at
university.
3
E: And who are Henry and Fiona?
P: They’re my grandfather and grandmother. Henry, my
grandfather is a doctor. He’s a lot of fun and Fiona, my
grandmother is the best grandmother in the world.
U N IT
T
Spring
E: And what about this person here, Tony. Who’s he?
P: Tony is my favourite uncle. He tells lots of jokes. CD1 track 70 – SB Page 40
E: And Sally’s your mother, isn’t she? Exercise 1
P: Yes, Sally’s my mother. Frog; butterfly; rainbow; flower; grass; nest; bee; bird
E: That only leaves Dorothy. Who’s Dorothy?
P: Dorothy is my sister. CD1 track 71 – SB Page 40
Exercise 2
CD1 track 63 – AB Page 25
It’s spring!
Exercise 1
Hello, I’m Adam. I’ve got a sister. CD1 track 72– SB Page 40
Hello, I’m Rachel. I’ve got a brother and a sister.
Arts and Crafts
Hello, I’m Stewart. I’ve got a brother.
Two Little Green Frogs
Exercise 1
Exercise 1
Jack and Emily are going to school on the school bus.
Coach: Last week the weather was cold, but today it’s warm,
Emily: Look! It’s Anne. She goes to school by car. so we’ll have our football practice outside.
Jack: There’s Paul. He comes to school by motorbike. Students: Hurray!
Emily: And Zack uses his bicycle!
Exercise 2 What’s the weather like?
Bus; car; motorbike; bicycle It’s showery; It’s misty; It’s warm
1 – (barulho de um carro); 2 – (barulho de uma bicicleta); 1 – It’s a misty day in the park. The children are looking at a
3 – (barulho de um autocarro); 4 – (barulho de uma mota) bird in its nest.
2 – It’s a windy day today. The children are picking some
CD1 track 67 – SB Page 36 blue flowers.
Exercise 4 3 – It’s a showery day. The children are running after the
butterflies;
Wheels on the bus reggae
4 – It’s a misty day in the park today. The children have got
some beautiful red flowers.
CD1 track 68 – Page 39 5 – It’s a showery day today. The children have got their
Exercise 1 umbrellas.
An American winter celebration! 6 – It’s a warm day. The children are watching the bees.
103
Jack’s friend: I love your trainers. They’re amazing! Emily: I’m going to the park to pick some flowers.
Jack: Thanks! They’re brand new. Jack: I’ll go with you.
Jack: Hi Emily, where are you going? Emily: Wow, so many flowers! Which ones will I pick?
Emily: Guess! I’m wearing my tracksuit so … Jack: I do the gardening with my father and we love those.
Jack: You’re going to the Dance Club! Emily: Daisies! I love them!
Emily: That’s right! Emily: Look, it’s Anne and her mother.
Jack: They‘re having a picnic.
CD1 track 77 – SB Page 42 Anne: Jack, Emily, come join us!
Exercise 2 Emily: Is that your bike? It’s beautiful!
Anne: Yes, it is. You can ride it if you want!
Shirt; blouse; tracksuit; dress; trainers; sandals
Exercise 2
Exercise 3
Picking flowers; doing the gardening; having a picnic; riding
All dressed up a bike
She’s wearing red sandals. 1 – Jack hasn’t got a bike. He’s helping his grandfather do
He’s wearing a blue tracksuit. the gardening.
She’s wearing an orange dress. 2 – Sally and her mum and dad are in the park. They’re having
He’s wearing green trainers. a picnic. They’ve got sandwiches to eat and some juice.
3 – It’s a windy day and Peter is flying his kite. He loves flying
CD1 track 80 – SB Page 43 his kite in the park.
Exercise 1 4 – It’s Emily’s mum’s birthday so Emily is picking some
Jack: Hey Emily! Look! flowers for her – red, yellow and blue. Aren’t they pretty?
Emily: Oh, it’s a rainbow! It’s good luck to see a rainbow!
CD1 track 88 – AB Page 33
Exercise 2 1 – They’re having a picnic.
Red; orange; yellow; green; blue; purple; pink; white; black; 2 – She’s doing the gardening.
brown; grey 3 – They’re picking flowers.
4 – He’s riding a bike.
CD1 track 82 – Page 43
Exercise 3
Exercise 1
The rainbow colours song
Jack and Emily are at school. Then the school bell rings for
their morning break…
Jack: It’s playtime! Let’s have fun!
Exercise 1
Emily: There are so many things we can do in the playground!
Emily: That rainbow was amazing! Look, they’re…
Jack: Yeah it was. What’s your favourite colour Emily?
playing hide and seek
Emily: It’s red. And yours?
dancing
Jack: It’s orange!
reading
singing
CD1 track 84 – SB Page 44 writing
Exercise 2 playing football
Anne: What’s your favourite colour, Peter? playing tag
Peter: I like green. What’s your favourite colour, skipping
Anne? playing marbles
Anne: I like blue. playing hopscotch
104
Emily – som de páginas a serem viradas. It’s Sunday and it’s a sunny day on the beach. Jack likes
Jack – som de uma caneta escrevendo numa folha. sunny days.
Anne - som de crianças dançando. What a misty Monday it is. Emily can’t see the birds from her
Peter – som de um rapaz cantando. window.
Tom – som de crianças jogando futebol. Peter is flying his kite on this windy Tuesday.
It’s a hot Wednesday, Anne likes eating ice cream with her
mum.
Exercise 1 Jack and Emily are watching the boats sail on this windy
Jack: Look Emily, there’s Michael! He hates playing marbles! Thursday.
But he likes playing tag! Peter loves misty Fridays. He’s playing hide and seek with his
Emily: That’s funny! His brother William loves playing friends in the park.
marbles! But he hates playing tag! It’s such a hot Saturday, Emily is playing on the beach with
Jack: They’re playing football! I’m going to join them! her mum.
Emily: He loves playing football!
Emily: They’re dancing! I love dancing too, so I think I’ll go
join them! Here I go!
Exercise 2
CD1 track 92 – SB Page 51 Emily: Thanks for letting me go camping with Jack and his
Exercise 1 family, mum!
An Irish mythical creature! Mum: Well, you still have to pack your clothes, young lady.
The Leprechaun Emily: Can you help me, mum? I can’t decide what to take!
Mum: Take everything! There’s plenty of room.
Exercise 2 CD2 track 2 – SB Page 54
My gold lies under the rainbow Exercise 2
T-shirt; shorts; skirt; swimsuit; cap; sunglasses
U N IT
4 Summer CD2 track 3 – SB Page 54
Exercise 2
The clothes song

Sun; boat; beach; ice cream; sand; sea The T-shirt is red and yellow.
The swimsuit is pink.
CD1 track 95 – SB Page 52 The trousers are blue.
Exercise 2 The dress is purple.
Summer dream The shorts are green.
The skirt is orange and brown.
Arts and Crafts CD2 track 5 – SB Page 55
Row your boat Exercise 5
Emily: Tomorrow I’m going camping! Help me pack my
clothes. I need three T-shirts, two skirts and one dress. I also
Exercise 1 need two swimsuits and my favourite sunglasses.
Jack: School’s over! Hurray summer holidays, here we come!
Emily: I can’t wait to go camping tomorrow! I love sunny CD2 track 6 – AB Page 41
weather!
Jack: Do you want to play in the park? Exercise 1
Emily: OK, I’ll meet you there later on. Emily’s wearing a pink dress and purple shoes.
I still have to go and pack my things! Jack’s wearing a brown jacket, blue trousers and green
trainers.
CD1 track 98 – SB Page 53 Anne’s wearing a yellow skirt, an orange T-shirt and red
Exercise 2 sandals.
What’s the weather like? Peter’s wearing a green scarf, a red coat, blue trousers and
It’s sunny; It’s hot; It’s breezy brown boots.
105
CD2 track 7 - SB Page 56 CD2 track 14 – SB Page 58
Jack: Look Emily, it’s a boat race! I have a pet
Emily: Wow, it looks like fun! And they’re so colourful!
Emily: I think the yellow boat is about to win! CD2 track 15 – SB Page 58
Jack: I like the blue one! Go, blue boat!
Exercise 4
Children: Hurray!
1 - This is Anne. She’s got a little brown dog. She hasn’t got
CD2 track 8– SB Page 56 a fish; 2 – Peter hasn’t got a cat. He’s got a beautiful yellow
bird; 3 – This is Sally. She loves her turtle Patty. She hasn’t
Exercise 2
got a mouse.
1 – Peter’s got a beautiful yellow boat. He won the race!
2 – William’s boat is blue. It’s very fast!
3 – Anne made an amazing pink boat. She’s happy to race
with it. Exercise 2
4 – Tom wanted to win the race with his green boat. Better 1 – What a sunny day it is. I like sunny days.
luck next time, Tom! 2 – It’s snowy today. I like playing in the snow.
5 – Sally and her purple boat finished last. She was sad but 3 – It’s such a rainy day. I need my umbrella.
all her friends hugged her. 4 – The leaves are flying away on this windy day.

1 – William’s got a black boat. 1- ladrar de um cão; 2 - miar de um gato;
2 – Sally’s got a purple boat. 3 – chilrear de um pássaro; 4 – chiar de um rato.
3 – Tom’s got a green boat.
4 – Peter’s got a red boat. CD2 track 18 – Page 63
5 – Anne’s got a brown boat.
Exercise 1
CD2 track 10 – SB Page 57 A celebration of culture in London!
Exercise 1 The Notting Hill Carnival
Emily, Jack and his family went camping near the beach.
Jack: Our tent‘s ready! Now what will we do?
Emily: Oh, look at all the fun around us!
Jack: You’re right! They’re… Celebrations
going camping CD2 track 19 – SB Page 64
building a sandcastle
swimming Exercise 1
eating ice cream cake; candle; balloon; present; paper hat
collecting seashells
CD2 track 11 – AB Page 43 Exercise 1
Exercise 2
1 – He’s swimming. CD2 track 21 – AB Page 48
2 – They’re going camping. Exercise 2
3 – They’re eating ice cream.
4 – She’s building a sandcastle. Hello, I’m Emily. My birthday’s in April.
5 – They’re collecting seashells. Hello, I’m Jack. My birthday’s in October.
Hello, I’m Peter. My birthday’s in July.
CD2 track 12 – SB Page 58 Hello, I’m Anne. My birthday’s in February.
Exercise 1
Jack: What’s wrong, Emily? Why are you so sad?
Emily: I miss my dog Sparky so much! We play every evening. Exercise 2
Jack: I’m sure Sparky’s OK! Thanks to your mum he’s with a Happy birthday
new friend, my fish Polly. Emily: Oh, you’re right! Of course.
Exercise 2 Trick or treat!; Jack O’Lantern; skeleton; vampire; sweets; bat;
Dog; cat, bird; fish; turtle; mouse; rabbit witch; bag
106
Family; turkey; cranberry sauce; peas; candle; pumpkin. Jack’s basket is blue and green. There are four Easter eggs
in Jack’s basket. One is yellow, one is orange and two are
CD2 track 25 – SB Page 68 purple; Emily’s basket is pink and purple. There are three
1 – 6 – 11– 20 – 13 – 22 – 4 – 15 – 19 – 23 Easter eggs in Emily’s basket. One is blue, one is green and
28 – 3 – 14 – 5 – 27 – 2 – 17 – 10 – 25 one is red.
7 – 29 – 12 – 26 – 9 – 18 – 24 – 8 – 16 – 21 – 30.
CD2 track 26 – SB Page 69 Assessment file Welcome

Exercise 1 CD2 track 35
Christmas tree; star; ball; present; stocking; Father Christmas; Exercise 1
sleigh; reindeer Good night; Good morning.
Good afternoon; Good evening.
Exercise 2
Assessment file 1
We wish you a Merry Christmas
CD2 track 36
Exercise 1 I see a small squirrel, a mushroom and a pumpkin.
cupid; kiss; card; heart; roses.
Assessment file 2
Exercise 2 CD2 track 37
Exercise 1
Skidamarink song
an umbrella; a snowman;
CD2 track 30 – AB Page 52 a snowflake; a sledge
Exercise 2
There are twenty-seven hearts! Seven are pink and six are Assessment file 3
blue. Eight hearts are red and four are purple. Two hearts are
CD2 track 38
orange.
A flower; a butterfly, a rainbow; a frog
Exercise 2 Assessment file 4
The boy is wearing a red tracksuit and orange trainers. The
CD2 track 39
father is wearing a green jumper, blue trousers and brown
shoes. Exercise 1
1 – the sea; 2 – the sun; 3 – a boat; 4 – an ice cream
CD2 track 32 – AB Page 53 5 – the sand
Exercise 1
Jack: This is my father, Kevin. His favourite colour is red. His CD2 track 40
favourite season is winter. He loves eating chestnuts and The hello song
skiing. I love my Dad!
CD2 track 41
CD2 track 33 – SB Page 73 The greetings song
Exercise 1
Easter Egg Hunt; Easter Bunny; basket; Easter egg; CD2 track 42
jellybeans
The goodbye song
107
Assessment in the Young Learner Classroom
Assessment in the Young Learner classroom is useful for a number of reasons. Firstly, it is useful for the
learners as it helps students to become aware of what they are good at and what they need to improve.
Secondly, it is useful for teachers who need to be able to monitor their own performance and plan future
work in such a way as to meet children’s needs. Lastly, it satisfies a natural desire on the part of parents
and schools that learning has taken place. However, it is important that assessment is used as a tool to
motivate these young learners, and it should be used in a way that encourages and maintains positive
attitudes towards learning English.
One way of achieving this is through formative assessment, that is, child friendly, usually informal classroom
based assessment which mostly involves observing normal classroom activity. This involves teachers
watching children while they work and deciding if they understand instructions, if they are following the
story, if they are trying to use English, how good their pronunciation is, etc.
To help teachers in this task, Start! provides a Formative Assessment Grid, which can be used by the teacher
during classes or at the end of a unit of work to informally assess each individual learner’s language skills.
You can find the grid on page 109. In addition, each unit of the Student’s Book contains a section entitled
Checkpoint, where students can revise some of the structures and vocabulary presented in the unit and
assess themselves. It is important to involve the children in their own assessment as it gives them an
insight into the criteria and gives them a sense of their own role in assessment.
However, we also recognise that teachers may be asked to give information to school authorities on
how a student has progressed during a period of study. This summative assessment may be based on
the information the teacher has collected during formative assessment throughout the year or on the
results of class tests. For this reason, Start! provides teachers with photocopiable unit Assessment Files for
summative assessment, which can be found on pages 18 to 92. Answer keys for the Assessment Files and
a photocopiable Record Sheet to register the results are provided on pages 110 to 112.
108
Formative Assessment Grid
Name:
By the end of the unit the student will be able to…

Welcome UNIT 1 UNIT 2 UNIT 3 UNIT 4
SKILLS GOALS
compare his/her culture with that of other English speaking countries

Intercultural
Domain
understand some characteristics of his/her country and other countries
identify simple vocabulary related to a given topic

Lexis and
Grammar
use simple structures accurately in speaking and writing
identify sounds, intonation and rhythm of the target language

Listening
understand familiar words and basic phrases
interact with others using simple expressions

Spoken
Interaction
ask and answer simple questions on familiar topics
speak with acceptable pronunciation, intonation and rhythm

Spoken
Production
talk about him/herself using basic vocabulary
read simple words and sentences

Reading
understand simple phrases involving familiar vocabulary
write familiar words

Writing
write simple phrases and sentences
109
Answer keys for Unit Assessment Files
All answers in the Unit Assessment Files get one point. There are three grades possible:
TRY HARDER GOOD WELL DONE
Points up to 1 Points 1 to 2 Points 2 to 3

3 3 3 3 3
WELCOME answer key for Assessment Files A and B Points Grades
1. 3 – 4 – 1 – 2 1. 8 points
Good afternoon; Good evening; Good night; Good morning.
2. Canadian; United Kingdom; American; Australia. 2. 4 points

Up to 1/3
3. /eitch/ - H; /ef/ - F; /tii/ - T; /ai/ - I; /kei/ - K; /djii/ - G; /ou/ - O; /bii/ - B; /ii/ - E; 3. (A) 22 points Try harder
/em/ - M; /kiuu/ - Q; /ei/ - A; /aar/ - R; /dii/ - D; /eks/ - X; /en/ - N; /el/ - L; /pii/ - P; (B) 18 points
/cii/ - C; /es/ - S; /vii/ - V; /iuu/ - U. 1/3 to 2/3
Good
4. 1 - one; 2 - two; 3 - three; 4 - four; 5 - five; 6 - six; 7 - seven; 8 - eight; 9 - nine; 10 - ten. 4. 10 points
5. Monday, Tuesday, Thursday, Friday, Saturday. 5. 5 points 2/3 to 3/3

Well done
6. b) March; c) December; d) April; e) August; f) May; g) October; h) July. 6. 7 points
7. a) I’m fine, thank you; b) I’m (name); c) I’m (age); d) I’ m from (country); 7. 6 points
e) I’m (nationality); f) In (month).
UNIT 1 answer key for Assessment Files A and B Points Grades
1. squirrel, mushroom, pumpkin. 1. 3 points
2. (A) It’s cloudy; It’s windy; It’s chilly. 2. 3 points

Up to 1/3
(B) It’s chilly; It’s cloudy; It’s windy.
Try harder
3. trousers; jumper; jacket; shoes; socks. 3. 10 points
Clothes coloured accordingly. 1/3 to 2/3
Good
4. flying a kite; picking mushrooms; collecting leaves; eating chestnuts. 4. 4 points
5. 12 – twelve; 13 – thirteen; 15 – fifteen; 16 – sixteen; 17 – seventeen; 20 – twenty. 5. 6 points 2/3 to 3/3

Well done
6. pencil; rubber; pen; book; pencil case. 6. 5 points
7. in; on; near. 7. 3 points
110
1. 4 – 2 – 1 – 3 1. 4 points
2. Drawings should be according to subtitles. 2. 4 points Up to 1/3

3. boots; gloves; coat; scarf. 3. 4 points Try harder
4. Wooly hats coloured accordingly to subtitles. 4. 5 points 1/3 to 2/3

5. skiing; making a snowman; drinking hot chocolate; riding a sledge. 5. 4 points Good
6. twenty-two; twenty-five; twenty-seven; twenty-nine; thirty. 6. 5 points 2/3 to 3/3

7. 1) grandmother; 2) brother; 3) grandfather; 4) mother; 5) father; 6) sister. 7. 6 points Well done
8. car; bicycle; motorbike; bus. 8. 4 points
1. a flower; a butterfly; a rainbow; a frog. 1. 4 points
2. It’s misty; It’s warm; It’s showery. 2. (A) 6 points Up to 1/3

(B) 3 points Try harder
3. She’s wearing a dress and sandals. He’s wearing a tracksuit and trainers.
3. 4 points 1/3 to 2/3
4. red; orange; yellow; green; blue; purple; pink; grey; brown; white; black.
4. 11 points Good
5. picking flowers; riding a bike; doing the gardening; having a picnic.
5. 4 points 2/3 to 3/3
6. reading; playing football; playing marbles; playing tag; dancing; singing.
6. (A) 6 points Well done
(B) 4 points
1. 4 – 1 – 2 – 5 – 3 1. 5 points
2. It’s hot; It’s sunny; It’s breezy. 2. 3 points Up to 1/3

Try harder
3. T-shirt; shorts; skirt; cap. 3. 4 points
4. The swimsuit is red; The bag is blue; The boat is orange. 4. 6 points 1/3 to 2/3
Good
5. They’re eating ice cream; They’re going camping; She’s building a sandcastle; 5. (A) 8 points
He’s swimming. (B) 4 points
2/3 to 3/3
6. 1) cat; 2) rabbit; 3) mouse; 4) dog; 5) turtle; 6) bird; 7) fish. 6. 7 points Well done
7. I’ve got a turtle; I haven’t got a fish. 7. 2 points
111
Assessment Files Record Sheet
CLASS: ________________________ QUESTION

TOTAL GRADE
Student’s Name 1 2 3 4 5 6 7 8
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
112
W E LCO M E Assessment File A
Name: Date:
CD2
1. 35 Listen and order. Then fill in the gaps.
G_ _ _ G_ _ _ G_ _ _ G_ _ _
a_ _ _ _ _ _ _ _ e_ _ _ _ _ _ n_ _ _ _ m_ _ _ _ _ _
2. Fill in the gaps.
I’m from the U_ _ _ _ _

I’m from Canada. K_ _ _ _ _ _.
I’m C_ _ _ _ _ _ _. I’m British.
I’m from
I’m from the USA. A_ _ _ _ _ _ _ _.
I’m A_ _ _ _ _ _ _. I’m Australian.
3. Match the letters to their sounds.
/eitch/ /ef/ /tii/ /ai/ /kei/ /djii/ /ou/ /bii/ /ii/ /em/ /kiuu/
B I K F T M E H Q G O
D P C A L R U V N X S
/ei/ /aar/ /dii/ /eks/ /en/ /el/ /pii/ /cii/ /es/ /vii/ /iuu/
113
4. Do the crossword.
4 8
6 10 5 F E
S 2 T 7
9 N S
3 T
1 O

Sunday M_ _ _ _ _ T_ _ _ _ _ _ Wednesday
Th_ _ _ _ _ _ F_ _ _ _ _ S_ _ _ _ _ _ _
6. Unscramble and write the months.

a) RETSPERBM b) RHCAM c) BEMERDEC d) PLIRA
September _____________ _____________ _____________
e) GAUTSU f) AYM g) TOCBORE h) LUJY
_____________ _____________ _____________ _____________
7. Answer.
a) How are you? ____________________________________________
b) What’s your name? ________________________________________
c) How old are you? __________________________________________
d) Where are you from? _______________________________________
e) What’s your nationality? ____________________________________
f) When’s your birthday? _____________________________________
114
W E LCO M E Assessment File B
Name: Date:
CD2
1. 35 Listen and order. Then label the pictures.
_____________ _____________ _____________ _____________
Good night Good morning Good afternoon Good evening
I’m from the _ _ _ _ _ _

I’m from Canada. _ _ _ _ _ _ _.
I’m _ _ _ _ _ _ _ _. I’m British.
I’m from
I’m from the USA. _ _ _ _ _ _ _ _ _.
I’m _ _ _ _ _ _ _ _. I’m Australian.
United Kingdom Australia Canadian American
3. Match the letters with their sounds.

/ef/ /tii/ /ai/ /kei/ /djii/ /ou/ /bii/ /ii/ /em/
B I K F T M E G O
D P C A L U V X S
/ei/ /dii/ /eks/ /el/ /iuu/ /pii/ /cii/ /es/ /vii/
115
4 8 four
6 10 5
ten
three
2 7
one
9 eight
3 six
two
five
seven
1 nine
5. Write in the correct order.
Sunday _____________ _____________ Wednesday
_____________ _____________ _____________
Thursday Saturday Monday Tuesday Friday
6. Unscramble and write the months.

a) RETSPERBM b) RHCAM c) BEMERDEC d) PLIRA
September M__________ D__________ A__________
e) GAUTSU f) AYM g) TOCBORE h) LUJY
A__________ M__________ O__________ J__________
7. Answer.
a) How are you? I’m _____________, thank you.
b) What’s your name? I’m _____________.
c) How old are you? I’m _____________.
d) Where are you from? I’m from _____________.
e) What’s your nationality? I’m _____________.
f) When’s your birthday? In _____________.
116
U N IT 1 Assessment File
A A
Name: Date:
CD2
1. 36 Listen and tick.
It’s cl _ _ _ _. It’s w _ _ _ _. It’s ch _ _ _ _.
3. Label the picture. Then colour.
The is red.
__________
__________ The are grey.
The is green.
__________
The are orange.
__________ __________ The are brown.
117
4. Match.
collecting leaves eating chestnuts flying a kite picking

mushrooms
12 – _ w_ l _ e 15 – f _ _ t e _ n 17 – s _ _ e_ t e _ _
13 – t h _ _ t _ _ n 16 – _ i _ _ e e _ 20 – t _ _ n _ y
6. Unscramble and write the words.
enpilc burber npe okob cenpli sace

__________ __________ __________ __________ __________
7. Write.
The pencil is ___ the The ruler is ___ the The rubber is ___ the
pencil case. book. pencil sharpener.
near on in
118
U N IT 1 Assessment File
A B
Name: Date:
CD2
1. 36 Listen and tick.
2. Match.
It’s cloudy. It’s windy. It’s chilly.

3. Label the picture. Then colour.
The is red.
__________
__________ The are grey.
The is green.
__________
The are orange.
__________ __________ The are brown.
socks trousers jacket jumper shoes
119
4. Match.
collecting leaves eating chestnuts flying a kite picking

mushrooms
5. Write the numbers.
12 – __________ 16 – __________ twelve fifteen
13 – __________ 17 – __________ twenty sixteen
15 – __________ 20 – __________
seventeen thirteen
enpilc burber npe okob cenpli sace

p_________ r_________ p_________ b_________ p____ c___
7. Circle the correct option.
The pencil is in/on the The ruler is near/on The rubber is in/near
pencil case. the book. the pencil sharpener.
120
U N IT 2 Assessment File A
Name: Date:
CD2
1. 37 Listen and order.
2. Draw.
It’s rainy. It’s stormy. It’s snowy. It’s cold.
3. Find and label the pictures.
XK WQ O
G G LO V E S TI O B O PTE
AS
D C O AT N M OT S SA SCAR TYU
F
_____________ _____________ _____________ _____________
4. Colour.
black purple white blue pink

121
5. Match.
riding a drinking hot making a skiing

sledge chocolate snowman
6. Complete the sequence.
twenty, twenty-one, _________________, twenty-three, twenty-four,

___________________ , twenty-six, ___________________,
twenty-eight, ___________________ , ___________________ .
6
7. Do the crossword. 3
5
2
1 4
4
1
2 5
3 6
c__ b______ m________ b__

122
U N IT 2 Assessment File B
Name: Date:
CD2
2. Draw.
It’s rainy. It’s stormy. It’s snowy. It’s cold.
3. Find and label the pictures.
XK WQ O
G G LO V E S TI O B O PTE
AS
D C O AT N M OT S SA SCAR TYU
F
b____________ g____________ c____________ s____________
4. Colour.
black purple white blue pink

123
5. Match.
riding a drinking hot making a skiing

sledge chocolate snowman
6. Fill in the gaps and complete the sequence.
twenty, twenty-one, t_ _ _ _ _-t_ _, twenty-three, twenty-four,

t_ _ _ _ _-f_ _ _, twenty-six, t_ _ _ _ _-s_ _ _ _, twenty-eight,
t_ _ _ _ _-n_ _ _, th_ _ _ _.
6
7. Do the crossword. 3 S
G 5
2 F
1 4
B 4
1 G M
2 5
3 6
8. Label the pictures.
_____________ _____________ _____________ _____________

motorbike bus car bicycle
124
U N IT 3 Assessment File A
Name: Date:
CD2
1. 38 Listen and circle.
2. Fill in the gaps. Then match.
It’s sh_ _ _ _ _ . It’s m_ _ _ _ . It’s w_ _ _ .
3. Write.
She’s wearing a ____________ He’s wearing a ____________

and ____________ . and ____________ .
125
4. Find and circle. Then write and colour.
__________ G Y X V G V I X B L U E __________
__________ R E D S R F V T L C X V __________
__________ S L F V E X O R A N G E __________
V L P S E C T F C P R S
__________ T O V X N P I N K S E W __________
__________ X W H I T E S P F T Y X __________
B R O W N X P U R P L E __________
p_ck_ _g r_ _in_ a d_ _ng the h_v_ _g a

f_ow_ _ _ _ik_ _a_d_n_ng p_ _n_c
6. Write.
He’s r __________ . They’re p _______ He’s p _______

f ___________ . m ___________ .
They’re p _______ They’re d _________ . She’s s __________ .

t ___________ .
126
U N IT 3 Assessment File B
Name: Date:
CD2
1. 38 Listen and circle.
2. Match.
It’s showery. It’s misty. It’s warm.
3. Write.
She’s wearing a ____________ He’s wearing a ____________

and ____________ . and ____________ .
trainers dress sandals tracksuit
127
4. Find and circle. Then fill in the gaps and colour.
r__ G Y X V G V I X B L U E p_ _ _ _ _
o_____ R E D S R F V T L C X V g___
S L F V E X O R A N G E
y_____ p___
V L P S E C T F C P R S
g____ T O V X N P I N K S E W
b____
b___ X W H I T E S P F T Y X w____
B R O W N X P U R P L E b____
_____________ _____________ _____________ _____________

_____________ _____________ _____________ _____________
doing the
gardening picking flowers having a picnic riding a bike
6. Write.
He’s __________ . He’s _______ ___________ .
They’re _______ _________ . She’s __________ .

playing tag singing reading playing marbles
128
U N IT Assessment File A
Name: Date:
CD2
It’s h _ _ . It’s s _ _ _ _ . It’s b _ _ _ _ _ .
hstrit- tsohrs ikrts apc

_____________ _____________ _____________ _____________
4. Match. Then colour.
The bag is
The swimsuit blue.
is red.
The boat is
orange.
129
5. Fill in the gaps. Then match.
She’s b_ild_ _g a He’s _w_m_i_g. They’re e_t_n_ They’re g_i_g

s_ _d_as_le. i_ _ cr_a_. c_ _p_ _g.
5
1
1 7
5
6
2 2
4 6
3
3
7
¥
I’ve got / I haven’t got a turtle. I’ve got / I haven’t got a fish.
130
U N IT Assessment File B
Name: Date:
CD2
____________ ____________ ____________

It’s sunny. It’s breezy. It’s hot.
hstrit- tsohrs ikrts apc

T -_________ s __________ s _________ c _________
4. Match. Then colour.
The bag is
The swimsuit blue.
is red.
The boat is
orange.
131
5. Match.
She’s building a He’s swimming. They’re eating They’re going

sandcastle. ice cream. camping.
5
1
1 c t 7
5
6 f
2 2 r b
4 6
d
3
3 m
7
¥
I’ve got / I haven’t got a turtle. I’ve got / I haven’t got a fish.
132
The Lonely Scarecrow
Colour and cut. Then glue.
✁
✁
✁
✁
START! • Inglês 3.º ano • Photocopiable Material • © Gailivro
The shoes are brown.

The trousers are red.
The jumper is orange.
133
Make your Family Tree
Draw and write.
T¶§ h§i§ß i§ß m§y

____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
134
Why the Pine Tree Stays Green in Winter
Colour. Then cut.
✁
135
136
Cut.
✁
Spinners
✁
The Three Little Butterfly Brothers
Cut (Activity Book, page 37).
But the tulip said “no, only the red

and yellow butterflies can come in”.
They played in the sun and

were very happy.
There were once three little

butterfly brothers, one white,
one red, and one yellow.
Then the butterflies flew to a white

lily, but the lily said “No, only the
white butterfly can come in”.
Then the sun appeared and

chased away the rain.
One day it rained and wet their

wings, so they flew to a red and
yellow striped tulip.
137
Make story puppets.
Colour. Then cut and glue.
✁
✁
✁
✁

✁
138
Make a bookmark.
Colour. Then cut.
✁
139
Beauty and the Beast
Make a mini-book.
Cut.
The Beast let Beauty visit her father, but she had to be back in eight days. Her father
was sick, so she took care of him. But two months had passed.
At first, Beauty was afraid, but the Beast was very kind and did everything to make
her happy, and finally she grew very fond of him.
The monster said he could have the rose if he gave his daughter to be his bride.
Eight days later, he came to the merchant’s house to claim Beauty for his wife.
Beauty returned to the castle and found the Beast lying in the garden. She started
to cry, and when her tears fell on the Beast’s face, he transformed into a handsome
prince.
One hot summer’s day, a merchant was riding past a castle and saw a beautiful
garden, full of roses. He picked a purple rose for his daughter Beauty, but then a
scary monster appeared.
The Beast explained a witch had put a spell on him. They got married one beautiful
sunny summer’s day and they lived happily ever after.
140
✁
Colour. Then cut and glue.
Glue
Glue
Birthday Crown
Glue
Glue
141
142
Christmas
Colour. Then cut.
✁
✁
✁
✁
✁
✁
✁
Poster word cards
1 2 3
acorn squirrel tree

4 5 6
leaf pumpkin mushroom

7 8 9
chestnut pen pencil

10 11 12
rubber book ruler

13 14 15
crayons glue schoolbag

16 17 18
pencil pencil snow

sharpener case
Poster word cards
19 20 21
sledge snowman snowflake

22 23 24
ice umbrella bus

25 26 27
car bicycle motorbike

28 29 30
bird rainbow butterfly

31 32 33
bee flower nest

34 35 36
grass frog beach

Poster word cards
37 38 39
sun sea sand

40 41 42
ice cream boat flying

a kite
43 44
collecting picking
leaves mushrooms
45 46
collecting jumping in a
acorns pile of leaves
47 48
eating running
chestnuts in the snow
49 50
riding skiing
a sledge
Poster word cards
51 52
throwing making a
snowballs snowman
53 54
drinking picking
hot chocolate flowers
55 56
having a riding
picnic a bike
57 50
doing the playing

gardening hopscotch
49 50
skipping playing
football
49 50
playing playing hide

marbles and seek
Poster word cards
63 64 65
writing reading singing

66 67 68
dancing playing going

tag camping
69 70
building collecting
a sandcastle seashells
71 72
eating swimming
ice cream

Teacher's Guide PDF

Uploaded by

Copyright:

Available Formats

Teacher's Guide PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Teacher's Guide PDF

Uploaded by

Copyright:

Available Formats

What are the main sections covered in the teacher's guide?

What are the main sections covered in the teacher's guide?

What activities are described for use in the classroom?

What activities are described for use in the classroom?

+0"/"4*-7"t7"4$0$045"t$"30-:/-&4-*&

Cultural Bridge Games

Months of the Months of the year:

Léxico e Gramática (LG3):

• Act out a dialogue. Act out the dialogue.

Play The spelling contest.

Language and structures STUDENT’S BOOK, p. 12, exercise 4

• Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Write.

Warm-up activities Order the days of the week.

Objectives • The students listen to some children talking about their

Language and structures Practice

ACTIVITY BOOK, p. 9, exercise 2

• Apresentação – Story Gallery Listen and order. Then match.

STUDENT’S BOOK, p. 17, exercise 1

STUDENT’S BOOK, p. 18, exercise 2 Play The clothes dice game.

• Identify autumn colours. Sing.

Warm-up activities Read and colour.

Language presentation ACTIVITY BOOK  EXTRA PRACTICE, p. 58, exercise 4

STUDENT’S BOOK, p. 19, exercise 1

• Read out a story. Do a roleplay.

ACTIVITY BOOK  EXTRA PRACTICE, p. 58, exercise 5

Language and structures STUDENT’S BOOK, p. 21, exercise 5

STUDENT’S BOOK, p. 22, exercise 3

• Describe school objects. Make a classroom language poster.

STUDENT’S BOOK, p. 25, exercise 4

• Atividade – Emily’s clothes

Language and structures

• The students show their Scrapbook to the class.

ACTIVITY BOOK, p. 17, exercise 2

Pre-reading Find and count.

Ending the lesson

Warm-up activities Ending the lesson

Language and structures

Listen and repeat.

• Identify and name items of clothing related to winter Speak.

Language and structures

Language and structures ACTIVITY BOOK, p. 21, exercise 1

• Black, white, blue, purple, pink. Find. Then write.

STUDENT’S BOOK, p. 31, exercise 2

• Ask and answer about family. Listen and match.

Language and structures ACTIVITY BOOK, p. 25, exercise 1

ACTIVITY BOOK, p. 25, exercise 2

Language presentation Play Happy families.

STUDENT’S BOOK, p. 35, exercise 2

• Identify and name forms of transport. STUDENT’S BOOK, p. 36, exercise 4

Language and structures • Encourage the students to join in.

ACTIVITY BOOK, p. 26, exercise 1

STUDENT’S BOOK, p. 36, exercise 2

Objectives STUDENT’S BOOK, p. 37, exercise 3

• Revise vocabulary related to winter, weather, clothes, Write.

Language and structures Find, colour and write.

STUDENT’S BOOK, p. 38, exercise 9

• Animação – Story – Why The Pine Tree Stays Green in

• Fast finishers can use this exercise for further practice.

1 Fold in half 2 Fold in half 3 Fold to make 4 Fold to make

+0"/"4-7"t7"4$0$045"t$"30-:/-&4-&