CK2 Teacher's Book

Teacher’s Book 2
Syllabus 2
Introduction
Welcome to Curious Kids 10
Key competences 12
Pupil’s components 13
Teacher’s components 14
Digital components 15
Unit walkthrough 16
Planning your lessons 24
Classroom Routines and Games 26

Learning situations 31
Teacher’s notes
S What makes you curious? 32
1 Where can you learn at school? 40
2 What’s in your dream house? 58
Review 1 76
3 Why do we wear clothes? 78
4 How do we look different? 96
Review 2 114
5 What can you do at camp? 116
6 Where do you have fun in summer? 134
Review 3 152
Festivals 154
Michelle Worgan
with Donna Shaw • Mark Ormerod
UNIT Objectives and Competences
Vocabulary
• Greet people and say hello and goodbye Key vocabulary
S • Identify new and old course characters

• Identify and say numbers and family members
•
•
cousin, paintbrush, van
days of the week
• Listen, watch and understand the story A magical surprise • numbers 11–20
• Identify and count numbers 11–20 Recycled vocabulary
• Identify, ask and say the days of the week • family members
What • Do the interactive activities in the Pupil’s App • greetings
makes you • Say the chants and sing and act out the songs • numbers 1–10
curious? • apple, bike, cat, cake, rocket,
• Find the hidden objects in the picture rucksack
• Remember what you know • cloudy, rainy, sunny, windy
• Build relationships with people from other countries. • in, on, under
• Understand the message of the story

• Reflect on the value of doing nice things for others
• Identify and say places at school
1
Key vocabulary
• Identify and say where people are at school • classroom, computer room,
• Listen, watch and understand the story Where can you learn corridor, dining room, gym, library,
at school? playground, toilet
• Listen, identify and say prepositions of place • behind, between, in front of,
• Ask and say where people are using prepositions of place next to
• Find the days of the week in the picture Recycled vocabulary
• Learn and identify rules at school • classroom objects
• Do the interactive activities in the Pupil’s App • classroom furniture
Where can • Say the chants and sing and act out the songs • days of the week
• Watch and understand the videos • prepositions of place

you learn at • school supplies
school? • Play the games • fish, sad, shelf, shout, teacher
• Make the letters sh with your hands Receptive vocabulary
• Create and present a school map • dragon, orangutan, soap, water
• Remember the story
• Recognise and reproduce key words with the sound /sh/ Cross-curricular and Culture
• Review own learning and do a self-assessment activity vocabulary:
• line up, listen to others, play
• Compare and talk about playground games in your country nicely, put your hand up, wash
and in the UK
your hands
• catch, hide-and-seek, hopscotch,
• Give a personal response to the story monster tag
• Reflect on the value of empathy
2 • Identify and say places in the house

• Ask and answer about where people are at home
Key vocabulary
• attic, bathroom, bedroom, garage,
• Listen, watch and understand the story This house is delicious garden, hall, kitchen, living room
• Learn how to ask about where people live • bed, cooker, fridge, shower, sofa
• Ask and answer about where home furniture is in the house Recycled vocabulary
• Understand and identify different materials • numbers
• pets
• Do the interactive activities in the Pupil’s App • prepositions of place
What’s in • Say the chant and sing and act out the songs • chair, cherry, children, chips,
• Watch and understand the videos. chocolate, cold, flat, house, plastic
your dream • Play the games Receptive vocabulary
house? • Make the letters ch with your hands • delicious, design, hard, plan, rough,
• Create and present a class dream house smooth, soft, sweets, window
• Remember the story Cross-curricular and Culture
• Recognise and reproduce key words with the sound /ch/ vocabulary:
• Review own learning and do a self-assessment activity • fabric, metal, stone, straw, wood
• Compare and talk about houses in your country and in the UK • caravan, castle, cottage, houseboat

• Give a personal response to the story
• Reflect on the value of reflecting on the impact of our actions
• Listen to and understand a story Key vocabulary
• bowl, medium, porridge
Review 1 • Play the board game
Recycled vocabulary
• Review the language learnt in Units 1 and 2 • places at school; places at home;
furniture.
• numbers; prepositions
2 Curious Kids 2 © Macmillan Education Limited 2023

Syllabus
Contents
Structures Communication and Real world Socio-Cultural aspects
Key structures SEL • Interest in learning English
• Who’s that? That’s my (cousin). • Doing nice things for others • Pleasure in meeting the
• How old is he / she? He’s / She’s (seven). course characters
• What day is it today? It’s (Monday)? • Willingness to follow routines
• My favourite day is (Sunday). • Enjoyment in greeting classmates
Recycled language and saying Hello and Goodbye
• Hello! I’m (Toby). Nice to meet you! • Enjoyment of a story about doing
• What’s your name? I’m (Daisy).
•
nice things for others
• How old are you? I’m (seven). Awareness of the value of doing
• Where’s (the paintbrush)? It’s (under)
•
nice things
Positive attitude towards own ability
the (van).
• I’ve got a (sister).
•
to participate in class activities
Willingness to follow instructions
Receptive language
• It’s good to do nice things for others.
• Satisfaction in recalling
familiar language
Key structures SEL • Interest in naming places at school

• He’s / She’s in the (gym). • Helping new pupils • Willingness to follow routines
• He / She isn’t in the (library). Pronunciation: and instructions
• Is he / she (next to) the (cupboard)?
• /sh/ Shh, shark! Shh, fish! Don’t shout in • Enjoyment of a story about helping
Yes, he / she is. No, he / she isn’t. the library! new pupils
Recycled language • Awareness of the value of empathy
• Where’s the (ball)? It’s (on) the …
Functional language
• • Respect for others in the group
• What’s your favourite day of the
Can I come in, please?
• Enjoyment in practising pronunciation
week? It’s (Sunday). Cross-curricular- Social Science • Pleasure in singing and acting out
• My favourite game is (catch). • School rules the songs
• Where’s (Sam)? He’s (under) Culture • Willingness to take turns
the (chair). • Playground games in the UK • Confidence in using classroom
• I’ve got a book in my rucksack. Project
•
language
Interest in learning about school rules
Receptive language • A school map
• Interest in learning about
• Don’t shout! SDG Goal 4 playground games in the UK and
• Let’s go to the (classroom).
• Quality education: Understanding the comparing them with your own
Cross-curricular and Culture language: importance of lifelong learning • Showing respect and cooperation in
• It’s important to (play nicely). group work
• You need to (listen to your teacher). • Willingness to review own learning
• I play (hide-and-seek) in
my playground
Key structures SEL • Interest in naming places at home

• There’s a (hall). • Thinking before you act • Enjoyment of a story about the
• There are (two bedrooms). Pronunciation importance of thinking before we act
• Is he / she (next to) the (cupboard)?
• /ch/ Charlie’s chocolate chair is next to • Awareness of the value of the impact
Yes, he / she is. No, he / she isn’t. the chimney of our actions
Recycled language • Respect for others in the group
• Where’s the …? It’s …
Functional language
• • Enjoyment in practising pronunciation
• I’ve got an idea!
Where do you live? I live in a (flat / house).
• Pleasure in singing and acting out
• I’m sorry. Cross-curricular - Natural science
• •
the songs
• This is my (house). This is the (garden). Materials
•
Willingness to take turns
Confidence in using classroom
Receptive language Culture
• We want to make a house for Gordon. • Houses in the UK
•
language
Interest in learning about materials
• A (castle) is my dream house. Project
• Pleasure in talking about what
• Some people live in (flats). • A class dream house objects are made of
Cross-curricular and Culture language: SDG Goal 13 • Interest in learning about houses in
• It’s made of (wood). Stone is (hard). • Climate action: Understanding what the UK and comparing them with
• This house is small. This house is big. children can do for the environment. your own
• This is a houseboat. It’s a house on • Showing respect and cooperation in
the water. group work
• I live in a (house). • Willingness to review own learning
Recycled structures
• Where’s (Jack/ Grace)? He / She’s in
the (living room).
• Is (Jack /Grace) in the (toilet)? Yes,
he/ she is.
• I like / don’t like this (porridge).
Curious Kids 2 © Macmillan Education Limited 2023 3

Vocabulary
• Identify and say the items of clothing Key vocabulary
3 •
•
Identify and say what you are wearing
Listen, watch and understand the story The scarecrow wants
• dress, jacket, jeans, skirt, sweater,
trainers, trousers, T-shirt
a friend • clean, dirty, new, old
• Learn how to give instructions Recycled vocabulary
• Listen, identify and say adjectives to describe clothes • animals; colours, days of the week,
• Ask about and identify clothes by their description parts of the body
• Identify and say different weather • prepositions of place, the weather
• Understand, identify and say the names of the four seasons • friend, present, sweater, sweets,
• Do the interactive activities in the Pupil’s App swim
Why do
• Say the chants and sing and act out the songs Receptive vocabulary
•
• Watch and understand the videos gloves, lonely, raincoat, scarecrow,
scarf, snowman, sunglasses, sunhat
we wear • Play the games
clothes? • Make the letters sw with your hands Cross-curricular and Culture
• Think about the clothes you wear to school vocabulary
• Create and present a fashion show • autumn, spring, summer, winter
• Remember the story • apron, P.E. kit, sweatshirt, uniform
• Recognise and reproduce key words with the sound /sw/

• Review own learning and do a self-assessment activity
• Compare and talk about school clothes in your country
and in the UK
• Reflect on the value of appreciating diversity
•
4 Identify and say vocabulary to describe appearance Key vocabulary
• Ask about and identify people by their physical appearance • beard, curly hair, dark hair, fair hair,
• Listen, watch and understand the story A new star long hair, moustache, short hair,
• Learn how to say what you can and can’t do straight hair
• Listen to, identify and say accessories vocabulary • crown, earrings, glasses,
• Ask about and identify people by their description necklace, wig
• Find and count the T-shirts in the picture Recycled vocabulary
• Understand and learn how to draw a portrait • clothes, parts of the body
• Do the interactive activities in the Pupil’s App • dance, ride a bike, swim
• Say the chants and sing and act out the songs
• paper, pencil, rubber, ruler
How do • Watch and understand the videos Receptive vocabulary

• scared, scooter, special, star,
we look • Play the games
telescope
different? • Make the letters sc with your hands
• eyebrows, horizontal, vertical
• Think about when you dress up for a festival
• Create and present a portrait gallery Cross-curricular and Culture
vocabulary:
• Remember the story
• colour (v), circle, line, oval, rub out
• Recognise and reproduce key words with the sound /sc/
• a birthday party, a school play,
Carnival, Halloween
• Compare and talk about dressing up for a festival in your
country and in the UK
• Reflect on the value of self-motivation

• blow, coat, leaves, shine, strong
• Play the board game
Recycled vocabulary
Review 2 • Review the language learnt in Units 3 and 4 • clothes, adjectives to describe
clothes
• accessories, physical appearance
vocabulary, the weather
• boat, tree

Syllabus
Contents
Structures Communication and Real world Socio-cultural aspects
Key structures SEL • Interest in naming clothes
• What are you wearing today? • Having different kinds of friends • Willingness to follow routines
• I’m wearing a (dress). I’m wearing Pronunciation and instructions
(trousers).
• /sw/ seven swans in sweaters swim in the • Enjoyment of a story about having
• My (hat) is (new). swimming pool different kinds of friends
• My (trousers) are (old).
Functional language
• Awareness of the value of
appreciating diversity
Recycled language
• I can see a (horse).
• Where do you live? I live in a (flat).
• I’m (happy / sad). Cross-curricular - Social science
• •
the songs
• What’s the weather like? It’s (cold) Clothes and the four seasons
•
Enjoyment in practising pronunciation
Willingness to work with a partner
and (windy). Culture
• Have you got …? I’ve got a (hat). • School uniforms in the UK
•
and take turns
• It’s (Tuesday) today. Project
Confidence in using and responding
to classroom language
Receptive language • A fashion show
• Interest in learning about clothes
• Thank you for (the hat). SDG Goal 12 and the four seasons
• Why are you sad?
• Responsible consumption: Understanding • Pleasure in talking about the
• It’s important to wear a (sunhat) to what children can do to reduce weather and the seasons
•
protect your (head).
It’s fun to play outside!
consumption of non-essential items. • Interest in learning about school
uniforms in the UK and comparing
• I’m ready for school now. them with your own
Cross-curricular and Culture language • Showing respect and cooperation in
• In winter, it’s cold. In summer, it’s hot pair and group work
and sunny. • Willingness to review own learning
• (Spring) is my favourite season.
• I wear a (uniform) to go to school.
Key structures SEL • Interest in naming physical

• He’s / She’s got (short hair). • Being brave appearance vocabulary
• He / She hasn’t got (fair hair). Pronunciation • Enjoyment of a story about
• Has he / she got a (crown)?
• /sc/ The scared scarecrow is on the scooter being brave
• Yes, he / she has. No, he / she hasn’t.
Functional language:
self-motivation
Recycled language
• Is it (Daisy)? Yes, it is. No, it isn’t.
• I’m brave! I can do that.
• I play games with my friends at Cross-curricular - Art
• Drawing portraits •
the songs
Enjoyment in practising pronunciation
(Halloween)
• I love (school plays). Culture • Willingness to work with a partner
• I’m wearing (trousers) and a (shirt) • Dressing up in the UK
•
and take turns
• I’ve got a (wig) and (glasses). Project
Confidence in using and responding
to classroom language
Receptive language • A portrait gallery
• Interest in learning about drawing
• Be careful, Sam! SDG Goal 3 portraits
• Let’s draw a portrait
• Good health and well-being: Understanding • Awareness of the steps needed to
Cross-curricular and Culture language: the importance of looking after your body draw a portrait
• First, draw the (nose). Then, draw and mind • Pleasure in talking about dressing up
the (mouth). for festivals
• We need to follow six steps. • Interest in learning about dressing
• I wear a (uniform) to school. up in the UK and comparing
costumes with your country
• Showing respect and cooperation in
pair and group work
• Willingness to review own learning
Recycled structures
• Put on your (coat). Take off
(your hat).
• What are you wearing? I’m wearing
a (T-shirt).

Vocabulary
• Identify and say the camp activities Key vocabulary
5 •
•
Talk about the activities you want / don’t want to do
Listen, watch and understand the story Fun at camp
• climb a tree, do yoga, go for a
walk, play basketball, play table
• Learn how to ask questions and respond when taking turns tennis, play volleyball, sail a boat,
• Listen to and identify activities you want and don’t swim in the lake
want to do • make a model, play a board game,
• Ask and answer about camp activities play the guitar, read a comic
• Find and count the people in the picture Recycled vocabulary
• Understand and identify parts of the skeleton • days of the week, parts of the
• Understand and say how your body moves body, physical appearance, sports
• Do the interactive activities in the Pupil’s App
•
and activities
move (v), train, trainers, tree
What can • Say the chants and sing and act out the songs
you do • Watch and understand the videos Receptive vocabulary

• zorb ball
• Play the games
at camp? • Make the letters tr with your hands Cross-curricular and Culture
• Think about camp activities in your area vocabulary
• Create and present an activity camp display • bone, joint, muscles, skeleton
• Remember the story • cook on a campfire, make a den,

sing songs, tell scary stories
• Recognise and reproduce key words with the sound /tr/
• Compare and talk about camp activities in your country and
in the UK
• Reflect on the value of teamwork
•
6 Identify and say the names of the places people go Key vocabulary
in summer • aquarium, beach, funfair,
• Talk about the places you want / don’t want to go mountains, safari park, skate park,
• Listen, watch and understand the story A safari adventure village, water park
• Learn how to ask for and give directions • by boat, by bus, by car, by train,
• Listen to, identify and say different types of transport on foot
• Ask about how people travel Recycled vocabulary
• Find and count the houses in the picture • clothes, the seasons, the weather
• Understand and identify different ways of travelling • hippo, map, monkey, penguins
around a city • stairs, station, street, strawberry
Where do • Do the interactive activities in the Pupil’s App Receptive vocabulary
you have • Say the chants and sing and act out the songs • free, one-way ticket, travel (v)
• Watch and understand the videos Cross-curricular and Culture
fun in the • Play the games vocabulary
summer? • Make the letters st with your hands • by bike, by bus, by car, by ferry, by
• Create and present a bar chart display underground train
• Remember the story • do crafts, dress up, play in the

playground, visit a castle
• Recognise and reproduce key words with the sound /st/
• Compare and talk about summer activities in the UK and
in your country
• Reflect on the value of self-efficacy

• lake, spider, treasure (map)
• Play the board game
Recycled vocabulary
Review 3 •
• Review the language learnt in Units 5 and 6 places, sports and activities
• map, monster

Syllabus
Contents
Key structures SEL: • Interest in naming camp activities
• I want to (play basketball). • Taking turns • Willingness to follow routines
• I don’t want to (sail a boat). Pronunciation and instructions
• Do you want to (read a comic)?
• /tr/ Take turns to try the trapeze in the tree. • Enjoyment of a story about
Yes, please. No, thank you. taking turns
Recycled language
Functional language
• • Awareness of the value of teamwork
• Can you help me, please?
Whose turn is it? It’s my turn.
• Respect for the opinions of others
• I can’t (stop the ball). Cross-curricular – Natural science • Pleasure in singing and acting out
• Have you got (any photos)? • How we move. the songs
• We can do lots of activities. Culture • Pleasure in practising pronunciation
Receptive language • Camping in the UK • Willingness to work with a partner

and take turns
• Let’s take turns. Project
• Interest in learning about how our
• How does our body move? • An activity camp display body move
• The skeleton is made of bones. SDG Goal 10 • Awareness of how our body moves
Cross Curricular and Culture language: • Reduce inequalities: Understanding that all • Pleasure in talking camp activities
• We use our bones, our joints and our children should have equal opportunities • Interest in learning about camping
muscles to move our body. activities UK and comparing them
• We can jump and we can swim. with your country
• I (make a den) in the countryside. • Showing respect and cooperation in
• We (cook) marshmallows. group work
Key structures SEL: • Interest in naming place people go

• I go to the beach in summer. • Caring for animals in summer
• I don’t go to the (funfair) in summer. Pronunciation: • Willingness to follow routines
• Do you go to the (village) (by car)?
• /st/ Stop! Station street is up the stairs. and instructions
Yes, I do. No, I don’t.
Functional language:
• Enjoyment of a story about
caring for animals
Recycled language
• I’m (not) tired.
• Where’s the funfair, please? Go straight on.
Turn left. Turn right.
• Look! I’m wearing a (crown).
•
self-efficacy
• This is my ticket. Cross-curricular - Social science
•
Pleasure in singing and acting out
• Let’s visit the castle! Travelling and tickets
•
the songs
Enjoyment in practising
Receptive language Culture
• Jump in! • Summer activities
•
pronunciation
Willingness to work with a partner
• Pay attention. Project and take turns
• The (funfair) is there. Let’s go! • A bar chart display
• Confidence in using and responding
• It’s a good idea to use public transport. SDG Goal 11 to classroom language
• It’s (two) pounds.
• Sustainable cities: Understanding that some • Interest in learning about types
Cross-curricular and Culture language: types of transport are more sustainable of transport
• You can travel (by bike) in my town. than others. • Pleasure in talking about
• I go to my grandma’s house (by bus). summer activities
• Interest in learning about summer
activities in the UK and comparing
them with your country
group work
Recycled structures
Do you want to (play basketball)? Yes,
please. No, thank you.
I want to / don’t want to (sail a boat).
I go to / I don’t go to the (funfair).

Vocabulary
• Identify vocabulary related to Teacher’s Day, Carnival and Key vocabulary
Friendship Day • badge, book, mug, plant, poster
• Say the Teacher’s Day, Carnival and Friendship Day • costume, cowboy hat, drums,
vocabulary feather, mask
• Listen and number the Teacher’s Day vocabulary • laugh, play clapping games, play
• Listen and number the Carnival vocabulary
on the swings, run races
Festivals • Listen and number the Friendship Day vocabulary Recycled vocabulary
• Do the interactive activities in the Pupil’s App • colours
• Present the Teacher’s Day badge and do the role-play

• fast, funny
• Present your Carnival Day mask and do the role-play Receptive vocabulary
•
• Present your Friendship Day frame and do the role-play Teacher’s Day, Carnival,
Friendship Day
• Make a Teacher’s Day badge
• Make a Carnival mask
• Make a Friendship Day frame

Syllabus
Contents
New language • Pleasure in celebrating Teacher’s Day,
• I’ve got a badge for you. Happy Carnival and Friendship Day
Teacher’s Day! • Confidence in using and responding
• I (play clapping games) with (Kate). to instructions
Recycled language • Pleasure in making and presenting
This is ... the cut-outs
• I’m wearing ... • Willingness to work with a partner
• I’ve got ...
•
and do the role-plays
• He’s/She’s/It’s ... Interest in learning about Teacher’s
Day, Carnival and Friendship Day
pair and group work

Syllabus
Welcome to Curious Kids
2
Curious Kids
Learning starts at the heart
Can you
find an
oak leaf?
Find and circle.
b
sail a
go for a
w
b y o g a x
c d b o a t
c l i m b u
See page 22
l s w i m n c
w a l k p v a tree
swim in a
l do yyite
Welcome to Curious Kids, a six-level course

See page 3
Friday Saturday
which places your pupilsBeca atnatur

the heart
use all children
of
Monda
y Tuesday
are al learn ers
Fun Fact!
Wednesday Thursday
learning. Before writing CuriousFor Kids Pupils we
Curious Kids
carried out extensive research into how
●
children learn and kwhat teachers can do to

●
creativity
Inspire curiosity and unloc
●
●
Bears do yoga!
●
(see page 21)
engage, challenge and stimulate young
2
Pupil's Book 2
For Teachers
minds.
NurtureOur findings
communica led us to adopt an
tion and foste r
●
collaboration
Pupil’s Bookd
●
approach for Curious Kids which recognises ■
Donna Shaw • Mark Ormero

that all childrenratehave natural abilities and
■
Donna Shaw • Mark Ormerod
Support and celeb every child ■
instincts that can help them to learn a

●
language. Our approach takes into account

●
many practical techniques from our own .

Learning
experience as language teachers and Pre A1
2
A1
Movers
A1+
Movers/
A1+/A2
Flyers
starts in
incorporates the findings from our extensive the heart
Starters Flyers
requirements and other terms and
cover for the minimum system
Please see inside the front s of the course.
conditions for the digital component
classroom research. The methodology in

ious-kids
acmillanenglish.com/cur
Curious Kids iswww.m reflected in the carefully 02/07/2023 10:06
sequenced tasks and activities that are

9781035124244_cover.indd
All Pages
designed to ensure that every child reaches

their full learning potential. expression is encouraged through physical activities such as asking
pupils to create letter shapes with their bodies, and includes roleplays
which provide a safe environment for pupils to engage in shared,
Curious Kids sparks pupils’ curiosity
imagined experiences.
The approach in Curious Kids recognises that children are curious
Curious Kids also provides teachers with
by nature. We believe that promoting curiosity in the classroom has
opportunities to focus on the Sustainable
a positive impact on the pupils. Curiosity helps to make the learning
Development Goals (SDGs). In each unit,
process more enjoyable and rewarding, improves learning outcomes, and
teachers can draw on a set of age-appropriate
provides intrinsic motivation for lifelong, autonomous learning.
questions and ideas that are linked to the unit topic. These gently
In Curious Kids curiosity is promoted in a number of ways. For example, encourage pupils to think about one of the SDGs and, with the support of
each unit begins with a thought-provoking question to engage pupils the teacher, express their own ideas and solutions for making the world
and encourage them to share their ideas, knowledge and experiences. a better place.
The curiosity corners in the vocabulary and cross-curricular lessons
contain fun tasks and surprising facts to fill pupils with wonder and Curious Kids develops communication skills
inspire them to find out more about the world. The cross-curricular for real life
lessons also help pupils to embrace curiosity and discovery, whilst
As teachers, we appreciate that pupils need to be able to use English
cultural lessons focusing on British culture promote curiosity about
outside the classroom. Curious Kids introduces a clear focus on real-
the wider world and the pupils’ place in it.
world communication throughout the course and pupils are supported
in developing the skills needed to communicate fluently and with
Curious Kids inspires pupils’ creativity
confidence in a variety of contexts. The pupils are introduced to natural
In Curious Kids we believe that creativity should be nurtured in the and meaningful language through the unit stories, whilst the functional
language classroom. Our experience shows us that creative activities language song and video in each unit introduces pupils to language that
are enriching and emotionally rewarding for children and that they has real-life relevance and is transferrable to different contexts.
increase engagement by captivating pupils’ attention. Creative activities
A variety of speaking games provide pupils with a natural purpose to
also foster the development of thinking skills such as problem-solving
communicate while the speaking game videos using cut-outs provide
and critical thinking by encouraging children to try out new ideas or ways
both teachers and pupils with real-life models of interaction that can be
of thinking.
replicated in the classroom. These videos naturally introduce pupils to
In Curious Kids 1 children’s creativity is inspired in a variety of ways. language for play by making use of communicative strategies such as
Imaginative thinking is fostered through the animated stories following rules, modelling turn-taking patterns, and showing how to be
which pupils act out, whilst creativity corners provide children with actively involved in the game using visual signals such as nodding, or
opportunities to share their own imagination and ideas. Creative minimal responses, such as OK, Yes, or Me too.

Introduction
Finally, the focus of the cross-curricular and culture lessons inspires Curious Kids supports and celebrates
children to investigate the world around them and communicate their every child
ideas and experiences to others. The attractive photos and real-world
The approach in Curious Kids takes into account that primary classrooms
videos provide the conceptual and linguistic support pupils need to
are made up of pupils who have different learning needs. With this in
communicate successfully.
mind, we have ensured that teachers have the support they need to help
every pupil to thrive.
Curious Kids fosters collaboration
Curious Kids 2 © Macmillan Education Limited 2023

As authors and teachers we believe that ability isn’t a fixed attribute and
Our experience shows us that when pupils work together, they produce
we know that teachers can make a difference by shaping every learner’s
more language, and they are more likely to use creative and logical
potential to learn. In Curious Kids the activities have been carefully
thinking. Collaborative activities also promote a more positive classroom
designed so that all pupils are actively engaged in their learning. For
environment as pupils have a greater sense of belonging and they learn
example, there are activities which offer learners a choice and provide
to understand and value their classmates. In Curious Kids we provide
pupils with the possibility of responding in different ways. In levels 1 and
opportunities for pupils to play, share, explore and create together.
2, this includes the option of miming or saying a new vocabulary item or
Collaborative play is facilitated through a variety of fun and engaging choosing which story picture to talk about and what to say.
games, and collaboration skills are modelled in the speaking game
Curious Kids also addresses differentiated learning through the
videos. Throughout Curious Kids pupils will find many opportunities to
Something for Everyone Graded Worksheets which provide support and
share information with their peers through guided tasks in which they
extra language practice at three levels of challenge. These worksheets
exchange personal information and opinions.
include a pedagogical introduction for teachers, which delves into the
We believe that working together for a collective outcome has many core ideas and principles behind every-ability teaching and explores
benefits. The end of unit project offers pupils the opportunity to create the recent pedagogical and methodological developments in this area.
a collective piece of work which is linked to the unit topic and language. The section Five steps to creating an inclusive environment provides
The project creates a sense of achievement and is inclusive, giving each teachers with practical tips and ideas that they can implement in every
pupil the opportunity to participate in their own way. classroom.
Finally, in Curious Kids we support collaboration through the
development of social and emotional learning (SEL), a process that helps
learners to develop their self-control, self-awareness, and interpersonal
skills. Social and emotional learning is nurtured through the unit stories.
These stories resonate with children and provide rich opportunities for
discussion, with pupils first reflecting on the course characters’ behaviour
and then being gently guided into thinking about their own.
Who’s who in Curious Kids

Let us introduce you to the Curious Kids course characters! Course characters are important because they help pupils to build an emotional connection
with the topics, guide learners through the materials, and model positive learning traits and behaviour such as curiosity and creativity.
Meet the sisters Grace and Daisy, their friend Jack and their cousin Toby. The children have wonderful and exciting adventures together.
The delightful and funny Sam takes the children into a delightful fantasy world where anything can happen!
When the children open their rucksack, magic is triggered, transforming the rucksack into Sam the squirrel.
Emma and Jake are two seven-year-old British friends. These curious children explore the world
around them and share what they find out through a video. They also introduce pupils to life in
The UK, providing insights into their daily life and their favourite traditions and cultural activities.

Syllabus
Key competences in Curious Kids
The Key Competences outline the knowledge, skills and behaviours that pupils need to develop in order to achieve their
full personal potential, participate in an effective and constructive way in society and become responsible global citizens and
autonomous life-long learners.
Competence in linguistic communication: the ability to use language as an instrument to
express and interpret concepts, facts, feelings and ideas in an appropriate and creative way.
Competence in science, technology, engineering and maths: the ability to develop

and apply mathematical thinking to everyday contexts, and to develop and use scientific
knowledge to explain the natural world and understand the consequences of human action.
Digital competence: the ability to use digital

technology confidently, critically and responsibly.
Competence in cultural awareness and expression: the ability

to understand and appreciate different art and cultural forms.
What are the key
competences? Competence in entrepreneurship: the ability to develop and apply
personal qualities and skills such as creativity, critical thinking and perseverance
to projects, and to successfully plan and manage these projects.
Social and personal competence and learning to learn: the ability to understand and
appreciate diversity in society and to develop personal, interpersonal and cultural competence, and
to organise one’s learning and work efficiently and autonomously as an individual or in a group.
Plurilingual competence: the ability to draw on one’s personal linguistic repertoires

across languages to improve their ability to communicate and learn a new language.
Competence in citizenship: the ability to respond to a range of global issues

by being tolerant, inquisitive, kind and responsible global citizens.
Competence in linguistic communication: Curious Kids children performing the songs, playing the speaking games or interacting
develops pupils’ listening and speaking skills through structured with each other, which serve to motivate pupils to participate themselves.
practice of real language in context. Each level covers the four Pupils are also encouraged to recreate the stories in Curious Kids and act
main language skills: listening, speaking, reading and writing, building them out.
pupils’ overall communicative competence. Pupils learn to recognise
Competence in entrepreneurship: Creative thinking plays
patterns of rhythm and intonation through the songs, TPR chants and
a key role in Curious Kids. Throughout the lessons, pupils are
routines, stories and rhymes. Grammar and functional language is
encouraged to explore, develop and share their imagination
modelled in dialogues and songs, whilst the speaking games, role-plays
and ideas to create something new. The Project lessons require pupils
and personalised activities motivate pupils to learn to express themselves
to work collaboratively and creatively, share ideas and show initiative.
clearly and to take part in simple conversations. Curious Kids supports
Personalisation activities prompt children to express their own opinions,
the gradual development of literacy so that the children learn to associate
be creative and use their imagination and natural curiosity. At the end
written English with what they understand aurally.
of each unit pupils are asked to reflect, understand and assess their
Competence in science, technology, engineering own progress.
and maths: Curious Kids nurtures children’s natural curiosity.
Social and personal competence and learning to learn:
The cross-curricular lessons in each unit encourage pupils to
Curious Kids fosters cooperative learning skills while building
explore and engage with the natural, social and technological aspects
key social skills. Social and emotional learning themes and core
of the world around them, and to reflect critically on how they interact
values are at the heart of the stories, encouraging pupils to appreciate
with them. Curious Kids supports the development of numeracy skills
and value the similarities and differences between themselves and
through recognition and practice of numbers, counting, ordering and
others. Throughout the course pupils are encouraged to develop self-
sequencing tasks, and encouraging analytical thinking to solve problems
awareness and self-management skills, which will help to foster good
and puzzles creatively.
learning habits, such as paying attention, listening to others, reflecting on
Digital competence: Curious Kids develops pupils’ digital actions, making effective use of time and planning ahead.
competence through the use of a variety of digital resources.
Plurilingual competence: Curious Kids provides
Pupils can work independently to reinforce the classroom
opportunities to develop pupils’ plurilingual and mediation
learning by playing interactive language games, listening to songs
skills by making them aware of linguistic and cultural similarities
and chants or watching videos on the Pupil’s App. The Teacher’s App
and differences. Games and activities encourage language analysis
has presentation material for every lesson including audio, animated
and role-play develops strategies which draw on their full repertoire of
and real-world videos, as well as interactive activities for the pupils to
communication skills.
get involved in. Tasks encourage them to make use of digital tools for
research and their own presentations. Competence in citizenship: Curious Kids promotes
responsible citizenship through the course characters and
Competence in cultural awareness and expression:
storylines. In every unit, the course characters encounter and
Curious Kids promotes cultural awareness and artistic
respond to a range of global issues. The Culture lessons teach pupils
expression through the inclusion of stories, TPR chants and
about different cultures, encouraging them to grow up to be tolerant,
routines, songs, drama, speaking games, culture lessons, and arts and
inquisitive, kind and responsible global citizens.
crafts activities in the Project lessons. These are supported by videos of real

Introduction
Pupil’s components
Pupil’s Book
A 96-page, full colour book with a starter unit and six story-based units. Each unit features two Because all children
are natural learners
vocabulary lessons presenting two lexical sets, two grammar lessons, a story lesson, a pronunciation For Pupils
and communication lesson, a cross-curricular and a culture lesson, a unit review lesson and a
Curious Kids
●
creative project at the end of the unit. Each unit includes a wide variety of personalisation and
●
Inspire curiosity and unlock creativity

●
speaking activities and games in addition to a wealth of songs, rhymes, chants and TPR routines.
●
Pupil's Book 2
For Teachers
Nurture communication and foster
The Pupil’s Book also contains: collaboration
2
●
• Three review lessons (each including a traditional story and a board game)
Support and celebrate every child
■
■ Pupil’s Book

■
•
●
Three festivals lessons ●
•
●
Festivals cut-outs .
•
2
Pre A1
A double-page Curiosity Corner

A1 A1+ A1+/A2
Please see inside the front cover
for the minimum system requirements
conditions for the digital components and other terms and Starters Movers/
of the course. Movers Flyers
Flyers
• Cut-outs for the speaking games www.macmillanenglish.com/cur

ious-kids
• A double-page of word and picture stickers 9781035124244_cover.indd All

Pages
02/07/2023 10:06
Activity Book
The Activity Book is a 64-page, full colour book conceived to accompany and support the Pupil’s Book. It provides consolidation and reinforcement of
the content and the language structures introduced in the Pupil’s Book as well as supporting the development children’s literacy skills. The structure of
the Activity Book is exactly the same, following the same sequence of lessons as the Pupil’s Book.
The Activity Book also contains:
The Activity Book introduces
• A Picture Dictionary reading and writing in a gradual Because all children
• manner, carefully staging the

For Pupils
Cut-outs for the Review games
Curious Kids
●
progression of the activities

Inspire curiosity and unlock creativity ●
throughout the units. This gradual
Activity Book 2
For Teachers
collaboration
●
2
●
approach develops literacy

■
Activity Book
■
Support and celebrate every child ■

naturally, progressing from a focus
■
●
on receptive skills to full written

●
production by the end of the year. Please see inside the front cover
conditions for the digital components
of the course.
and other terms and
Pre A1
Starters
2
A1
Movers
A1+
Movers/
Flyers
A1+/A2
Flyers
www.macmillanenglish.com/cur
ious-kids
9781035124138_cover.indd All
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02/07/2023 09:59
Extra Fun! Magazine Curious Kids

2 Pupil’s App on Navio
The Extra Fun! Magazine is a The Pupil’s App allows pupils to explore Navio’s immersive 3D worlds. They
32-page full colour mini ebook Can you
find an
complete game-based activities designed to practise and review the
oak leaf?
with fun activities, puzzles and Find and circle.

go for a
language and content learnt in class. As they do so, they earn rewards,
games which stimulate curiosity points and badges. The Pupil’s App tracks pupils’ progress
w
sail a b y o g a x
b c d b o a t
c l i m b u
See page 22
l s w i m n c
w a l k p v a tree
swim in a
l
and wonder. so the teacher can see how they are doing and provide extra
do yite
See page 3
Friday Saturday
support where it’s needed. The App also

Monday
Tuesday
Fun Fact!
Wednesday Thursday
includes all the songs, stories, animations and

Bears do yoga!
videos from the course so that pupils can
review them at home and share them with
(see page 21)
their family.
Digital Pupil’s Book, Activity Book and Pupil’s Resource Centre

All the printed books are available in digital format as well, and the audio is available on the Pupil’s Resource Centre.

Syllabus
Teacher’s components
Teacher’s Book
The user-friendly Teacher’s Book includes a syllabus, a short introduction to Curious Kids philosophy and
Curious Kids
Because all children
methodology, a very useful bank of classroom routines and games, and clear, accessible lesson plans For Pupils
for each unit. The lesson plans, which include the Pupil’s Book and Activity Book pages with embedded ●
answers, allow you to navigate the course with ease. Learning objectives, materials, teacher’s expert
●
Inspire curiosity and unlock creativit

●
y ●
tips and a wealth of useful suggestions, routines and extra activities are all at your fingertips to reduce
●
Teacher’s Book 2
●
For Teachers
your planning time, ensure your lessons run smoothly and encourage your pupils to
collaboration
●
2
reach their full potential. The audioscripts and videoscripts are also integrated in the
●
lesson plans. Support and celebrat

■
Teacher’s Book
e every child ■
with Teacher’s App

●
Michelle Worgan with Donna Shaw

●
Michelle Worgan with
●
●
Teacher’s App
.
• Mark Ormerod
Pre A1 A1 A1+ A1+/A2
Please see inside the front cover
conditions for the digital components and other terms and Starters Movers/
of the course. Movers Flyers
Flyers
The Teacher’s App contains accessible and interactive digital resources to help teachers plan and
deliver their lessons whilst also increasing pupils’ participation and engagement. www.macmillanenglish.com/cur
ious-kids
The Teacher’s App contains:

9781035124282_cover.indd All
Pages
02/07/2023 10:12
• Classroom Presentation Kit • Test Generator • Graded Tests

• Progress Tracker • Teacher’s Resource Centre
Something for Everyone Graded Worksheets

Demand for differentiated learning is provided through the Something for Everyone graded, worksheets.
These are photocopiable worksheets supporting the core PB and AB content and which ensure it adapts
and reaches every pupil, learning style and level of ability. The worksheets are graded by level of challenge
(Support, Consolidate and Reach Higher) and skill / area (Vocabulary, Reading and Writing, Grammar).
These graded worksheets include a pedagogical introduction for teachers, which delves into the core ideas
and principles behind every-ability teaching and explores the recent pedagogical and methodological
developments in this area. They can be found in the Teacher’s Resource Centre.
Something for
Everyone
Roisin O’Farrell
2
Graded Worksheets
● Support
● Consolidate
● Reach higher
Story cards, Flashcards and Word cards
Story cards
A set of 72 story cards, which replicate the story frames in the Pupil’s Book, are provided for all the stories
featuring in both core and review lessons. On the back of each story card is the text that accompanies each
picture as well as relevant comprehension questions.
Story Cards
Donna Shaw • Mark Ormerod 2
Flashcards and Word cards

A set of 94 Flashcards with images of the target vocabulary and 94 Word cards. They are practical resources
for presenting and practising vocabulary and provide additional support for the more visual and tactile
learners. Suggestions for using the flashcards and word cards are integrated in each lesson. The Games
Bank also includes tips for using these cards in games and activities.
Flashcards
2
Word Cards
Donna Shaw • Mark Ormerod 2
13/07/23 11:21 AM
ndd 1
9781035124213_SU_and_Cover.i

Introduction
Digital Components
For the teacher
Teacher’s App
The Teacher’s App includes accessible and interactive digital resources to help teachers plan and deliver their lessons whilst also
increasing pupils’ participation and engagement.
The Teacher’s App contains:
Classroom Presentation Kit

This is a teacher-facing, easy-to-navigate portal which allows teachers to access a wide variety of resources, tools and materials. The Classroom
Presentation Kit includes the Digital Pupil’s Book, Digital Activity Book and the Extra Fun! Magazine ebook. The digital version of the books is a
page-by-page representation of the printed versions and include all the lessons, content and materials that accompany the Pupil’s Book and Activity
Book, including videos, animations and audios, plus fun interactive activities and digital flashcard games.
Through the Classroom Presentation Kit teachers can also access useful tools and resources such as the Progress Tracker to help teachers track and
monitor progress of a whole class or any individual pupil’s. You can also use the Classroom Management tool to award points for good behaviour or
success in class.
The Test Generator can also be accessed through the Classroom Presentation Kit. Teachers can choose to download ready-made tests or to make their
own using the wide variety of activities that test the vocabulary, grammar, reading and writing, and listening taught in each unit of the Pupil’s Book.
The Test Generator offers tests at three levels of challenge.
The Teacher’s Resource Centre offers access to supplementary materials and resources available for teachers to download and print if needed. The
Teacher’s Resource Centre contains:
• Graded tests: diagnostic tests, unit tests, end-of-term tests and end-of-year tests at three levels of challenge
• Lesson Support materials: project templates, speaking game cut-outs, festival cut-outs, all the course video, animation and audio files.
• Letters to parents: a letter for each unit explaining what the children are studying in the unit.
• Something for Everyone Graded Worksheets: vocabulary and grammar worksheets at three levels.
• Teacher’s Books: a digital version of the print book
• Cambridge English Young Learners Exams practice tests: practice tests and videos for the Pre-A1 Starters exam
For the pupil

The following digital materials are available for pupils by using the access code printed in the inside front cover of their Pupil’s Books or Activity Books.
Pupil’s App on Navio

The Pupil’s App includes gamified language practice in immersive 3D worlds that encourages pupils to repeat activities, play language games, watch
the videos and animated stories and songs, and creates opportunities for better language acquisition.
Digital Pupil’s Book and Digital Activity Book

The digital version of the books with audio and video embedded allows the pupils more access to their Pupil’s Book materials outside the classroom.
Pupil’s Resource Centre

• The Pupil’s Resource Centre (PB) provides easy access to all the Pupil’s Book videos, animations and audio files.
• The Pupil’s Resource Centre (AB) provides easy access to all the Activity Book audio files.

Syllabus
Unit walkthrough: Lessons 1 and 2
Pupil’s Book
An attractive and The listening activities provide a fun way to explore the spread
The unit question is accompanied by a short
dynamic picture further and activate the pupils’ critical-thinking skills. Activity 1
presentation video which taps into pupils’ innate
across Lessons 1 and 2 reviews the vocabulary presented in Lesson 1 while Activity 2
curiosity by encouraging them to explore the
introduces the course introduces the grammar in context.
picture, pose questions and share ideas.
characters, the unit
context and storyline.
The question prompts
Each unit includes
pupils to explore the LLe
esssso
onn 22 Song and
2
5 What’s in your a catchy song that
Grammar
UNIT
picture further and 1 Listen and say. What’s the extra word?
dream house?
2:02
2 Listen and find the places in the house. presents the first
activate previous
2:03
Lesson 1 Vocabulary 3 Watch. Sing and act out. language structure

knowledge.
1 What can you see? Say.
4 Play In my house.
in a fun and
2 2:01 Listen and say the chant. 1 bathroom motivating way. This
3 Stick the stickers. Trace.
is accompanied by
4 Play Where am I? Point or say.
The first an animated video
attic 3 kitchen
vocabulary set is
2
of the song, which
garage
always introduced
4
supports heads-up
through a lively teaching, encourages
chant in every unit. participation and
The print flashcards 5 bedroom caters for learners of
or the digital ones different abilities.
on the Teacher’s 6 hall 7 garden
App, can be used ati

vity Corner
The speaking game
riosity Corne living room re
to present, practise Cu r
8
In my house C Imagine and
Find and say.
there’s a hall.
In my house there’s a hall
and there are two bedrooms.
draw. What can you prompts children
and/or reinforce the make with a box?
to practise the new
vocabulary. structures in a fun but
18 19
Find and count the windows.
controlled way.
Each unit includes The pair-work game

The curiosity corners The activities in the The creativity
child-friendly can be easily adapted
prompt the pupils to explore footers motivate pupils to corners nurture pupils’
illustrated stickers for to the pupils’ own
the illustrated double-page explore the picture spread creative thinking skills with
the key vocabulary. ability.
and discover new elements or further at their own level. varied, personalised tasks.
revisit vocabulary.
Teachers can use the question in the unit title to introduce a learning situation, which will allow pupils to reflect,
personalise, investigate and propose solutions. (For more information about Learning situations, see page 31.)
Each unit includes graded practice at word level. Activity

Activity Book 1 focuses on vocabulary recognition while Activity 2
introduces the development of writing skills.
What’s in your Lesson 2 Song a
2 nd Gramm
UNIT
ar
dream house? 1 Listen and number.

2:06
a b
Lesson 1 Vocabulary
All activities have 1 Read, look and write.

simple and clear attic bathroom bedroom garage garden
instructions that hall kitchen living room

1
children can follow. c d
3
2
2 Look and write There’s or There are.

5
7
6 8 a b
4
1 It’s the attic . 5 It’s the .
2 It’s the . 6 It’s the .

1 There’s a kitchen. 1 a garden.
2 two bathrooms. 2 a bedroom.
3 two bedrooms. 3 two bathrooms.
14 What letters are missing? Write. bedr m 15
This activity encourages

learner’s autonomy and
develops critical thinking skills
and literacy.

Introduction
Lesson 3
Pupil’s Book
All unit stories are also provided The question and artwork fosters Reading comprehension
as story animations via the children’s imagination by making activities appear after
Teacher’s App and the Pupil’s App. them wonder about the story. the story.
Each unit includes Lesson 3

Story
What’s in the
magic rucksack? 5 6 2
5 The story
an 8-frame story There’s a mouse.
Where do
also works as a
1 Watch or listen to the story. Who has a good idea?
featuring the course
2:07
you live?
springboard for
characters. The stories This house is delicious building on social
provide a framework 1 2 and emotional
to reinforce and I’m sorry. competence by
I live in a small
expand on the house in the garden.
getting the pupils to
language learnt in the There are
7 8
Thank you, Sam!
reflect on the values
previous lessons and sweets!
contextualised in the
to gradually expose story and how they
the second language This is my house. Don’t eat the house, Sam. relate to their own
structure in context. 3 4 There’s a bathroom behaviour.
in my house, too.
I’ve got an idea! It’s important
to think
before you
2 Look and read. Write Yes or No. act.
1 There are two bedrooms. Yes 3 There’s a garage.

2 There are four bathrooms. 4 There’s a mouse.
The curiosity
3 When do you say sorry? Corner
4 Act out the story. rio
s it y corner prompts
What’s in the
children to share
Cu
There are two rucksack? Draw.
bedrooms in my house.
knowledge and
Go to page 74.
20 Choose a picture. What can you see? 21

complete the curiosity
corner spread at
the back of the
Story cards are also provided for all The activity prompts Pupil’s Book.
The final activity allows children
the stories. children to further work
to be creative and work cooperatively
on the story at their
either in pairs or in small groups.
own level.
Teachers can use the story context and SEL message to encourage pupils to become more self-aware and engaged in their
home and school communities.
Each story lesson offers a variety of activities focusing

on story comprehension and aiming to develop
Activity Book critical thinking skills such as circling, matching,
ordering, sequencing and identifying.
Story
Lesson 3
1 Look, read and write.
bathroom bedrooms cake garden house
a b c
The social
and emotional 1 There are two
.
2 There are
sweets in the
3 The mouse lives in
a in
learning focus The bed is a . the .
offers pupils the cake .
chance to show 2 Draw a for a good idea and a for a bad idea.
what they have

It’s important
1 2 to think before
you act.
learnt from the
message of each
story.
Let’s play football here. Let’s tidy up.
16 Tell your family the story.
The home-school link encourages pupils Pupils can gather more information about the topic by asking
to share the story with their families. family members about their opinions or personal experiences.

Syllabus
Lessons 4 and 5
Pupil’s Book
The second vocabulary set introduces four to six additional

Sam’s Sounds focuses on specific letters and sounds items which are presented and practised via labelled photos. The
A hidden letter puzzle
in each unit, and helps pupils to recognise and produce print flashcards, or the digital ones on the Teacher’s App, can be
where pupils identify
key sounds in a natural way. used to present, practise and reinforce the vocabulary.
the letters which
correspond to the
sound in Activity 1 and Lesson 5 Vocabulary
In each unit,
Pronunciatio
n and Communica
tion and Gramm 2
5
then trace or write it. Lesson 4
ar
there’s a practice
1 Listen and say. 1 Listen, point and say. Play It’s in the ...
activity or game to
2:08 2:12
1 3 5
2 4 reinforce learning of
A catchy song the new vocabulary.
using functional chocolate
ocolate
chair
language from chimney
imney bed shower fridge
the story provides 2 Find and colour the letters ch. Trace or write.
sofa cooker
an opportunity to c c c c 2 2:13 Listen and match. 3 2:14 Listen and say. The second
ch
ch ch c ch c language structure in
practise language c chair 1 3
c ch c
a
c
in a fun and creative ch
c ch c ch c
4 each unit is presented
c ch c
b d
way. It’s supported ch
c c 2 5 and practised in
ch ch ch
by a motivating c c c c c e context through a
TPR song video. 3 Chit - ch a t Watch. Sing and act out Where do you live? 4 Watch. Play Crazy house. Go to page 81.
dialogue.
The song videos can Is the bed in the bedroom?
No, it isn’t.
be accessed via the Coorrn

iittyy C neerr
Teacher’s App and the ttiivv Is the bed in
eeaa the bathroom?
Pupil’s App. The final
r
C
Yes, it is.
speaking activity (a
game using cut outs)
22 23
Do a role-play. Ask a friend: Where do you live? Play the game with your family. Is the (bed) in the (kitchen)?
prompts children to
communicate with
The creativity corner in a purpose. This is also
This activity develops The home-school The cut-outs in the
each unit focuses on the supported by a video
pupils’ creativity and link encourages pupils speaking game help to develop
shape of letters and their of the same children
communicative skills to play the game with cooperation and turn-taking
corresponding sounds. playing the game.
by acting out a role-play their families. skills. Cut-outs can be found at
based on the functional the back of the Pupil’s Book.
language from the song.
Activity Book This activity practises the second

vocabulary set as well as pupils’
literacy skills.
Lesson 4 Pronunciat
i on and Comm
unication 2 Lesson 5 V
ocabulary and Grammar
1 Which words have the sound ch? Tick . 1 Look and write. Find the extra word and write.
2 2:11 Listen and check. Say. bed cooker fridge shower sofa
1 2 3
1
A personalisation 1
f r i d g e
activity in each 2
2
unit practises 3
4 5 6
the functional 4
language from 3
Further practice of
5
the song. 4 the second language
3 Choose, circle and write. Act out. There are two
structure is offered in
5
1 2
in my house. context, progressing
from a focus on
receptive skills to
2 Think about your house. Read and circle.
house flat ou
r t ur n the development
!
Y
1 Is the bed in the attic? Yes, it is. / No, it isn’t.

Where do you live?
I live in a .
2 Is the sofa in the hall? Yes, it is. / No, it isn’t. of productive skills
orner
3 Is the shower in the bathroom? Yes, it is. / No, it isn’t. towards the end of
ty C
ivi
at Imagine and
4 Is the fridge in the garage?
5 Is the cooker in the kitchen?

Yes, it is. / No, it isn’t.
Yes, it is. / No, it isn’t.

the year.
e
draw a house
Cr
on the H.
H 17 18 What’s in your bedroom? Draw or write.
The creativity corner fosters This activity prompts children to

creative thinking and motivates further work on the vocabulary of
children to personalise and sing the lesson at their own level.
the functional language song.

Introduction
Lessons 6 and 7
Pupil’s Book
Each Cross-curricular lesson starts with a video of the The Culture lesson is introduced via a video,
cross-curricular topic presented by one of the Curious Kids which focuses on various aspects of British
and seeks to generate interest and nurture curiosity about the culture and features real-world topics and
world we live in. These videos can be accessed via the Teacher’s children. These can be accessed via the Teacher’s
App and the Pupil’s App. App and the Pupil’s App. The Compare
Cultures feature
invites pupils to think
The comprehension Lesson 6
Cross-curric
ular: Curious Lesson 7 Culture and Com
munication 2
5 about similarities and
activities make the ral lsSccieiennccee
NNaattuura Kids 1 Watch and number.
differences between
I’m curious a houseboat b caravan
most of the video and 1 Watch. What do the children make? about materials. aspects of British
topic, but also support culture and their own
the development of Materials culture. Children learn
stone
critical-thinking skills. c cottage d castle to respect and value
fabric
metal differences between
themselves and others.
straw 1 This feature also
encourages reflection
2 Watch again. Which house is Jake’s dream house? and independent
wood
3 Compare cul tures Where do you live? Write and say. thinking.
2 Watch again. What materials do the children use? I live in a flat.
3 Read and write. Draw a house for an animal.
This house is made of .

Pupils reflect on
Pupils are encouraged C u r i os i t y their own lives and
Co
to reflect on, show Birds make
r experiences as a
ne
understanding and amazing

preparation for a final
r
houses!
personalise the I live in a . communicative

cross-curricular topic. 24 Think of a house you know. What’s it made of? Tell a friend: My dream house is a … 25 activity in which the
they express their ideas,
compare cultures,
and share their own
The curiosity corner always
Pupils think about Pupils explore the topic experience of the world.
presents a fun and surprising
what they know about further and communicate with
animal fact to spark their
the topic and show it. their peers.
interest in the topic.
The Cross-curricular and Culture lessons can be used to give pupils the opportunity to explore issues and topics from
different perspectives with the context of these real children and their experiences.
Activity Book The listening activity reinforces

and practises the culture topic
and vocabulary within the
context of a dialogue.
The reading and
writing activities Lesson 6 Cros
s-curricula 2 Culture and C
ommunication
engage children r
Natural scien
ce
Lesson 7
1 Look, read and match. 1 Listen and match.
with the cross-
2:15
1 1 2 3 4
curricular topic and
vocabulary and wood 4
wall
encourage them to 2
stone
Harry Sarah Joe Poppy
relate the content metal
fridge
5
to themselves and chair
a b c d
fabric
their world. 3
straw house
sofa
2 Join the dots. Write and colour.
2 Look, read and write. Draw. castle cottage metal stone
1 2 3
6 7
5 9 8
4 16 17
12 13
This chair is made This chair is made This chair is made 18 19
of wood . of . of . 2 3 10
11 14 15
y Corner
20
s it 1
rio This
This chair is made birdhouse is
Cu
I live in a . It’s made of .

of . made of plastic.
19 20
The Curiosity Corner always

presents a fun and surprising fact
Personalisation activities support
to engage children and spark
the development of writing skills.
curiosity about the topic.

Syllabus
Lesson 8 Review and Project
Pupil’s Book
The project brings together the
This activity helps children recognise the written form of the key language and topic of the unit. Pupils
vocabulary. In early units, pupils write the words using prompts. As use what they have learnt and work
Curious Kids progresses, the level of challenge increases so that the children collaboratively to complete a creative
identify the corresponding photo, and write the full word. task. All the tasks have an authentic
communicative purpose.
Lesson 8
Re view Kids Can! Project 2
5
The listening activity 1 2:16 Listen and number. 2 Write or say. What’s in your
helps pupils to review a b c d dream house?
the key vocabulary 1 Be crea t i ve Prepare your project.
in context.
1
ba at ga ki tchen
e f g h Photos are clearly

labelled with step-by-
1 Choose a room and 2 Colour and stick 3 Write and step instructions. These
cut out the objects. the objects in stick the label
This activity reviews the the box. in the box. model and show the
second vocabulary g be ha li 2 Create a class dream house. Show and tell your class. pupils what to do to
set prompting
ro
This is the living room. achieve the task.
3 Look and write. Say.
the children to use bed cooker fridge shower sofa
the language and 1 There’s a cooker in the kitchen.

I can talk
about places in
structures learnt. 2 There’s a in the living room.

the house. Circle.
3 There’s a in the bedroom.
4 There’s a in the bathroom. The self-

5 There’s a in the kitchen. There’s a sofa.
There are two windows.
assessment activity
invites pupils to reflect
Teacher’s Resource Centre: Unit 2
26 What colours are the objects in your bedroom?

27
on what they can do.
All the templates needed to The speech bubbles provide

help prepare the projects are pupils with a linguistic
provided in the Teacher’s model to communicate.
Resource Centre.
The projects can be used as the culmination and resolution of the learning situation as explored through the unit question (unit title). Teachers can
contextualize the project by creating a concrete problem and presenting a real-world challenge at the beginning of the lesson. (See Teacher’s Resource Centre
for ideas.)
Activity Book
These activities help Lesson 8

Re view 2
to reinforce and 1 Find and circle. Write.
practise the two key ngarag e b a t
oo
mb
edro om a
tti
he hro ch
tc gr al
vocabulary sets. ki
om
ga
rd e n liv
in l
1 2 3 4
kitchen
The second 5 6 7 8
vocabulary set
is presented in
context within the
target language 2 Look again and write.
structures from beds cooker fridge shower sofas
the unit. They 1 There’s a cooker in the kitchen.
are designed 2 There’s a in the bathroom.
to support the 3 There are two in the bedroom.
4 There are two in the living room.

development 5 There’s a .
of reading and
writing skills. Write two more sentences about the pictures. 21
This activity prompts children to be

creative and personalise the topic of the unit.

Introduction
Termly Reviews
Pupil’s Book
These stories have
different genres, from The Curious Kids introduce the The board games review the language
fantasy to traditional stories making the content more learnt in the previous term. They can be
stories, and they review memorable and relatable to played in pairs or in groups and have a
and consolidate the children. truly communicative purpose.
the language learnt
in previous units. The
pupils’ reading skills R
5 Review 1 2 Play the Review Race. Clear visual
UNIT
This is my favourite
replicate the same

fairy story. Where’s Jack?
Jack’s in the gym. instructions and
progression as per 1 2:17 Listen and read the story. Where do the bears live? dice models support pupils’
t
Star
Goldilocks and the three bears understanding of the
the unit stories in the I don’t like
PB lesson.
1 2 this porridge.
counters
rules of the games.
There’s a …
in the … Go
back
The attractive artwork
In my house
there’s a … 2 and clear design also
There’s a house
in the forest.
Where’s Jack?
Is Grace in
the toilet?
makes the game easily
Is the sofa in the
living room? Go adaptable so that all
3 4 forward In my school
The listening activity 2 there are …
Is the fridge in the
learners can play at their
is followed by a Where’s Daisy?
computer room?
own level.
comprehension In my bedroom Go
back
there’s a …
question to check I don’t like this chair.
This bed is
perfect! 2 In my
classroom
pupils’ general 5 Look at my chair. 6

Where’s Toby?
Is the car in
the garage?
there are …
understanding of the Go
back In my
Go
forward
kitchen
story. The clear and 2 there’s a … 2
attractive artwork Is the shower
in the hall?
Where’s Sam?
supports children’s Finish

understanding.
She’s in my bed!
28 29
Story cards for the review stories in

the Pupil’s Book, are provided for all the
stories featured in the review units.
Activity Book
The review games Review 1

in the Activity Book 1 Cut out the cards. 2 Play Snap! with a friend.
review language She’s in the … There are two … There are three …
in a fun and
communicative
way. The hands-on
approach of these
He’s in the … There’s a … He isn’t in the …
games encourage
pupils’ participation
and cooperation,
while giving support
to all types of There are two … There’s a … She’s in the …
learners.
He’s in the … He isn’t in the … There are three …
57
The target language needed to play the

game is supported by the same artwork
that appears in the unit lessons with a view
to reinforcing the language and concepts
learnt in the units.

Syllabus
Festivals
Pupil’s Book
The activities check pupils’ comprehension
A special lesson is provided for each of of the listening activity and support
these three world festivals: Teacher’s the development of thinking and
Day, Carnival and Friendship Day. numeracy skills, such as counting,
ordering, and interpreting information.
The vocabulary Festivals Festivals
set related to each Teacher’s D

ay Carnival
festival is introduced 1 6:18 Listen and say. 1 6:20 Listen and say.
via a listening
activity.
1 costume 3 feather 5 drums
1 book 2 plant 3 poster 4 badge 5 mug
2 cowboy hat 4 mask
2 6:19 Listen and number. Say. 2 6:21 Listen and number.

a c
1
1
b d
These lessons offer

a range of hands-on
arts and crafts 3 Be crea t i ve Make a Teacher’s Day badge. Show and tell. Go to page 91. 3 Be crea t i ve Make a Carnival mask. Show and tell. Go to page 92.
All cut-out activities are
activities which 1 Cut out your badge. I’ve got a badge Happy Teacher’s 1 Cut out your mask. clearly signposted.
motivate children 2 Write a message for your teacher.
3 Colour your badge.
for you! Day! 2 Colour your mask.
I’ve got a Carnival mask.
It’s got blue feathers!
I like it!
to be creative in
their own way.
These activities can
be carried out in 76 77
the classroom or
as separate
mini-projects.
The photos of real children showing the
final craft and modelling the dialogue
provide a good example of how to
complete the task. They motivate
children to act out the dialogue with
confidence and ensures they are using
the language in a real-world context.
The cut-outs in the Festivals lessons help to

develop cooperation and turn-taking
skills. Cut-outs for the Teacher’s Day, Carnival
and Friendship Day lessons can be found at
the back of the Pupil’s Book.
Festival Friendship Day 5
93

Introduction
My Curiosity Corner and
Picture Dictionary
Pupil’s Book
My Curiosity Corner is the space where the children collect the magical object from the unit stories and show what they have learnt. It’s
a fun way to consolidate key language and structures as well as developing cognitive and thinking skills. These pages are easy to use and
adaptable to all types of learners, and can be done in class after the story lesson or as homework.
The pupils draw, colour

and write the magical My Curiosity Corner Pupils are encouraged
object from each of to express themselves
1 2 What’s your favourite object? Ask a friend.
the stories. Draw and colour the objects from the magic rucksack. Write.
ball book chocolate hat map telescope
and share their
preferences with a
friend.
6
The language
1 4
provided in these 3 5
pages supports and

models the final 2 paper plastic fabric
It’s made of …
communicative task. It wood metal straw
big / small.
also helps to develop It’s … It’s … old / new.
cognitive skills by long / short.

What’s your favourite object?
motivating children It’s brown. It’s long.

It’s rectangular. Can you guess?
to remember the It’s … rectangular round square.
Is it chocolate?
concepts learnt and Yes, it is.
make associations 74 75
between words and

visual prompts.
Real children model the final communicative
task and prompt pupils to give a personal
response using language in a creative and
personalised way.
Activity Book Autonomous learning is encouraged via the Picture

Dictionary. Pupils can work on their own and check, revise
or practise the first vocabulary set in each unit. The Picture
Dictionary can be used in class or as homework.
ictionar y U nits 1 and 2

Picture D
1 Write the words.

Unit 1
1 classroom 2 g 3 c 5 p
5 l 6 t 7 c 8 d
r r
Unit 2
A fun vocabulary 1 garden 2 k 3 b 4 b
game motivates
pupils to practise
5 g 6 a 7 h 8 l
the vocabulary r
with a partner. 2 Play Fast finger! 3 Order the letters. Find the word.
It also promotes What’s the mystery
Where’s the gym?
self-regulation and t a word?
i c
autonomy as pupils It’s here!
can play in pairs 54
or in groups but
in an independent
manner.
Pupils are encouraged to observe and order the letters to find out
the mystery word. The mystery word is always a word from the first
vocabulary set of each unit.

Syllabus
Planning your lessons
Teacher’s Book
An overview of each lesson states Each lesson starts with a suggestion for
the Objectives and Competences, the three opening routines the teacher can
target language and structures, and choose from and adapt to the needs of
the materials needed. their pupils or lesson.
2 What’s in your dream house? Lesson 1 Vocabula 2

UNIT
ry
Objectives and Competences
• This unit teaches children about rooms, furniture and parts of a home. - Watch and understand a video New vocabulary: attic, bathroom, bedroom, Materials: flashcards & word cards (23–30),
• It encourages them to think about the consequences of their actions and to show interest in their friends. introducing the unit. garage, garden, hall,
hall kitchen, living room Something for Everyone Vocabulary
• Activities that need

- Identify and say places in the house Recycled language: Where’s ... ? It’s the (gym). worksheets (Unit 2).
Children also learn to notice the materials homes can be made from. - Listen to and say a chant.
- Play a miming game.
2
5 What’s in your
LLe
esssso
onn 22 Song and
Grammar
Opening routine 3 Stick the stickers. Trace. flashcards or word
UNIT
1 Listen and say. What’s the extra word?
The facsimiles of dream house?

2:02
• Choose a routine from the Classroom routines and games • Encourage pupils to say the words as they place the stickers.
cards are clearly

2 2:03 Listen and find the places in the house.
(pp. 26–31) to start the lesson: Then they trace the words on the page.
3 Watch. Sing and act out.
Lesson 1 Vocabulary - Mindfulness: Fun yoga: pupils create a pose representing
4 Play Where am I? Point or say. Communicate
the Pupil’s Book and

4 Play In my house. a house.
•
signposted.
- Dynamic: Change places. Model the activity. Choose a place from one of the houses in the
2 Listen and say the chant. 1 bathroom
picture and mime doing an activity, e.g. having a shower. Ask
2:01
- Communication: Slow drawing: with a house.

3 Stick the stickers. Trace. Where am I? Invite the class to guess by pointing to the place or
Activity Book help Lesson Introduction Reflect saying the word (bathroom).
2 attic 3 kitchen
• Play Emma’s unit presentation video. • Pupils play in pairs. They can point or point and say the word.
Emma: Hi! Today we’re going to learn about places in the house. Support: Display the flashcards and the word cards on the board
navigate through the 4 garage Let’s explore the picture. What can you see? What’s in for support.
your house? Reach higher: Pupils ask questions, e.g. Are you in the
• Read the unit question and elicit any vocabulary pupils already (bathroom)?
know related to the theme of homes, e.g. house, window,
window door,
door
•
content of each lesson.
For further practice, use the Something for Everyone Vocabulary
Differentiated
family. Pupils think about their home and name the things they worksheets at the relevant level.
bedroom know. Allow the use of L1. Write pupils’ ideas on the board and
5
add to this as you go through the unit. • Plurilingualism Ask pupils how to say the new words in
their first language.
6 hall 7 garden
ati
vity Corner
Pupil’s Book, page 18
1 What can you see? Say. Communicate
If you have time … create a house
• Pupils choose one of the rooms from the lesson and draw
learning is included
urio
sity Corn
living room re • Show pupils the main scene. Give them time to look and think
in every lesson.
C er 8
In my house C Imagine and a picture.
about what they see. Explain that the children are showing the
•
In my house there’s a hall draw. What can you
Find and say.
there’s a hall.
and there are two bedrooms. make with a box? Pupils stand up and try to find classmates with different
houses they made. Zoom in on the characters and the houses
rooms. They put their pictures together to form a house.
they are looking at.
They could display these houses in the Curiosity Corner.
•
Suggestions on
In pairs, pupils point to and name the things they know. Ask
18 Find and count the windows. 19 pupils which house they like best.
Support: Do as a whole class activity, zooming in on parts of Activity Book, page 14
how to adapt each

Pupil’s Book the scene.
1 Read, look and write.
Answers: Pupils’ own answers.
• Pupils look at the picture and name the places in the house. Read
the first sentence and have pupils find it in the picture. They then
2 Listen and say the chant.
activity are offered
What’s in your
2 complete the sentences with the words.
The answers to the

UNIT
dream house? • Use the flashcards to present the new vocabulary. Display them
in the correct order for the chant. Model pronunciation and drill
• Pupils can now do the Unit 2 activity in the Picture Dictionary
(p. 54).
Lesson 1 Vocabulary
the words with the class.
activities in the Pupil’s 1 Read, look and write.
attic bathroom bedroom garage garden

hall kitchen living room
• Play the audio (track 2:01) three times. The first time, pupils point
as they hear each word. The second time, pupils point and repeat
each word. Finally, pupils say the chant without pointing.
Closing routine
• Pupils find something they like in the picture scene and tell
a friend.
at the Support,
•
Consolidate, Reach
Do one of the closing routines:
Book and Activity

Reach higher: Jumble the order of the flashcards. Pupils point
and repeat the words. - Communication: What am I?
Kids can listen and say, - Dynamic: Ball game.
higher levels. Each

1 Say the places in the house today:
Book are integrated in 2

3
bathroom … attic … kitchen … garage …
bedroom … hall … garden … living room
the facsimiles. 5
6
7
8
level corresponds
to the every-ability
4
1 It’s the
2 It’s the
3 It’s the
bedroom
attic
bathroom
.
.
5 It’s the
6 It’s the
7 It’s the
kitchen
hall
living room
.
.
approach featured
14
4 It’s the garden . 8 It’s the garage .
in the Something
Activity Book
Find and count the windows. (PB)
Pupils count the windows in the picture. They compare their answer
Curiosity Corner
Find and say. (PB) for Everyone graded
in pairs.
• Zoom in on the three pictures and elicit the words.
58
Answer: twelve • Pupils look at the main picture in pairs and find the rooms.
Support: Do as a whole class, zooming in on different rooms. 59 worksheets.
Lesson 6 Cross-curric
ular 2 Lesson 7 Culture and Com
munication 2
Objectives and Competences Objectives and Competences
- Watch and understand a video about New vocabulary: fabric, metal,
metal stone, Materials: examples of hard, soft, - Learn about different types of homes New vocabulary: caravan, castle, cottage, Materials: flashcard 17, colouring pencils
building a house for a pet. straw, wood rough and smooth objects (optional); in the UK. houseboat or crayons
- Learn about different materials. New language: It’s made of (wood). Stone Something for Everyone Skills - Talk about houses in your country. Recycled vocabulary: house, flat
Each unit
- Say what things are made of. is (hard). worksheets (Unit 2) Recycled language: I live in a (house). It’s
- Draw a house for a pet and say what it’s Recycled vocabulary: cold, plastic; pets made of (stone). This is a (castle).
made of Receptive vocabulary: design, plan; hard,
hard Receptive language: A (castle) is my
rough, smooth, soft dream house. Some people live in (flats).
contains Receptive language: We want to make a

house for Gordon.
Opening routine 3 Compare cultures. Where do you live?
practical tips Write and say. Communicate

Opening routine Answer: wood and straw • Choose a routine from the Classroom routines and games
(pp. 26–31) to start the lesson: • Point to each picture and elicit the type of home. Then ask
• Choose a routine from the Classroom routines and games • Mediation Have children explain about different materials - Mindfulness: Fun yoga: with the shapes: triangle, circle and Do you live in a (castle)?
and ideas from

(pp. 26–31) to start the lesson: in their first language. square. • Drill the model sentence with the class. Then elicit further
- Mindfulness: Think, pair, share: with the question Where do examples. Pupils complete the sentence and read it to a friend.
- Dynamic: Musical colours: but with shapes instead of
pets live? If you have time … exploring materials Answers: Pupils’ own answers.
colours.
- Dynamic: Listen and move.
real teachers to
Bring in some different materials including those from the - Communication: Hide the picture: with the playground flashcard.
- Communication: Definitions. lesson. Allow pupils to look at and touch them. Encourage Curious about … houseboats
them to notice which ones are hard,
hard soft,
soft rough and smooth. Lesson Introduction Reflect
Lesson Introduction Reflect The UK has a network of over 3,000 km of canals and rivers
Discuss the properties of each one and whether or not it • Write the words house and flat on the board. Ask pupils What
help you make • Zoom in on Emma and her speech bubble. Elicit the meaning of would be suitable for building a house. other types of home do you know? Elicit some ideas from the class. which allow boats to move around the country. Thousands of
materials and review materials pupils know: plastic, paper and Allow use of L1. people have made houseboats their home, including in the
glass. Elicit any other materials pupils know. capital city, London!
Sustainable Development Goals
the most of your Pupil’s Book, page 24 Goal 13: Climate action
1 Watch and number. Critical Thinking If you have time … Comparing Cultures
The unit videoscripts

1 Watch. What do the children make? Introduce the children to Sustainable Development
•
Goal 13: Take urgent action to combat climate change • Tell pupils they are going to watch a video of Emma and Jake Ask pupils to compare their types of home with the ones in
lessons.
Read the question together and elicit ideas. Play the video and elicit talking about different types of home. Pupils look at their ideas the video. They write two or more things which are the same
and its impacts and the sub-area of recycling and reusing.
the answer. Ask pupils if they saw any of the materials from the from the Lesson Introduction and predict one home they will or different. Invite pupils to share their answers with the class.
Ask What can we do with the things we don’t need? What things
and audioscripts
discussion in the Lesson Introduction. see. Then play the culture video for pupils.
do you throw away? What materials do you recycle? Elicit ideas in
Engage: Pupils raise their hand every time they hear one of their
ideas in the video.
L1, providing useful language in English during the discussion. • Look at the pictures in Activity 1 and drill the four words. Then
Pupils think more about what they can recycle or upcycle and play the video again for pupils to do the task. Activity Book, page 20
•
are integrated in
Answer: a house for a guinea pig make a plan of action for what they are going to do, e.g. Use Ask the children if they have seen these types of home.
1 Listen and match.
Materials fabric to make something new. Put metal in the recycling bin. Houses in the UK
Emma: Hello! Are you curious about materials? I am. Houses are Emma: Hi Jake. Hi Lily. • Elicit the types of home before pupils do the task.
• Play the audio (track 2:15), pausing after each exchange for
Each unit each lesson.

made of different materials. Today, we’re going to make 3 Read and write. Draw a house for an animal. Jake: Hi Emma!
pupils to draw the lines.
a house for our guinea pig, Gordon.
We want to make a house for Gordon.
• Elicit ideas for animals and what the house might be made of. Lily:
Emma:
Hi Emma!
I’ve got the photos for our homework here. It’s about Engage: When checking answers, encourage pupils to raise their
Jake:
Dad: Have you got a plan?
• Pupils complete the sentence in their books. Then they complete
different types of houses in the UK. hand when their favourite type of home is mentioned.
includes
the drawing and say what the house is made of. 1
Emma: Yes. This is the design. Jake: Great! Can we see them?
Reach higher: Pupils say why this is (or isn’t) a good house for a cat. Sarah: Where do you live, Harry?
Dad: Perfect. Let’s choose the materials for Gordon’s house. Emma: Sure. Lots of people live in houses. This house is small,
Emma: What about stone? Stone’s hard. • For further practice, use the Something for Everyone Skills but this house is big. It’s got a beautiful garden. Harry: I live on a houseboat.
suggestions
Jake: That’s good for a house. worksheets (Reading and Writing) at the relevant level. Lily: I live in a house. Sarah: A houseboat!
Dad: Yes, but stone is rough, too. It can hurt Gordon. Answers: Pupils’ own answers. Emma: Some people live in flats. Look. This is my flat. Harry: Yes. It’s great.
Jake: What about metal? Emma: This house is special. It’s a cottage. It’s very old. It’s 2
Each lesson ends

Harry: Where do you live Sarah?
Dad: Metal isn’t rough. It’s smooth. But it can be cold. Activity Book, page 19 made of stone and straw.
on how to Emma:
Jake:
OK. What about wood? It’s hard and smooth.
And it’s natural, too. It comes from trees. Let’s use
wood for Gordon’s house.
1 Look, read and match.
• Read the words together and elicit what each object is made of.
Lily:
Jake:
Lily:
It’s beautiful!
Let’s look at another photo.
What’s this?
Sarah: I live in a cottage. It’s very old. And it’s made of stone.
Harry: Cool!
3
incorporate the
Emma:
Dad:
Good idea! Can we make a bed for Gordon, too? We
can use fabric.
Fabric is soft, but guinea pigs like straw for a bed.
2 Look, read and write. Draw.
• Point to the first picture and say This chair is made of … and elicit
Emma:
Jake:
Emma:
This is a houseboat. It’s a house on the water!
Cool!
And this is a castle. It’s made of stone. A castle is my
Poppy: Where do you live, Joe?
Joe: I live in a caravan. It’s next to the beach.
Poppy: Wow! I love the beach!
with two suggested
closing routines the
dream house! 4
Sustainable
Jake: So, we’ve got wood and straw. Let’s make a house the answer.
Joe: Where do you live Poppy?
Emma:
for Gordon!
Houses are made of different materials. Gordon’s
• Pupils complete the sentences and draw their favourite type Jake:
Emma:
My dream house is a caravan!
Caravans are cool. You can go to other places. Poppy: I live in a flat. It’s in the city.
of chair.
house is made of wood and straw. Do you have a pet? Lily: We’ve got great photos. We can write about them now. Joe: Great!
Development
What’s your pet’s house made of?
2 Watch again. What materials do the children use?
•
Closing routine
2 Watch again. Which house is Jake’s dream
house? Communicate
• Pupils join the dots to complete the picture.
teacher can choose
Before watching again, look at the pictures in Activity 1 and drill • Do one of the closing routines:
Goals in your
• •
from and adapt to the
the vocabulary. Elicit the meaning of dream house. Read the question aloud Pupils complete the sentences and then colour the picture.
- Mindful: My invisible pet.
Reach higher: Ask pupils why they didn’t use the other and play the video again. Then ask What’s your dream house?
- Dynamic: Throw it away! with a material they want to recycle. Closing routine
materials. Elicit the adjectives hard,
hard soft, rough, smooth and show Answer: a caravan
• Do one of the closing routines:
needs of the lesson.

examples to aid comprehension.
lessons. • Mediation Have children work in groups of three to role-play - Mindfulness: Individual drawing pupils draw their favourite
Think of a house you know. What’s it made of? (PB) Curiosity Corner the conversation with one child acting as translator. (see TB p. 43) type of home.
Pupils think of a house they know and the material it’s made of. - Dynamic: Imaginary trip taking pupils to their dream house.
They can draw a picture and/or write a sentence.
Birds make amazing houses! (PB)
• Elicit the materials birds use to build their nests.
• Do some research as a class to find out more about how birds
build their nests. You could show pupils a video.
This birdhouse is made of plastic. (AB)
• Elicit ideas for what other materials could be used to make a Tell a friend: My dream house is a … (PB)
birdhouse. 69 Pupils choose one of the houses and share answers in pairs. 71
Suggestions on how to make the most of the lesson are also included in
every unit. These range from ideas on how to extend activities, to notes
on relevant aspects of British culture, or social emotional learning and
real world tasks that you can try with your pupils.
Incorporating Learning situations in your lesson planning

If not explored throughout the unit, the end-of-unit project is a great moment to apply a learning situation or problem-based learning approach. Ideas for topics
to explore are included in the Teacher’s Resource Centre. This is signalled in the teaching notes for the project lessons.

Introduction
Supplementary materials
Extra Fun! Magazine
This magazine can be used in a flexible manner at any stage in your lessons. It’s a fun component that can be used during the class, for
fast finishers or as homework. The pupils can use it autonomously without the need for teacher supervision.
Write and draw!

What’s in your Follow the lines. There’s a
The activities encourage the
dream home? in my bedroom.
children to be creative.
Each unit features an attractive bed shower fridge sofa
picture linked to the unit topic.

There are also some new and
revised items to inspire curiosity
and encourage the children to a hea
r t i n yo u r
Put vourite room.
fa
Find and circle.
explore the picture further. cooker toilet
chair
A variety of activities
encourage the children
to search the picture for
interesting details, and find
How many bathrooms Is Sam in the garage? Circle.
certain things and people.
Fun Facare there? Yes, he is. / No, he isn’t.
t!
In Bristol, UK,
some people
live in
colourful
houses.
8 | Unit 2 Unit 2 | 9
Fun Fact!
What’s in your living room? Connect the dots 1–20. What is it?
The second double-page Find the letters and write the words.
14 9
There’s a wide variety of
of the unit resembles t 19 15 13 10 8 4 activities and games in each
a magazine page and unit such as mazes, word
12 11
5 3
20 18
17 16 7 6
Bats sleep
features a wide range Colour. Find and circle five differences. upside down
in caves. searches, puzzles and other
It’s in the kitchen.
of activities, games and It’s in the bathroom. guessing activities.
interesting facts. 1 2
Find and circle five words.

t icdbg a rd e n f s i b e droomlleovsho
we
at
ra o n nha
ll
Cross out the words that are
NOT in the snake.
attic garage garden
bedroom bathroom
Activities build on the What’sWhat’s missing?Draw.

missing?
Write
and draw!
Personalisation activities
cross-curricular topics and / Match! There isn’t a engage pupils’ creativity
or provide interesting facts in my kitchen.
and help them relate the
on related topics. topic to their own lives.
fabric metal wood
10 | Unit 2 bedroom Unit 2 | 11
Something for Everyone Graded Worksheets

These worksheets provide support for differentiated learning. They are designed to accompany the core PB and AB content
and they adapt and reach every pupil and learning potential. All worksheets are offered at the Support, Consolidate and Reach
higher levels.
Name Class Name Class Name Class
The Vocabulary Unit 2 Vocabulary | Support Unit 2 Grammar | Consolidate Unit 2 Skills | Reach Higher
The Skills
1 1 Reading
and Grammar
Trace and match. Read and write There’s or There are. Look and number.
a
1 There’s an attic. b 1 Read and tick or cross . worksheets
worksheets provide 2 two bedrooms.
a
a b
provide extra
reinforcement, b c
3 a hall. b
practice and
consolidation and d
e f g h
4 a garage.
1 This house is small. 4 This house is small. support for
extra practice of 5 three bedrooms.
2 It’s made of metal and straw. 5 It’s made of stone.
Reading and
the two vocabulary 1 bedroom b 2 garden 3 attic 4 bathroom
6 a living room.
3 Straw is hard and rough.
Writing
6 Stone is soft and smooth.
Writing and
sets and the 5 living room 6 garage 7 hall 8 kitchen 2 Order and write. Look and answer Yes, it is or No, it isn’t. 2 Choose and write. Draw. Speaking skills.
two language 2 Look and write. 1 I live in a .
1 2 3 4
2 It’s .
bed cooker fridge shower sofa
structures covered
3 It’s made of .
4 There are bedrooms.
in the Pupil’s 1 the bedroom in Is the bed Speaking

3
Is the bed in the bedroom? Yes, it is. Ask and answer.
Book. Activities 1 sofa 2 3

2 the fridge in the bathroom Is
a b c d
are designed to
support and develop 3 in the living room Is the sofa
children’s thinking 4 5
4 the garden in Is the shower
Where do you live? I live in a house. It’s made of wood.
skills as well as Is it small? No, it isn’t. It’s big.
reviewing and
14 Photocopiable © Macmillan Education Limited 2023 36 Photocopiable © Macmillan Education Limited 2023 © Macmillan Education Limited 2023 Photocopiable 55
consolidating what
they have learnt.

Syllabus
Classroom Routines and Games
The classroom routines and games provide you with ideas to help Each routine includes activities and games to help you make the most of
create a positive and creative environment for learning and playing in your lessons and give you the flexibility to adapt them to your needs. The
English. These activities are designed to support your daily activities and lesson plans in the Teacher’s Book include suggestions on when and how
lessons and aim at making a positive impact on pupils’ engagement and to use a given activity, depending on what you are hoping to achieve at
classroom behaviour. These classroom routines and games also support each stage.
pupils’ emotional well-being by helping them gain the confidence to be For example, the mindfulness routines can be used to help pupils calm
able to use English to communicate in the real world. down after a TPR activity, to help improve the pupils’ concentration
when they get distracted, or to support the social and emotional
This section incorporates three different types of routines:
learning value of a story. The dynamic routines, on the other hand,
• Mindfulness routines can help you to engage pupils when motivation is low or to motivate
pupils after a hands-down type of task. Finally, the communication
• Dynamic routines
routines are perfect for getting every pupil to communicate by fostering
• Communication routines collaboration, group-work and creative thinking.
This section also incorporates games that practice plurilinguilism and Additionally, through carefully guided routines and games, the pupils
mediation. Look out for these symbols: will be able to build their plurilinguistic competence by integrating their
knowledge of their native language(s) to the English they are learning
Plurilingual games at school. At the same time, they will increase their ability to mediate by
learning to summarise, paraphrase, interpret and adapt what they read or
Mediation games hear in English into their native language(s), and vice versa.
Mindfulness routines
Brain breaks
These activities provide calm brain breaks for pupils and are sound in the other languages they know. Do any objects share the same
recommended when pupils have been sitting down for a period of time. sound in two different languages?
Letter walk Magic wands

Have pupils walk slowly around the classroom and look for something Tell pupils to imagine they are holding a magic wand. With the wand, they
that begins with the sound you call out. They can look for words written choose a word they know and write or draw it in the air. They can then
on posters displayed in the classroom or objects. Repeat the letter/sound imagine that their object has magically appeared and ‘show’ it to a friend.
again, encouraging pupils to notice something different each time. To
add a plurilingual dimension, ask them to find things that have the same
Quiet games
These games can be played by the whole class, pairs and individuals. They Silent communication
provide fun without raising energy levels.
Pupils have to communicate by only using mime, no sound. In Unit 3 they
can act out putting on the clothes.
Anagrams
Choose three to five of the target words from the lesson or unit. Write as
anagrams (jumbled letters) on the board. Have pupils unscramble the Silent squirrels
words individually or with a partner. This activity is ideal for fast finishers. Tell pupils that they are squirrels, like Sam. The other squirrels are
sleeping so they have to be very quiet. Pupils act out a scene from the
Back drawing / writing story (or a vocabulary word in other lessons) silently. Their friend guesses
which scene it is. You can also use this routine after a song or game and
Have one pupil turn around in their chair so their friend can see their back. have pupils silently return to their seats without waking up the squirrels.
The pupil sitting behind writes a letter, word or draws a picture on their
friend’s back. The other pupil guesses what their friend is writing or drawing.
This works well with letters and short words in Pronunciation lessons. Telephone
Have pupils stand or sit in a circle. Whisper a word to the pupil closest to
Mirror me you. That pupil passes the word to the next pupil by whispering quietly
Have pupils stand facing each other in pairs. One pupil thinks of an in their ear. When the word reaches the last pupil, they say it out loud. To
action and acts it out. The other pupil copies their partner and then says add a plurilingual element to the game, you can have the last pupil say
the word in their first language. If it is correct, it is their turn to choose the word in their first language.
an action.
Word snake
Sleeping cats Make a word snake by writing several target words on the board all
Tell pupils that they are cats and they are very, very sleepy. Yawn and rest together, e.g. mondaytuesdaywednesdaythursdayfridaysaturdaysunday
your head on the table and have pupils do the same. Call out a category, e.g. and have pupils copy and circle the words. For added challenge, insert
classroom objects. Then say words pupils know – some from the category extra letters in between the words.
and some from other lexical sets. When pupils hear a classroom object, they
wake up. When they hear a different kind of word, they go back to sleep.

Classroom Routines an
d Games
Sensory activities
These activities encourage pupils to use different senses to interact Pass the object
with materials.
Bring in one or more objects that relate to the unit topic. If possible, sit
Encourage pupils to take their time to explore the materials mindfully. in a circle and have pupils pass the objects around, using their different
senses to interact with the objects. Encourage them to notice the
Feely bag texture, whether it is hard or soft, its smell. You can also use pictures or
photographs and encourage pupils to ask questions.
Put an object into a cloth bag. Pupils take turns to put their hand inside
the bag and touch the object, then try to guess what it is.
Quiet teacher
Five senses Give the class some instructions but speak quietly. You can start at a
normal volume but gradually make your voice quieter to encourage
In the classroom (you could also take pupils outside) have the children pupils to listen carefully. Instructions can be TPR based, e.g. Put your hand
notice things they can see, touch/feel, hear, smell and taste. You can also on your head, touch your nose or part of classroom management, e.g. Sit
do this with the main unit pictures, inviting pupils to imagine what the down and open your books.
people can see, hear, feel, smell and taste.
Social and Emotional Learning activities

These activities help pupils learn the social and emotional skills required you could paint things from the places, e.g. a slide for the water park, a
for a harmonious classroom by fostering self-regulation and empathy. fish for the aquarium, a skateboard for the skate park, etc.
Kindness jar Today’s feelings

Place a large empty jar somewhere where all the pupils can access it You will need to make a chart or poster with pictures of different
during the lesson. Near the jar, place a box of pompoms, marbles, or emotions. Ask pupils how they feel today and encourage them to point
coloured cotton balls. Tell pupils that every time they help someone, to one of the pictures. You could ask them at the beginning of the lesson
they can put one item in the jar. Encourage them to say the colour of the to find out the general mood of the class, after an activity to find out how
ball as they place it in the jar. Tell pupils that when the jar is full, they will much they enjoyed it, or as a reflection at the end of the lesson or unit to
celebrate. help pupils think about their progress.
Story stones
Make story stones. Paint or use coloured markers to draw pictures onto
large pebbles or small rocks. Pupils can also make their own. For Unit 6,
Table time activities

These activities can be used at any point in the lesson where you feel Making models
pupils will benefit from some private time to work individually or quietly
with a partner. These activities work well after whole class activities, Give pupils play dough or modelling clay and have them make the target
especially those that include movement or noise. vocabulary. You could also ask them to make letters with the dough and
spell the words.
Individual drawing
Musical drawing
Tell pupils to choose one of the target words from the unit and to draw
a small picture of it in their notebooks. They can then share their picture Play some gentle classical music and have pupils draw what they
quietly with a partner. Pupils can then tell the class about their partners’ imagine. Encourage them to use different coloured crayons.
pictures.
Silent brainstorm
Graffiti wall Put pupils in groups and place a piece of paper in the middle of the desk.
Put an A3 sheet of paper on each wall. Give each pupil a different Give pupils a topic to brainstorm vocabulary, e.g. things in the classroom,
colour pen or crayon. Invite groups to go to a wall and write their ideas and have them write or draw words they know or want to know silently.
about a topic. They can write any words they know in English or their When they finish, groups look at all the words on the page and help each
first language, draw pictures and add their reactions. Pupils can write other with the target vocabulary.
anywhere on the paper, in any direction. Leave the graffiti posters up
during the unit for pupils to continue adding to. Silent pair drawing
In pairs, each pupil takes a turn and draws a line or shape and then passes
Loose parts play the drawing to their partner to add another line or shape. They continue
Give groups lots of loose parts, e.g. foam shapes, buttons, feathers, adding shapes, lines, and colour to create a collaborative picture.
pompoms, beads, shells, stones, twigs, pieces of yarn, nuts, dried pasta.
Give pupils a few minutes to play freely with the loose parts on their
table and be creative. You can also ask them to choose parts to represent
vocabulary, e.g. each person in their family.

Topic Starters
These activities are perfect for starting a new unit as they give pupils the your chair. Let your body relax. Feel your legs on the chair, and your back. Let
opportunity to think quietly about what they see or know before sharing your arms fall onto the chair. It’s very nice and you want to go to sleep.
with the class.
See, think, wonder
Guided visualisation Show pupils an interesting picture related to the unit topic or use the
Encourage pupils to imagine a scene, visualising the things you describe main picture from the opening spread. Ask What do you see? and give
and use their imaginations to think about the questions. Choose a place pupils time to think then share ideas with a partner. Then ask What do you
or situation and tell pupils to imagine they are there. Give instructions think about the picture? and repeat. Next, repeat the process with What
and ask questions to help them explore the imaginary scene, e.g. You’re questions have you got? Finally, invite pupils to share their thoughts with
in a different part of the school. Look around. What can you see? Are you in the class.
a classroom? Walk out of the door. Where are you going? Who can you see?
What are they doing? How do you feel?
Think, pair, share
Ask a question related to the unit – this could be to find out what
Relaxation techniques pupils know about the topic or it could be a personalisation question.
Have pupils sit comfortably. Encourage them to close their eyes and relax. Give pupils enough time to think of their answer, then have them
In a calm, slow voice, tell pupils what to imagine. This is similar to the quietly share their answers with a partner. Finally, hold a class feedback
guided visualisation but without questions. In Unit 2, you could read the session encouraging pupils to share their partners’ answers and respond
following script: You’re in your favourite chair. It’s big and soft. Sit down in to each other’s ideas.
Transition and settling routines

These routines allow pupils to stop and take a deep breath before alternative is to have pupils move around the classroom stealthily, trying
moving on to another activity. They are best used as a transition from not to be noticed.
a lively game to a calmer activity, or one which requires a high level
of concentration.
Listen to your body
Have pupils sit comfortably and close their eyes. Have them breathe in
Breathing hands and out deeply. Tell pupils to notice how their body feels. Is it awake or
Do the following and invite pupils to copy. Spread one hand out like a sleepy? Does it hurt? Start with the head and face, naming each body
star. Use the index finger on your other hand to trace the outline of your part and having pupils explore how it feels inside. Encourage pupils to
hand. Take a deep breath in as you move to the top of each thumb/finger. relax each part of their body. Slowly move down the body: arms, hands,
Breathe out as you move down each thumb/finger. Repeat until you have fingers, tummy, legs, feet, toes.
taken five slow, deep breaths.
My invisible object
Dragon breath Hold one hand cupped over the other as if you have something hidden in
Tell pupils to imagine they are a dragon. They have to breathe in and then your hands. Tell pupils that you have a small object in your hands. Invite
breathe out in one long deep breath as if they are breathing out fire. them to guess what it is. Then have pupils do the same and tell their
partner what object they are holding.
Fun yoga
Show pupils some simple yoga-style positions that represent different Throw it away!
animals, or have pupils make up their own poses. Encourage pupils to Tell pupils to imagine they are putting all their excess energy into a ball.
move slowly if they wish to but to try to do so silently. You can also make They gather all this energy together whilst breathing deeply. Then, have
up poses that represent other lexical sets, e.g. classroom objects (pencil, pupils throw their ball of energy into the bin. Walk around the classroom
ruler, sharpener, an open and closed pencil case). with the bin, collecting energy balls.
Heartbeat Tree pose

Have pupils sit down and put their hand on their chest so they can feel Have pupils stand up and place one foot on the inside of their other leg
their heartbeat. Have them stay like this for a couple of minutes and to make a triangle. Then, when they are ready, have them raise their arms
notice how their heartbeat slows. This can be done after a Dynamic above their heads. If pupils find it difficult to balance, have them keep
activity to transition to a calmer activity. their arms out to their sides. Count as a class to see how long pupils can
keep the pose. Challenge them to beat their previous record.
Invisible me
Tell pupils they are invisible. In order for nobody to know they are there,
they must sit or stand perfectly still and not make any noise. Encourage
them to breathe slowly and deeply, and to notice their heart beating. An

Classroom Routines an
d Games
Dynamic routines
Cooperation and teamwork routines
You can use these routines at the start or at the end of the lesson, to flashcard. The first pupil to touch it gets a point for their team. Continue until
get your pupils moving when the energy is low, or as a way to engage everyone has had a turn. To add a plurilingual dimension, use word cards and
pupils with the content or each other. Most of these activities are group call out the word in the pupils’ first language.
activities so they promote cooperation and teamwork in the classroom.
Get into groups
Act it out Ask pupils a question and have them get into two or more groups with
Invite a pupil to the front. Show the pupil a target word using the other pupils that have the same answer.
flashcards. The pupil uses mime to act out the word for the class to guess.
Guess who?
Apples, oranges and bananas Invite a pupil to choose a person from the main picture on the unit
Give each pupil a slip of paper with a word on it. They mustn’t show the opening spread. They pretend to be that person, stand in the same
word to anyone. Pupils stand up and walk around the classroom saying position as the person on the page. The other pupils guess who it is.
I’m in the (library). When they find someone else in the (library), they
then continue walking around together. The aim is for all pupils to find
everyone else with the same word.
Hands on heads
Make true or false statements using the target language. If it is true for
the pupils, they put their hands on their head. If it is false, they put their
Ball game hands behind their back.
Have pupils sit in a circle on the floor or in their chairs. Pupils throw or roll
a soft ball to each other. Each time a pupil catches the ball, they have to
say a word. You can give pupils categories, e.g. animals, family, food.
Hop like a rabbit
Have the children stand behind their chairs. Call out words from a lexical
set, e.g. rooms. Sometimes say a word from a different category, e.g. an
Body shapes animal. Pupils should hop or jump continuously while they hear the room
Call out the name of an object and have pupils make it using their bodies. words, stopping when they hear a different word.
They can do this individually or in pairs. You can also have them make
letters of the alphabet. For a more advanced version, call out a short word
and have groups of pupils spell it.
Hot or cold?
Have a pair of pupils close their eyes. Hide an object in the classroom,
making sure that the other pupils see where it is. Have the pair search for
Build a house the object. If the get close, the class should say Hot! If the move further
In pairs, have pupils take turns to build an imaginary house, e.g. This is away, the class calls out Cold! Continue until they find the object.
the floor. It’s made of chocolate. They continue adding parts of the house,
e.g. a door, windows, a roof. To make this a mediation activity, Pupil A can
speak in their first language and Pupil B can then say each sentence in
Imaginary Trip
English as they do the action. Tell pupils they are going on an imaginary trip to a place, e.g. their dream
house. Stick flashcards around the classroom and guide the children
around the ‘house’, pointing out the different rooms. Encourage them to
Change places visualise and imagine what the room looks like. Ask questions, e.g. What
Tell pupils that you’re going to call out a sentence, e.g. I’ve got something colour are the walls? Is the room big or small?
blue. If the pupil is wearing something blue, they need to change places
with another pupil and sit in their chair.
Jump!
Give pupils a lexical set, e.g. clothes, and have them take turns in pairs to
Clothes race jump and say a new word each time.
Bring in some old clothes and place in a pile at the front of the classroom.
Have two pupils play. Call out the name of one of the items of clothing.
When you say Go! they run to the pile of clothes, find the item and put it
Letter race
on. The first pupil to be wearing the item wins. Put pupils in two teams and give each pupil a flashcard. Write the initial
letter of each flashcard on the board, in large print. Play the game like
Vocabulary race (see above) but have the two pupils race to stick their
Corner game flashcard on its initial letter. Correct answers get one point.
Stick one flashcard in each corner of the classroom. Invite pupils to stand
up in the middle of the classroom. Close your eyes and count to ten,
having pupils choose and stand in one of the corners. When you reach
Listen and jump
ten, call out one of the flashcard words. The pupils in that corner are out. Place flashcards in a row on the floor. Invite a pupil to stand behind the
Continue playing until only one pupil remains. row. As you call out words from the flashcards, the pupil must move from
one to the other in one jump. Then invite pupils to call out words.
Flashcard race
Stick the flashcards on the board or on a wall. Put pupils into two teams and
Listen and move
have them stand in two lines the same distance from the flashcards. Call out Display flashcards around the classroom. Give instructions to tell pupils
a flashcard and have first the two pupils race to touch the corresponding how to move towards the flashcards, e.g jump to the skate park.

Musical colours Sam Says
Call out a colour and have pupils walk around the classroom and find Call out instructions, e.g. Put your hands on your head. Turn around! Pupils
something with that colour. Play some music and tell pupils they have should only do the action if you say ‘Sam says’, e.g. Sam says ‘Clap your
to find something before the music stops. Pause the music when most hands’. If you don’t say it, pupils should remain still.
pupils have found something. Continue, pausing frequently to make the
game more challenging.
Scavenger hunt
Prepare a series of tasks that you want pupils to complete related to the
Musical statues unit topic. Make a worksheet for each group with the tasks as a checklist.
Play some music and have pupils walk around the classroom or dance Put pupils in teams and have them complete the tasks. The first group to
on the spot. When the music stop pupils must freeze in their position complete all tasks successfully is the winner. Task ideas: Name five (fun
without moving. Go around showing flashcards to different pupils. If they places). Find ten (crayons) in different colours. Spell (hall) using your
answer correctly, they continue playing. Pupils who answer incorrectly or bodies. Draw a (sofa) with your eyes closed
move are out.
Stand in order
On my scooter Work group. Pupils stand in a line in order according to your criteria, e.g.
Draw or display a picture of a scooter. Tell pupils to stand on their age, height. You can also give each pupil a flashcard, e.g. pets. You can
imaginary scooter. Have them pretend to ride their scooter slowly then also write a sentence and cut it up into single words. Give each pupil a
gradually pick up the pace. Pupils don’t need to move as they do this – word and have them form the sentence
the scooter stays on the spot.
Walk like an elephant
Physical role-play Have pupils stand up and walk around the classroom. Call out
Pupils act out a scene from a story in their own words or make up their instructions, e.g. Walk like an elephant. Walk like an old grandpa.
own story including movement. Alternatively, they can act out the role
play silently.
Robots
Have pupils pretend to be robots. Call out instructions and have them
move like a robot.
Communication games and routines

Cooperation and creative thinking routines
Communication games help pupils to develop their verbal and non-verbal Find it!
communication skills. They are easily adaptable to every ability. They’re
also perfect for fostering cooperation, team-work and creative thinking. Have pupils open their books to the opening spread in one of the units.
Call out target vocabulary and have pupils race to find it. When they find
the word in the picture, pupils put their hands on their heads.
Bingo
Stick the flashcards and word cards on the board. Have pupils draw a 3 x Kim’s game
2 grid and write a different word in each square of their grid. Call out the
words randomly. When pupils hear a word, they cross it out. The first pupil Place 8–10 objects on a desk where pupils can see them. You can also
to cross out all six squares wins. play with flashcards instead of objects. Tell pupils they have thirty
seconds to remember all the objects. Then cover or remove them from
display. In pairs, pupils try to remember as many objects as they can.
Collaborative pictures
Ask pupils to think about all the things you can find in a (school). Put Memory chain
pupils in groups of four and give them a large piece of paper divided
into four sections. Tell pupils that the paper is a (school) and each pupil Pupils sit in a circle. One pupils says a sentence using the target language,
will draw one corner. As pupils are drawing, monitor and prompt where e.g. There’s a (fridge) in the kitchen. The next pupil repeats the sentence
necessary. When they finish, encourage the group to look at each other’s then adds their own sentence. Continue until someone can’t remember
corners and say if they have any similar things. what goes next.
Correct me Memory chain with questions

Show pupils a flashcard and say This is a … but make a mistake, e.g. with a Pupils sit in a circle. Ask a question and have pupils take turns to answer,
picture of a sweater say This is a dress. Invite pupils to correct you. This game but they must first say the answers the previous pupil gave. Continue
can also be played with first letter sounds, e.g. This word begins with ‘s’. To until someone can’t remember what goes next. If time, repeat with
add a plurilingual element, you could say the wrong word in the pupils’ first another question.
language.
My top three
Draw the word Have pupils choose their top three items in a category, e.g. my top three
Invite a pupil to the front and show them a flashcard or word. The pupil birthday presents. Then have them compare their top three with a friend.
draws a picture on the board for the class to guess.

Syllabus
Picture memory facing a new person. This time they have to say a different word.
Continue until pupils have run out of words. To add a plurilingual
Choose a picture from the Pupil’s Book. Give pupils one minute to look
dimension, the pupils in the the inner circle say the word in their first
at the picture and notice as many details as they can. Then have them
language. When the circle moves again, those in the inner circle say the
close their books. Ask questions, e.g. What colour is Grace’s T-shirt? In pairs,
word in English and those in the outer say it in their first language.
pupils write down the answer. Repeat a few more times, then give pupils
one point for each correct answer.
Slow drawing
Read my lips Very slowly draw an object that pupils know on the board. Start with a
part of the drawing that makes it difficult to identify, e.g. the back or a leg
Display the word cards. Silently say a word. Pupils whisper the word
of an animal. Invite pupils to guess what it is.
and point to the word card. You can also use sentences with the target
structure. Make sure you exaggerate and say the sentence slowly, word
by word. What am I?
Put pupils into two teams and invite one pupil from each team to the
Round the circle front. Show the teams a flashcard, but don’t let the two pupils at the front
see it. Each team gives clues to their teammate so that they guess the
Have the class stand in two circles: an inner circle facing out and an outer
word. They say e.g. It’s fast.
circle facing in, so that the children are facing each other, with the same
number of pupils in each circle. Each pupil says a target word from the
unit. The outer circle then moves one step to the right, so they are now
Flashcard and Word card games
Board Pelmanism Hide the picture

Stick the flashcards face down on one side of the board and the word Cover a flashcard or picture scene with sticky notes so it’s entirely hidden.
cards on the other. Invite pupils to take turns to point to a flashcard and a Invite pupils to guess what it is. After each guess, remove one sticky note.
word card. Turn them over. If they are the same, the pupil wins the cards. Continue until somebody guesses correctly. Challenge pupils to guess the
If they are different, turn both cards back over. Continue until all the cards next flashcard in fewer guesses.
have been removed.
I Spy
Classifying Choose a vocabulary item that is visible in the classroom or in a picture
Draw two large circles on the board occupying the whole space and scene. Say I spy something beginning with (first letter). Invite pupils to guess.
assign each circle a category, e.g. It’s got legs / It hasn’t got legs. Hold up a
flashcard and invite a pupil to stick the flashcard in the correct circle (use Missing picture
adhesive putty). Repeat with the other flashcards and different pupils. Display the flashcards in a row. Have pupils close their eyes. While they
have their eyes closed, remove one of the flashcards. Pupils open their
Definitions eyes and say which one is missing.
Stick the flashcards on the board. Call out a sentence defining or
describing the word and have pupils guess, e.g. This is a pet. It’s small Odd one out
and brown. It’s got big ears. Pupils guess the word. To add a plurilingual Draw four objects or stick flashcards on the board – three from one lexical
dimension, you can define the word by saying it in their first language. set and one from a different set. Pupils say which picture is different.
Flash the picture Words and pictures

Select a flashcard and show it to pupils very quickly (one or two seconds)
Stick all the flashcards on one side of the board and the word cards on
then hide it or turn it around. Ask pupils to guess what it is. Then ask them
the other side. Invite pupils to come and match the words and pictures by
if they want to see it again and flash it again for a little longer. Repeat until
drawing lines.
a pupil guesses correctly then invite the pupil to ‘flash’ the next flashcard.
Guess the picture Yes or No?

Hold a flashcard so it is facing away from the children. Pupils take turns to Hold up a flashcard and make a true or false sentence about it, e.g. with
guess what picture is on the flashcard. the pencil flashcard, say It’s a computer. Invite the class to call out yes or
no. Encourage the children to correct any false sentences.
Guess the sound
Write ten words pupils know on the board, including the three words
containing the target sound in the lesson. Pupils take turns to guess what
Sam’s sound is today by choosing a word from the board.
Learning situations
As previously stated, each Curious Kids unit as a whole can be done through Lessons with model dialogues and texts help pupils develop the linguistic
this step-by-step process which prompts learners to use language, cooperation competence they need to present their ideas. The end-of-unit Project
and problem-solving skills in concrete contexts. In this way, the class will work lesson sets the stage for the final presentation, carefully scaffolded so
to come up with creative solutions to the real-world problems or situations they can articulate their findings.
posed in Lesson 1. Pupils can use a combination of resources, learning styles
In the Unit walkthrough (pages 16–20), activities with the learning
and mediums to present their findings and propose creative solutions.
situations icon show you the places in the unit where a problem-based
For example, Curiosity Corners prompt pupils to find out about the approach could be used. Specific learning situations for each unit are
situation by investigating different aspects of the problem, while the suggested (see Teachers’s Resource Centre), and for each term on the
Creativity Corners encourage pupils to come up with creative solutions. corresponding teaching notes in this Teacher’s Book.
31
S What makes you curious?
UNIT
• This unit teaches children greetings and numbers 11–20.

• It encourages them to do nice things for others.
• Children also learn the days of the week.
What makes
S
5
Lesson 2
UNIT
you curious?
1 0:04 Listen and say the chant. Trace the numbers 11–20.
2 0:05 Listen and say. What number is missing?
11
Lesson 1 3 0:06
Listen and find the person.
4 Play Who’s that? 13
1 What can you see? Say. 12
2 Watch. Sing and act out. 14 15
3 Listen and say. Who’s Toby? How old is he?
16
0:03
4 Play Point or say. 17 18

19 20
vity Corner
ati
riosity Corne re Imagine and
Cu r C
Who’s that? draw. What can
Find. Daisy see?
That’s Grace.
4 Tell the class about your family. 5
Pupil’s Book
What makes
S you curious?
Lesson 1
1 Draw yourself. Read and write.

Hello, I’m .
Hello. What’s your name?
How old are you? I’m .
2 Read and write.
brother cousin sister sister
a b c
I’ve got a big

sister and a
I’ve got a sister . I’ve got a cousin . little brother .
Activity Book

Lesson 1 S
- Watch and understand a video New vocabulary: cousin Materials: level 1 flashcards & word cards
introducing the unit. Recycled vocabulary: aunt, brother, dad, (1–5, 34–41), Something for Everyone
- Identify and say family words. mum, sister, uncle Vocabulary worksheets (Starter Unit)
- Watch and sing a song. Recycled language: What’s your name?
- Play a speaking game. I’m (Daisy). How old is he/she? He’s/She’s
(seven). I’ve got a (sister).
Opening routine Settling routine

• Choose a routine from the Classroom routines and games Do the Mindfulness routine Breathing hands.
(pp. 26–31) to start the lesson:
- Mindfulness: Mirror me: the class copies you.
- Dynamic: Ball game: with topics from Level 1, e.g. school,
• Zoom in on the different people in the scene and encourage
pupils to say who they think they are, e.g. She’s Daisy’s mum.
body, food. Allow one-word answers, e.g. mum.
- Communication: Round the circle: pupils say Hello! What’s
your name?
• Zoom in on Toby and ask Who’s this? Play the audio (track 0:03).
Pupils listen and find out.
Lesson Introduction Reflect • Read the question How old is he? Pupils predict or remember
the answer. Play the audio again to check answers.
• Wave and say Hello, everybody! Invite pupils to respond.
• Use the flashcards to remind pupils of the characters. Ask Who’s Answers: He’s Grace and Daisy’s cousin. He’s six.
this? This is (Jack). Pupils say the name of the characters, then Jack: Hello. What’s your name?
wave and say hello. Toby: I’m Toby. Grace and Daisy are my cousins.
• Show pupils the curiosity corner in the classroom. Read the unit Jack: Nice to meet you, Toby. How old are you?
question aloud and introduce Emma. Say that Emma is curious Toby: I’m six.

and wants to learn about different things. Jack: Six? I’m six, too.
• Play the unit presentation video. Toby: Cool.
Emma: Hello, I’m Emma. Today, we’re going to learn about
numbers. We’re going to learn the days of the week, 4 Play Point or say.
too. Are you curious? Let’s explore the picture. What • Model the activity. Choose a person in the scene and say the family
can you see? word. Invite the class to point to the person and say the word.
• Pupils play in pairs. One pupil says a family word. Their partner
Pupil’s Book, page 4 points or points and says the word.
Support: Play the game as a whole class. Invite stronger pupils
to call out the words.
• Display the main scene. Give pupils time to look and think about
• For further practice, use the Something for Everyone Vocabulary
what they can see. worksheets at the relevant level.
• In pairs, pupils point to and name the characters and the things
• Plurilingualism Ask pupils how to say the numbers in their
they know.
first language.
Activity Book, page 2
1 Draw yourself. Read and write
• Use the flashcards to review the family vocabulary. Model
• Pupils draw a picture of themselves in the space provided.
pronunciation and drill the words with the class.
• Play the song video three times. The first time pupils point to the • Read the first speech bubble and drill with the class. Elicit a
people in the scene as they hear their names. The second time, model answer from a few pupils. Pupils complete the speech
pupils point and do the actions. Finally, pupils sing the song. You bubbles for themselves.
can also use the karaoke version of the song (track 0:02). Reach higher: Pupils ask and answer the dialogue in pairs.
Families Answers: Pupils’ own answers.
Families, families. I’ve got a brother.
Some are big. And a sister, too. 2 Read and write.
Some are small.
Families, families.
I’ve got two cousins.
What about you?
• Elicit the family words before pupils do the task.
Closing routine
We love them all! Chorus
I’ve got a cousin. • Do one of the closing routines:
And a sister, too. - Mindfulness: Individual drawing: pupils draw their family.
I’ve got an uncle. - Dynamic: Hands on heads: with sentences about
What about you? pupils’ families.
Chorus
Tell the class about your family. (PB) Curiosity Corner

Provide a model for the pupils before they do the task. Pupils Find. (PB)
tell each other about their family in pairs then they share it with
the classroom.
• Draw attention to the silhouettes and elicit what they are before
pupils do the task.
Support: Display the family word cards on the board. 33
S
What makes
S
5
Lesson 2
UNIT
you curious?
1 0:04 Listen and say the chant. Trace the numbers 11–20.
2 0:05 Listen and say. What number is missing?
11
Lesson 1 3 0:06
Listen and find the person.
4 Play Who’s that? 13
1 What can you see? Say. 12
2 Watch. Sing and act out. 14 15
16
0:03
4 Play Point or say. 17 18

19 20
vity Corner
ati
Cu r C
Who’s that? draw. What can
Find. Daisy see?
That’s Grace.
4 Tell the class about your family. 5
Pupil’s Book
Lesson 2
1 Look and write the numbers.
eighteen eleven fifteen fourteen nineteen

seventeen sixteen thirteen twenty twelve
11 12 13 14 15
eleven twelve thirteen fourteen fifteen
16 17 18 19 20
sixteen seventeen eighteen nineteen twenty
2 Look and write the names. Ask and answer.
Daisy Grace Jack Toby
a b c d
Daisy Jack Grace Toby
Who’s that? That’s …
Activity Book

Lesson 2 S
- Identify and say numbers 11–20. New vocabulary: numbers 11–20 Materials: flashcards & word cards (1–10),
- Listen to and say a chant. New language: Who’s that? That’s (Grace). level 1 flashcards (6–15), Something
- Listen to and say family members. Recycled vocabulary: numbers 1–10 for Everyone Grammar worksheets
- Play a speaking game about (Starter Unit); colouring pen
family members.
Opening routine Engage: Pupils stand up every time they hear a family word.
• Choose a routine from the Classroom routines and games Support: Pause after each exchange. Use the zoom tool to find
each character in the scene.
- Mindfulness: Loose parts play: pupils count the pieces. Reach higher: Play each exchange. Pupils repeat the lines and
- Dynamic: Stand in order: give each pupil a number. act out the dialogue.
- Communication: Hide the picture: with a number flashcard. Answers: 1 Jack’s little brother on the hopscotch game
2 Jack’s big sister next to the hopscotch game
Lesson Introduction 3 Toby’s mum in the middle wearing purple
• Review numbers 1–10 with level 1 flashcards. 1
Jack: Look, Toby. That’s my house.
Pupil’s Book, page 5 Toby: Nice! Who’s that?
1 Listen and say the chant. Trace Jack: That’s my little brother.
the numbers 11–20. Toby: He’s happy!
2
• Use the flashcards to present the numbers. Invite ten pupils to
Toby: Who’s that with your brother?
the front and give each one a number flashcard. The flashcards
Jack: Oh! That’s my big sister.
should be in the correct order for the chant.
3
•

Play the audio (track 0:04). Pupils hold up their flashcard as they Jack: Toby, who’s that?
hear the number. Repeat with another group of pupils. Toby: Oh, that’s my mum. Hi, Mum!
• Play the chant and have pupils find the numbers next to the kites Toby’s mum: Hi, Toby. Be careful up there.
in the picture. Pupils join in with the chant. Then they trace the
numbers next to the kites. Encourage them to say the numbers 4 Play Who’s that? Communicate
as they trace.
Reach higher: Display the flashcards in random order for pupils
• Model the activity with pupils in the class. Point to a pupil
and ask the class Who’s that?, eliciting the pupil’s name.
to listen and point.
• Drill the example dialogue with the class. Then, in pairs,
The numbers chant pupils take turns to point to someone from the scene and
Kids can listen and say, ask Who’s that?
Say the numbers one to twenty today: Consolidate: Pupils take turns to point to someone from the
One, two, three, four, five, six, seven, eight, nine, ten, class and ask Who’s that?
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, • For further practice, use the Something for Everyone Grammar
eighteen, nineteen, twenty. worksheets at the relevant level.
Repeat
2 Listen and say. What number is missing? 1 Look and write the numbers.
• Play the audio (track 0:05), pausing for pupils to repeat the
• Use the flashcards to review the numbers. Encourage pupils to
words. They then say the missing words after the tone. say the numbers as they write them.
Answers: 1 thirteen 2 sixteen 3 eighteen 4 twenty • Plurilingualism Ask pupils how to say the numbers in their
1 eleven, twelve, ___, fourteen, fifteen, sixteen, seventeen, first language.
eighteen, nineteen, twenty
2 eleven, twelve, thirteen, fourteen, fifteen, ___, seventeen, 2 Look and write the names. Ask
eighteen, nineteen, twenty and answer. Communicate
3 eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen,
___, nineteen, twenty • Elicit the characters’ names. Then pupils ask and answer
questions about them.
4 eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen,
Support: Write the characters’ names on the board.
eighteen, nineteen, ___
Closing routine
3 Listen and find the person. • Do one of the closing routines:
• Tell pupils they are going to listen to the children in the scene - Dynamic: Jump!: pupils count as they jump.
talking about their families. Play the audio (track 0:06). Pupils find - Communication: Bingo.
each family member in the scene.
Creativity Corner
Imagine and draw. What can Daisy see? (PB)
• Pupils find Daisy in the scene. Elicit that she is looking through
a telescope. Encourage pupils to use their imagination to
suggest and draw what she might be looking at. 35
S
Lesson 3
1 0:07 Watch or listen to the story. What’s the surprise?
A magical surprise
Today is Mum’s birthday. Hello, I’m Sam. Hello, Sam!
1 2 I’m Toby.
Let’s paint
the van.
3 4
I like rockets!
Let’s paint
Where’s the paintbrush? the van again.
5 6 Do you like it, Mum?
Where’s the
paintbrush?
I love it!
2 How does Mum feel? Tick .
It’s good to
1 2 3 4
do nice things
for others.
✓
6 Do you like surprises?
Pupil’s Book
Lesson 3
1 Order the story. Read and circle.
a b
2 1
You like rockets / stars. Today is Mum’s / Dad’s birthday.
c d
4 3
I don’t like / love it. Where’s the paintbrush / Sam?
2 What nice things do you do? Circle. It’s good to do

nice things for
1 2 3 others.
I help my family. I give presents. I play with my cousin.
Activity Book

Lesson 3 S
- Read and understand a story about Receptive vocabulary: paintbrush Materials: story cards
a surprise. Recycled language: Where’s the
- Develop the SEL competence of paintbrush? It’s (under) the (van). I’ve got
Relationship Skills by exploring the value a (paintbrush). Hello, I’m Sam. I (love) (it)!
of relationship building and the message Receptive language: Let’s do something
‘It’s good to do nice things for others’. special, van
Opening routine 2 How does Mum feel? Tick . SEL

• Choose a routine from the Classroom routines and games • Draw pupils’ attention to the picture of Sam with the heart. This
(pp. 26–31) to start the lesson: question draws on the SEL competence of Relationship Skills. It
- Mindfulness: Feely bag: with a paintbrush. focuses on relationship building, by exploring the value of doing
- Dynamic: Walk like an elephant. nice things for others. Read the sentence aloud and elicit how
- Communication: Read my lips: with numbers 11–20. the children do something nice for Mum.
Lesson Introduction Critical Thinking

• Ask pupils how Mum feels when she sees the van. Encourage the
children to share times when they felt happy because someone
• Tell pupils they are going to watch/listen to a story. did something nice for them or when they did something nice
• Display the main scene from pp. 4–5 and point to Grace. Elicit for others. Allow use of L1.
what she is doing (painting). Then read the story title and have
pupils guess what the surprise is. Allow use of L1. Activity Book, page 4
1 Order the story. Read and circle. Critical Thinking
• Pupils look at the story pictures and number them 1–4 in the
1 Watch or listen to the story. What’s order of the story. They then circle the correct words to complete
the surprise? the sentences.

• Look at the story pictures together. Ask questions to help pupils Reach higher: In pairs, pupils take turns to describe a picture
make predictions about the story, e.g. Who is the surprise for? Why? and guess the number.
• Play the story animation or the audio (track 0:07) and have pupils
follow along in their books. Pause after frame 1 and ask What’s 2 What nice things do you do? Circle. SEL
the surprise? Elicit answers before playing the rest of the story. • Point to each picture and read the sentence. Ask pupils if they do
• After watching, ask concept-checking questions, e.g. What do these things.
they paint on the van? Does Mum like rockets? Does she like flowers? • Pupils circle the things they do to make other people happy.
Answers: The children paint Mum’s van. Answers: Pupils’ own answers.
A magical surprise Closing routine
Daisy: Today’s Mum’s birthday. Let’s do something special
for Mum. • Do one of the closing routines:
Grace: I know! Let’s paint the van. - Mindfulness: My invisible object: tell pupils that it’s a surprise.
Daisy: Good idea! I’ve got red, blue and yellow paint. - Communication: Round the circle: pupils say something
Grace: I’ve got a paintbrush. nice to each classmate.
Sam: Hello, I’m Sam.
Toby: Hello, Sam. I’m Toby.
Sam: Nice to meet you, Toby.
Grace: Look at the paintbrush!
Grace: What can we paint on the van?
Jack: I like rockets!
Toby: Where’s the paintbrush? Oh Sam!
Jack: Wow, look at the rocket! It’s amazing!
Daisy: Jack, you like rockets but Mum likes flowers.
Grace: Let’s paint the van again. Together!
Daisy: The van is fantastic. Good work everyone.
Toby: Where’s the paintbrush?
Sam: I’ve got it.
Grace: Tidy up, Sam.
Children: Surprise!
Mum: Wow! Is this my van?
Daisy: Yes, it is. Do you like it, Mum?
Mum: I love it! It’s a fantastic surprise.
Children: Happy birthday!
• Mediation Have children choose a picture from the story
and explain what's happening in their own words.
Do you like surprises? (PB)

Discuss with the class. Encourage pupils to share surprises they
have given or received and how they felt about them. 37
S
Lesson 4 S
5
I’m Emma. I’m curious about
the days of the week.
1 0:08 Listen and say. 2 Trace.
My curiosity corner
Monday Saturday
Tuesday Sunday
Wednesday
Thursday
Friday
3 Ask and answer. Write.
What’s your
favourite day?
My favourite
day is Sunday.
Friend Favourite day

y Corner
s it
1
2 rio
Sunday means
Cu
3
day of the sun.
What day is it today? Write. 7
Pupil’s Book
Lesson 4 S
1 Read and order.
2 0:09 Listen and check. Say the chant.
Wednesday Sunday Tuesday Thursday

3 7 2 4
Saturday Monday Friday

6 1 5
3 Write the days in order. Ask a friend.
1 Monday
2 Tuesday
3 Wednesday
4 Thursday
5 Friday
6 Saturday
7 Sunday
What’s your favourite day? My favourite day is .
Activity Book

Lesson 4 S
- Identify and say the days of the week. New vocabulary: days of the week Materials: a wall calendar (optional)
- Talk about your favourite day. New language: What’s your favourite day?
- Ask and answer questions. My favourite day is (Friday).
Opening routine Activity Book, page 5

• Choose a routine from the Classroom routines and games
1 Read and order. Critical Thinking
- Mindfulness: Magic wands. • Elicit the days of the week before pupils do the task.
Support: Write the days of the week in order on the board as
- Dynamic: Sam Says.
you elicit them. Rub them off once the activity is complete.
- Communication: Memory chain: with numbers
(not in order). 2 Listen and check. Say the chant.
Lesson Introduction Reflect • Play the audio (track 0:08) for pupils to check their answers from
• Ask what day is it today? Zoom in on Emma’s speech bubble and Activity 1.
elicit the meaning of days of the week. If you have a wall calendar, • Play the audio again. Pupils join in with the chant.
stick this up and use it to scaffold the meaning. Elicit answers
from the students. Expert tip
• Write today’s day and date on the board. You could make this Once pupils are familiar with the songs and chants,
a routine and have pupils write the day and date for every lesson. you can use them as part of your classroom routine, for
example for starting the class or when transitioning from
Pupil’s Book, page 7 one activity to another.
1 Listen and say.
•

Use a calendar to present the vocabulary. 3 Write the days in order. Ask a friend. Communicate
• Play the audio (track 0:08) three times. The first time, pupils point • Remind students the days of the week start with a capital letter
as they hear each word. The second time, they point and repeat in English, e.g. Monday.
the word. Finally, pupils say the chant.
• Pupils read the question and complete the sentence with
• Pupils trace the missing days of the week. their answer.
Support: Drill the days of the week as many times as needed
until pupils’ pronunciation is fairly accurate.
• Pupils act out asking and answering the question in pairs.
Kids can listen and say,
Say the days of the week today: Closing routine
Monday … Tuesday … Wednesday …
Thursday … Friday … Saturday … Sunday
- Mindfulness: Back writing.
What day is it today?
- Dynamic: Flashcard race.
• Plurilingualism Ask pupils how to say the days of the week
in their first language.
Extra Fun! pages 2 and 3
2 Trace. Answers: How many balls can you see? 3
Find and count. pencils 12, pens 6, books 15, rubbers 3, rulers 1,
• Encourage pupils to say the days of the week as they trace
rucksacks 2
the words.
What’s next? Write the day. Friday, Saturday – Sunday
3 Ask and answer. Write. Communicate Wednesday, Thursday – Friday, Monday, Tuesday – Wednesday
• Give pupils a slip of paper for them to write down their favourite Oak leaf: at the foot of the bed to the right on page 3
day of the week.
• Display the chart and tell pupils they are going to ask questions What makes you
Draw a picture
of someone
to find out what their friends’ favourite day is. curious?

Draw and write. How many balls can you see? from your
family.
• Drill the question and answer from Activity 2 orally, having half My name is
the class ask the question and half the class repeat the answer.
This is my
I’m years old. .
Then swap roles. My favourite day is

.
• Pupils write the names of three friends in the chart then ask and
Find and cou
answer questions. They write down their friends’ answers. pencils
12
nt.
rubbers
pens
rulers
Answers: Pupils’ own answers. books

rucksacks
If you have time … do a survey

Do a survey and build up a bar chart on the board with all the Is today Sunday?
What’s next? Write the day.

responses to find out which day is the most popular. Yes No
Friday Saturday
Today is . Monday
y Tuesday
Wednesday Thursda
2 | Starter Starter | 3
What day is it today? Write. (PB) Curiosity Corner

Pupils write the day of the week in their notebooks. Sunday means day of the sun. (PB)
• Write Sunday on the board and ask pupils if they can find two
words inside it. Read the sentence together. Point out that this
only happens with Sunday, not with the other days of the week. 39
1 Where can you learn at school?
UNIT
• This unit teaches children about places at school.

• It encourages them to help other pupils and they learn to make polite requests.
• Children also explore the importance of school rules and learn about playground games.
Lesson 2 Song a
Where can you
51
nd Gra mmar
1 Listen and say. What’s missing?
UNIT
1:02
learn at school? 2
3
1:03 Listen and find the children.
Watch. Sing and act out.
Lesson 1 Vocabulary
4 Play True or false.
2 1:01 Listen and say the chant.
1 gym
4 Play Where is it? Point or say. 2 dining room
3 classroom 4 toilet
5 library
6 computer room
7 corridor
playground vity Corner
ati
8
Cu r Toby’s in the playground.
C
draw. What’s in the
Find and say True. rucksack?
the day.
Daisy isn’t in the library.
Friday
esday Thursday
day Wedn
ay Tues
Mond
False.
8 Find five numbers. Say. 9
Pupil’s Book
Where can you learn

1
UNIT
at school?
Lesson 1 Vocabulary
1 Draw the path. Write.
classroom computer room corridor dining room

gym library playground toilet
5
4
2
8
7
6
1 playground 5 classroom
2 corridor 6 library
3 gym 7 toilet
4 dining room 8 computer room
Activity Book

Lesson 1 Vocabula
ry
1
- Identify and say places at school. New vocabulary: classroom, computer Materials: flashcards & word cards (11–18),
- Watch and understand a video room, corridor, dining room, gym, library, Something for Everyone Vocabulary
introducing the unit. playground, toilet worksheets (Unit 1).
- Listen to and say a chant. Recycled vocabulary: school supplies and
- Play a speaking game. classroom furniture; days of the week
Recycled language: Where’s the (ball)? It’s
(on) the ... What’s your favourite day of the
week? It’s (Sunday).
Opening routine 4 Play Where is it? Point or say. Communicate

• Model the activity. Choose a place in the scene and ask Where’s
(pp. 26–31) to start the lesson: the (gym)? Invite the class to point to the place and say the word.
- Mindfulness: Word snake: using days of the week.
• Pupils play in pairs. One pupil asks a question and their partner
- Dynamic: Get into groups: using What’s your favourite day of answers. Pupils can point or point and say the word.
the week?
• For further practice of the core vocabulary, use the Something
- Communication: Collaborative pictures: pupils draw a school. for Everyone Vocabulary worksheets at the relevant level:
support, consolidate or reach higher.
Lesson Introduction Reflect
Reach higher: Pupils talk about the characters and say where
• Play Jake’s unit presentation video. Pupils think about their
they are.
school and compare their ideas with Jake’s. Allow the use of L1.
Jake: Hello, I’m Jake. Today, we’re going to learn about places at • Plurilingualism Ask pupils how to say the new words in
school. Let’s explore the picture. What can you see? Where their first language.
can you learn in your school?
• Developing curiosity and creativity using

Read the unit question and elicit ideas about what we can learn
at school and where we can learn. the picture scene
• Write pupils’ ideas on the board and add to this as you go The picture scene in the unit opener can be used to spark
through the unit. interest and generate ideas and questions that can help guide
pupils towards a greater understanding of the topic.
Pupil’s Book, page 8 Invite pupils to look for small details in the picture and to
1 What can you see? Say. Communicate investigate these further. They could try to imagine what is
on the piece of paper the teacher is holding on page 8 or find
• Zoom in on Toby or have pupils find him in the picture. Explain
out more about the book Daisy is reading. Add mystery to
that it is his first day at school.
the scene by asking pupils questions that require imaginative
• Show the school scene. Give pupils time to look and think answers, e.g. What are these numbers for? Why are the crayons
about what they see. Pupils point to and name the things they on the floor? Pupils write down a list of questions and come up
know in pairs. with answers to these in groups.
2 Listen and say the chant. Activity Book, page 6

• Use the flashcards to present the new vocabulary. Display them 1 Draw the path. Write.
in the correct order for the chant. Model the pronunciation and
drill the words with the class.
• Pupils look at the picture and name the places in the school.
They then find the start of the path. Elicit how it continues.
• Play the audio (track 1:01) three times. The first time, pupils point • Pupils can now do the Unit 1 activity in the Picture Dictionary
as they hear the words. The second time, pupils point and repeat (p. 54).
the word. Finally, pupils say the chant without pointing.
Reach higher: Display the flashcards in jumbled order then play Closing routine
the audio. Pupils point, or point and repeat the words. • Tell pupils that Sam the Rucksack is hiding in the picture.
Kids can listen and say, Challenge pupils to find him.
Say the places at school today: Answer: Daisy’s at a desk in the library.
gym … dining room … classroom … toilet … library …
computer room … corridor … playground • Do one of the closing routines:
- Dynamic: Jump!
3 Stick the stickers. Trace. - Communication: Flash the picture.
• Pupils look at the picture. Say a word and have pupils find it.
• Pupils find the stickers at the back of their books and stick them
in the correct place. Encourage pupils to say the words as they
place the stickers. Pupils then trace the words.
Expert tip
You can have pupils stick all the stickers on the edge of
their desks before they stick them onto the pages.
Find five numbers. Say. (PB) Curiosity Corner

Pupils find five numbers in the scene and tell a friend. Encourage Find and say the day. (PB)
them to say what they think the numbers refer to.
• Play the chant from Starter Unit Lesson 4 (track 0:08). Pupils find
the day of the week in the scene and tell a friend. 41
1
Lesson 2 Song a
Where can you
51
nd Gramm
ar
UNIT
1:02
learn at school? 2
3
1:03 Listen and find the children.
Watch. Sing and act out.
Lesson 1 Vocabulary
4 Play True or false.
1 gym
4 Play Where is it? Point or say. 2 dining room
3 classroom 4 toilet
5 library
6 computer room
7 corridor
playground vity Corner
ati
8
rio sity Corn re Imagine and
Cu er
Toby’s in the playground.
C
draw. What’s in the
Find and say True. rucksack?
the day.
Daisy isn’t in the library.
Friday
esday Thursday
day Wedn
ay Tues
Mond
False.
8 Find five numbers. Say. 9
Pupil’s Book
Lesson 2 Song a
nd Gramm
ar
1 1:06 Listen and number.
a b
2 1
c d
4 3
2 Look and write is or isn’t.
1 2 3 4
1 Jack isn’t in the classroom.
2 Grace is in the corridor.
3 Toby is in the playground.
4 Daisy isn’t in the library.
7
What letters are missing? Write. corrid o r
Activity Book

Lesson 2 Song and Gram
mar 1
- Sing and act out a song about children New language: He’s/She’s in the (gym). Materials: flashcards & word cards (11–18),
at school. He/She isn’t in the (library). Something for Everyone Grammar
- Talk about where people are at school. Recycled vocabulary: classroom, computer worksheets (Unit 1)
- Play a speaking game. room, corridor, dining room, gym, library,
playground, toilet
Opening routine The school’s cool

• Choose a routine from the Classroom routines and games Let’s look in the school.
The school’s cool!
She’s in the library.
The library’s cool!
- Mindfulness: Guided visualisation: of your school. Chorus
Where’s Jack?
- Dynamic: Sam Says: using places in the school. Pupils do an He isn’t in the corridor. Where’s Toby?
action for each place. He’s in the gym. He isn’t in the library.
- Communication: I Spy: using any object in the classroom. The gym’s cool! He’s in the playground.
Chorus The playground’s cool!
Lesson Introduction Chorus
Where’s Daisy?
• Display the flashcards from Lesson 1 on the wall. Write Sam (or draw
She isn’t in the gym.
him if you can) under one of the flashcards. Ask Where’s Sam?
Settling routine
• Pupils suggest places where he (or it) might be and then lift
• Pupils pretend they are in the library and so must be very quiet.
the flashcard and look under it. Say He isn’t in the (library) when
pupils fail to find him. Repeat until Sam is found. They tiptoe back to their seats.
4 Play True or False.
Pupil’s Book, page 9 • Model the activity. Read out the first speech bubble and have pupils
1 Listen and say. What’s missing? Critical Thinking find Toby. Elicit whether the sentence is true or false. Pupils play the

game in pairs, taking turns to choose someone from the picture.
• Encourage pupils to be curious about the school scene
and notice new things. Zoom in on interesting objects and • For further practice, use the Something for Everyone Grammar
encourage pupils to say what they see. worksheets at the relevant level.
• Play the audio (track 1:02). Pupils point to each item in the scene • Mediation Have children work in groups of three to
and repeat the word. They say the missing words after the tone. role-play the dialogue with one child acting as translator. Pupil
A asks the question in English. Pupil B translates the question
Answers: 1 toilet 2 corridor 3 library 4 dining room
into the first language for Pupil C. Pupil C responds in their first
1 gym, dining room, classroom, ___, library, computer room, language and Pupil B translates this to English for Pupil A.
corridor, playground
2 gym, dining room, classroom, toilet, library, computer room, Activity Book, page 7
___, playground
3 gym, dining room, classroom, toilet, ___, computer room, 1 Listen and number.
corridor, playground • Before they start, elicit the names of the characters and the places.
4 gym, ___, classroom, toilet, library, computer room, corridor, Play the audio (track 1:06). Pupils listen to find out where each
playground character is. They number the pictures in the order they hear them.
1
2 Listen and find the children. Boy: Where’s Grace? She isn’t in the gym.
• Tell pupils that the children are talking about where their friends Girl: No, she’s in the classroom.
are. Play the audio (track 1:03). Pupils point to the characters and Boy: The classroom?
the places when they hear them. Girl: Yes.
Support: Pause after each exchange to give pupils time to find Boy: Thanks.
the places and characters in the scene. 2
Reach higher: Ask the questions from the audio and elicit Girl: And where’s Toby? He isn’t in the library and he isn’t
answers from the class. in the corridor.
Boy: Toby’s in the dining room.
Answers: 1 library (5) 2 playground (8) 3 corridor (7) 4 gym (1) Girl: Thanks.
1 3
Girl: Where’s Daisy? Boy: Where’s Grace now? She isn’t in the library.
Boy: She’s in the library. Girl: No, she’s in the playground.
2 Boy: The playground?
Boy: Where’s Toby? He isn’t in the library. Girl: Yes.
Girl: He’s in the playground. Look! Boy: OK. Thank you.
3 4
Girl: Where’s Grace? She isn’t in the playground. Girl: Where’s Toby now? He isn’t in the dining room.
Boy: Grace … Oh, look! She’s in the corridor. Boy: He’s in the computer room.
4 Girl: Great. Thank you.
Boy: And where’s Jack? He isn’t in the corridor.
Girl: He’s in the gym. Look! 2 Look and write is or isn't.
• Pupils complete the sentences by writing is or isn’t.
• Play the song video three times. The first time, pupils watch for Closing routine
general comprehension. The second time, pupils watch and do • Do one of the closing routines:
the actions. Finally, the whole class sing and do the actions. - Mindfulness: Silent squirrels.
• You can also use the karaoke version of the song (track 1:05). - Dynamic: Corner game.
What letters are missing? Write. (AB) Creativity Corner
Pupils complete the word. Imagine and draw. What’s in the rucksack? (PB)
• Elicit ideas about what might be in the rucksack and write them
on the board. Pupils draw their ideas in the empty rucksack. 43
1
Lesson 3
Story
What’s in the
magic rucksack? 5 6 Drake’s in the gym.
51
Where’s Sam?
1 1:07 Watch or listen to the story. Who’s sad?
ns
The school f or drago
1 Where’s Toby? He 2
isn’t in the classroom. He isn’t in
the corridor.
Sam’s in the gym, too!
We’re in
the school 7 8
for dragons!
Look! He’s in
the library.
It’s the dragon
from the book!
3 4 Don’t shout in the library.
Let’s go to the Yes, you can.

classroom.
2 Read and order. It’s important
Sam’s in the gym. 3 Toby’s in the classroom. 4 to help new
pupils.
Drake’s in the corridor. 2 Drake’s in the library. 1
y Corner
3 How can you help new pupils? s it
rio What’s in the
4 Act out the story.
Cu
I can’t find my rucksack? Draw.
classroom.
Go to page 74.
Pupil’s Book
Story
Lesson 3
1 Order the story. Read and circle.
a b
4 3
Let’s go to the Drake is / isn’t in the gym.

dining room / classroom.
c d
2 1
Sam is / isn’t in the corridor. Toby is / isn’t in
the classroom. It’s important
to help new
2 How do you help new pupils? Tick . pupils.
1 2 3
I play with I share my things. I eat lunch with

new pupils. new pupils.
Activity Book

Lesson 3 Story 1
- Read and understand a story about Receptive vocabulary: dragon Materials: story cards, a storybook,
a school. Recycled vocabulary: classroom, corridor, colouring pencils or crayons
- Develop the SEL competence of social gym, help, library; sad
awareness by exploring the value Recycled language: Where’s (Toby)? He isn’t
of empathy and the message ‘It’s in the classroom. He’s in the library. I’ve got
important to help new pupils’. a book in my rucksack.
- Act out the story. Receptive language: Don’t shout. Let’s go to
the classroom. Can I come in, please? Yes,
you can.
Opening routine Drake: OK. Thank you, Doris. Bye Sam.

• Choose a routine from the Classroom routines and games Sam: Goodbye!
Teacher: Hello children.
- Mindfulness: Dragon breath. Grace: Hello. This is my cousin, Toby.
Toby: Can I come in, please?
- Dynamic: Listen and move.
Teacher: Yes, you can. Welcome to our school, Toby.
- Communication: Board Pelmanism.
2 Read and order. Critical Thinking
• Do the Feely bag mindfulness routine. Alternatively, pupils look at
• Read the sentences and check comprehension of key words.
the picture at the top of the page and guess what’s inside. Pupils
then find the storybook in the story pictures. • Look at the example and have pupils find the story frame where
Drake first appears. Pupils read the other sentences and find the
• Read the story title. Pupils say what they think a school for pictures. They then number the pictures 1–4 in order.
dragons is like. Allow use of L1.
Support: Pupils identify the story card for each sentence. Put

them in order on the board.
Pupil’s Book, pages 10–11
1 Watch or listen to the story. Who’s sad? 3 How can you help new pupils? SEL
• Show some of the frames of the story. Ask questions to help • Draw pupils’ attention to the picture of Sam with the heart. This
pupils make predictions about the story, e.g. Why are there question draws on the SEL competence of social awareness. It
dragons in the school? Who is Toby? focuses on the value of empathy, by exploring the message ‘It’s
• Play the story animation or the audio (track 1:07). Pause after important to help new pupils’. Read the sentence aloud and elicit
how Grace helps her cousin, Toby.
frame 2 and ask Who’s sad? Play frame 3 and elicit why Drake is
sad. Then ask pupils how they think the children can help before • Ask how else the children in the story help other children.
playing the rest of the story. Encourage the pupils to discuss what they can do when a
• After watching, ask concept-checking questions, e.g. What kind new pupil comes to their class, such as playing together in the
playground, showing them around or taking them to the dining
of school is it? What does Sam want to play?
room, choosing to work together in pair or group activities, etc.
Answers: Drake is sad.
The school for dragons
Grace: It’s Toby’s first day of school, but where’s Toby? He isn’t in
the classroom. 4 Act out the story. Communicate
Jack: Look! He’s in the library.
Grace: Hi Toby!
• Put pupils in groups and assign each scene in the story to a group.
Play the audio (track 1:07). Each group acts out their scene.
Toby: Hi Grace! Hi Jack! I love books.
Daisy: Me too! I’ve got a book in the rucksack. It’s called The
• Then invite each group to perform their scene in front of the class.
school for dragons. Activity Book, page 8

Toby: Wow! We’re in the school for dragons! And here’s Sam!
Sam: Hello! 1 Order the story. Read and circle. Critical Thinking
Grace: Hello Sam. Look! It’s the dragon from the book! • Pupils look at the pictures and number them in order according
Drake the Dragon: Hello. I’m Drake. I can’t find my classroom. to the story in their Pupil’s Books. They then read the sentences
Daisy: Don’t be sad. and circle the correct form of the verb.
Jack: Let’s help Drake.
Sam: Yes, let’s help Drake. • Mediation Have children choose a picture from the story
and explain what’s happening in their own words.
Librarian: Shh! Don’t shout in the library.
Toby: Come on, everyone. Let’s go. 2 How do you help new pupils? Tick . SEL
Grace: Wait! Where’s Sam?
Toby: He isn’t in the corridor.
• Pupils tick the things they do to help new pupils.
Daisy: And where’s Drake? Answers: Pupils’ own answers.

Grace: Look! Drake’s in the gym. Closing routine
Daisy: Sam’s in the gym, too.
Sam: Come and play football. • Do one of the closing routines:
Jack: It’s time for class. - Mindfulness: Fun Yoga: pupils make a dragon pose.
Doris: Hello, I’m Doris. Welcome to our school, Drake. Let’s go to - Communication: Flash the picture: with the story cards.
the classroom.
Choose a picture. What can you see? (PB) Curiosity Corner

In pairs, pupils choose a story frame and name the things they can see. What’s in the rucksack? Draw. (PB)
Tell your family the story. (AB) • Pupils draw and colour in the book, then write the word. Ask
Invite pupils to share the story with family and friends using the What colour is your book?
Pupil’s App. They can do this in L1 or L2. Reach higher: In pairs, pupils ask and answer questions about
a favourite object. What’s your favourite object? What colour is it?
Is it (big)? 45
1
tion
n and Communica
Pronunciatio
Lesson 4
1 1:08 Listen and say.
shark
fish
shout
2 Find and colour the letters sh. Trace or write.

s
s sh sh s
sh sh s
s
s s s sh s s shark
sh s s sh s
s sh s
s
s
sh sh s s
s sh s s s sh s
s s s s
s s
3 Chit - ch a t Watch. Sing and act out Can I come in, please?
Corner
it y
a tiv
e
Cr
12 Do a role-play. Ask a friend: Can I (come in), please?
Pupil’s Book
Lesson 4 Pronunciat
i on and Comm
un ication 1
1 Which words have the sound sh? Tick .
2 1:11 Listen and check. Say.
1 2 3
✓
4 5 6
✓ ✓
3 Read and write. Act out.
can please Thank Yes
Can I go to the
please
toilet, ? Yes , you can .
orner
ty C
ivi
at Think of a
e
new verse for

Cr
Thank you.
Can I come in,
please?
9
Activity Book

Lesson 4 Pronunciation and
Communication 1
- Recognise and reproduce the sound /ʃ/. Receptive vocabulary: shark Materials: flashcards & word cards
- Identify and trace or write the letters sh. Recycled vocabulary: fish, sharpener, shelf, (11–18) colouring pencils or crayons,
- Learn how to be polite. shout; toilet Something for Everyone Skills
- Sing and act out a song. Functional language: Can I come in, please? worksheets (Speaking) (Unit 1).
Can I go to the toilet, please? Yes, you can.
Opening routine Can I come in, please?

• Choose a routine from the Classroom routines and games Everybody up.
Clap your hands.
Can I go to the toilet, please?
Yes, you can. Yes, you can.
- Mindfulness: Quiet teacher. Turn around, Can I go to the toilet, please?
Let’s sing and dance! Yes, you can. Yes, you can.
- Dynamic: Apples, oranges and bananas: with Vocabulary 1. Pupils
Go on.
say I’m in the (library). Can I come in, please?
Thank you.
- Communication: Words and pictures. Yes, you can. Yes, you can.
Lesson Introduction Yes, you can. Yes, you can.
• Point to the picture in Activity 1 and say Look! A Shark. Come in.
Exaggerate the sound and say Shhhhark. I like sounds! Repeat Thank you.
with me, shhhh!
Settling routine
• Tell pupils it’s the same sound we make when we want someone
• Do the Mindfulness routine Breathing hands to help pupils settle
to be quiet shhhhh. Ask pupils to make the sound.
down after the song.
Pupil’s Book, page 12 Activity Book, page 9
1 Listen and say.

1 Which words have the sound sh? Tick .
• Write the letters ‘sh’ on the board and drill the sound with the
• Elicit words containing sh. Then point to each picture and elicit
class, using the words in Sam’s acorn.
the word. Ask Has it got ‘sh’?. Pupils tick the relevant pictures.
• Play the audio (track 1:08) and pause for pupils to repeat the
individual words. Then play the rest of the audio for pupils to
2 Listen and check. Say.
repeat the phrase. Play as many times as needed.
Reach higher: Pupils write other words containing sh. • Play the audio (track 1:11) for pupils to check their answers from
Activity 1.
shark … fish … shout
Shh, shark! Shh, fish! Don’t shout in the library! • Play the audio again for pupils to repeat the words.
Consolidate: Call out different numbers. Pupils say the words.
Repeat x2
fish … sharpener … shelf … shout
2 Find and colour the letters sh. Trace or write.
• Write shark, fish and shout on the board and invite pupils to circle 3 Read and write. Act out. Communicate
the sh in each word. • Pupils complete the dialogue with the words and act out the
• Look at the puzzle and have pupils notice that the coloured dialogue in pairs.
example contains ‘sh’, not ‘s’. Then they choose to trace the letters Consolidate: Drill the completed dialogue with the class. Half
or write the word. the class read the orange bubbles and the other half read the
Engage: Encourage pupils to write the letters in the air and say it green bubbles. Then swap roles.
at the same time. Reach higher: Pupils improvise a new role-play using a different
Consolidate: Encourage pupils to say a word beginning with sh. place in the school.
3 Chit-chat. Watch. Sing and act out • Mediation Have children work in groups of three to
role-play the dialogue with one child acting as translator.
Can I come in, please? Communicate (see TB p. 43)
• Invite one pupil to leave the classroom and stand outside the
Closing routine
door. Elicit what the pupil can say if they want to come in.
• Write Can I come in, please? and drill with the class. Invite the • Do one of the closing routines:
pupil to ask the question and allow them into the classroom. - Mindfulness: Sleeping cats: using words containing the target
and other sounds.
• Play the song video. Pause after each line for pupils to repeat it.
- Dynamic: Letter race.
• Play the song again. Pupils sing and act it out in pairs or in two
groups. You can also use the karaoke version (track 1:10).
• For further practice, use the Something for Everyone Skills
worksheets (Speaking) at the relevant level.
Do a role-play. Ask a friend: Can I (come in), Creativity Corner

please? (PB) • Pupils say what the children are doing. Then they try to make
Provide a model role-play and drill it with the class. Display the the letters ‘sh’ with their hands and arms in pairs.
school places flashcards and monitor pairs as they work. Think of a new verse for Can I come in, please? (AB)
• Play one of the song verses. Elicit other school places they can
ask to go to.
• In groups, pupils choose a new place and sing a new
verse together. 47
1
Lesson 5 Vocabulary
and Gramm
ar 51
1 1:12 Listen, point and say. Play Fast finger!
1 3
2 4
between
behind
in front of
next to
2 1:13 Listen and tick . 3 1:14 Listen and say.

a 1 a 2 a 3 a 4
✓ ✓
b b b b
✓
4 Watch. Play In the classroom. Go to page 79.
Corner
it y
tiv
Is Daisy next to
the bin?
ae
Cr
No, she isn’t.
Play the game with your family. Is (Daisy) behind the (chair)? 13
Pupil’s Book

Lesson 5 V
1 Read and draw.
1 The bin is next to the door.
2 The desk is between the chairs.
3 The crayon is in front of the desk.
4 The shelf is behind the desk. It’s

between the cupboard and the door.
2 Order and write. Answer Yes, he is, or No, he isn’t.
1 the girl Is the door in front of
Is the girl in front of the door ?
No, she isn’t .
2 next to the chair Is the boy
Is the boy next to the chair ?
Yes, he is .
3 the cupboard the teacher behind Is
Is the teacher behind the cupboard ?
No, he isn’t .
10 Where’s the bin in your classroom? Write or say.
Activity Book

Lesson 5 Vocabulary an
d Grammar 1
- Identify and use prepositions of place. New vocabulary: behind, between, Materials: flashcards & word cards
- Listen and say where people are. in front of, next to (19–22), Something for Everyone
- Play a speaking game. New language: Is he/she next to the Vocabulary and Grammar worksheets
cupboard? Yes, he/she is. No, he/she isn’t. (Unit 1), scissors, cut out cards (p. 79)
Recycled language: Where’s (Sam)? He’s
(under) the (chair).
Recycled vocabulary: board, chair, cupboard,
desk, shelf, table; classroom objects
Opening routine Girl: No, he isn’t.

• Choose a routine from the Classroom routines and games Boy: Is he behind the chair?
Girl: Yes, he is.
- Mindfulness: Magic wands: using Vocabulary 1.
3 Listen and say.
- Dynamic: Guess who?
- Communication: Find it!
• Invite four pupils to play the characters. Play the audio
(track 1:14) and have the pupils each stand in the correct place in
Lesson Introduction the classroom. Pause after each line and have the class repeat it.
• Before the lesson, hide a classroom object somewhere in the • Put pupils into groups of three. Play the first exchange again.
classroom. Ask Where’s (the bin/my ruler)? and have the pupils Two pupils in each group repeat the exchange, and the third
look for it. Encourage them to say where they found it, e.g. It’s pupil acts out the correct position of the character. Repeat with
under my chair! the remaining exchanges, having pupils swap roles.
Pupil’s Book, page 13 and Grammar worksheets at the relevant level.

1 Listen, point and say. Play Fast finger! 4 Watch. Play In the classroom. Communicate
• Present the vocabulary using the flashcards.
• Pupils cut out the picture and cards on page 79.
• Play the audio (track 1:12) for pupils to point and repeat the words.
• Play the video and elicit how to play the game. Invite two pupils
• Say one of the words and have pupils point to the picture. to model the game using the speech bubbles.
Repeat with the other words randomly, increasing the speed
each time. Pupils play the game in pairs.
• Pupils play the game in pairs. One pupil puts the items on their
picture. Their partner guesses where each item is then places the
• For further practice, use the Something for Everyone Vocabulary items in the correct place on their picture. Pupils then swap roles.
worksheets at the relevant level. Support: Display the preposition flashcards on the board.
Engage: Say the prepositions. Pupils stand in the correct Consolidate: Review questions and answers with Is …?
position in relation to their desks.
Girl: Are you ready to play the game?
Support: Play the game as a whole class. Boy: Yes, I am.
Reach higher: Play Communication routine Words and pictures Girl: OK.
to practise the written forms of the new vocabulary. Boy: Is Daisy next to the bin?
1 between 2 in front of 3 behind 4 next to Girl: No, she isn’t.
Boy: Is she behind the chair?
• Plurilingualism Ask pupils how to say the new words in
Girl: No, she isn’t.
Boy: Is she in front of the board?
Settling routine Girl: Yes, she is!
• Do the Mindfulness routine Breathing hands.
2 Listen and tick .

• Elicit the furniture in the pictures, e.g. shelf, chair. 1 Read and draw.
• Play the audio (track 1:13). Pause after each exchange for pupils • Point to the pictures within the sentences and elicit the words
to write the number. before pupils do the task.
1
Girl: Is Daisy in front of the shelf? 2 Order and write. Answer Yes, he is or
Boy: No, she isn’t. No, he isn’t. Critical Thinking
Girl: Is she behind the chair? • Pupils write the words and phrases in order to form questions.
Boy: Yes, she is. Then they look at the picture in Activity 1 and write the
2 short answers.
Boy: Is Toby next to the cupboard? Support: Write a model question and answer on the board using
Girl: No, he isn’t. the colour code from the activity.
Boy: Is he between the desks?
Girl: Yes, he is. Closing routine
3 • Do one of the closing routines:
Girl: Is Grace in front of the board? - Dynamic: Hot or cold?
Boy: Yes, she is. - Communication: Picture memory: with where people are in
4 the scene.
Boy: Is Jack between the desks?
Play the game with your family. Is (Daisy) behind

the (chair)? (PB)
Pupils take their cards home and play the game with their family.
Where’s the bin in your classroom? Write or say. (AB)

Pupils choose whether to write a sentence or tell a friend.
Reach higher: Pupils write similar sentences about other
classroom objects. 49
1
Lesson 6
Cross-curric
ular Curious
Social scie c
n e
Kids I’m curious about
school rules.
1 Watch. What places at school can you see?
Our five
school rules
1 Listen to others.
2 Put your hand up.
3 Play nicely.
4 Wash your hands.
5 Line up.
2 Watch again. Where do the children line up?

3 Read and write. Draw and say.
I line up in the .
C u r i os i t y
Co
Some r
animals are
ne
very clean.
r
14 Think of two rules in your school.
Pupil’s Book
Lesson 6 Cros
s-curricula
r 1
Social scienc
1 Read and match. e
1 2 3 4 5
Put your Play Listen Wash your Line up.
hand up. nicely. to others. hands.
a b c
d e
2 Read and draw or . Act out.

ou
r t ur n
!
Y
1
I put my hand up.
I play nicely.
2
I play nicely.
Me too.
3
I listen to others.
4 y Corner
s it
rio Orangutans
I wash my hands.
Cu
5 play, too!
I line up.
11
Activity Book

ular 1
- Watch and understand a video about New vocabulary: line up, listen to others, play Materials: flashcards & word cards
school rules. nicely, put your hand up, wash your hands (11–18), Something for Everyone Skills
- Learn about your school rules. New language: It’s important to (play worksheets (Unit 1).
- Compare people and animals. nicely). You need to (listen to your teacher).
Recycled vocabulary: classroom, corridor,
dining room, friends, playground,
teacher, toilet
Receptive vocabulary: orangutan, soap, water
Opening routine 2 Watch again. Where do the children line up?

• Check pupils understand the phrase line up.
• Ask pupils if they line up before they come into the classroom.
- Mindfulness: Silent brainstorm: using things you can do Then read the question and play the video.
at school. Engage: Pupils get into a line as quickly as they can.
- Dynamic: Robots. Answers: the dining room, the corridor and the playground
- Communication: Read my lips: using Vocabulary 1.
• Mediation Have children explain about school rules in their
Lesson Introduction Reflect first language.
• Introduce the topic of school rules by asking questions, e.g. Can
3 Read and write. Draw and say.
you eat in the classroom? Can you run in the corridor? Support your
questions with actions if necessary. Elicit answers from the class. • Focus on the picture and elicit that the children are lining up.
• Zoom in on Jake and his speech bubble. Tell pupils that Jake is • Pupils complete the picture by drawing themselves in the
Emma’s friend (Pupils met Emma in the Starter unit). Explain the partly-drawn picture.

meaning of rules and elicit some examples from the class. • Pupils complete the sentence then share their sentence and
picture with a friend.
Pupil’s Book, page 14 Reach higher: Discuss how pupils should behave when they line
up, using the picture as a model.
1 Watch. What places at school can you see?
• Elicit all the places in the school pupils know. worksheets (Reading and Writing) at the relevant level.
Support: Use the flashcards to review places in school.
Suggested answers: playground / corridor / dining room
• Play the video and check the answer. Ask pupils if they saw any
of the rules from the discussion in the Lesson Introduction. If
necessary, play the video again before eliciting answers. If you have time … Make a class charter
Engage: Pupils point every time they hear one of their ideas in Create a class charter or rule book with the class. Ask pupils
the video. which rules they think are important for everyone to be happy
in the class. Try to ensure they choose rules that help provide
Answers: classroom, playground, toilet, dining room, corridor
a positive learning environment. You can negotiate the rules
Our five school rules together as a class.
Jake: Hello! Are you curious about school rules? I am. Today
we’re going to learn about five school rules. Let’s watch.
Rule number one is Listen. You need to listen to the teacher Activity Book, page 11
in the classroom. And you need to listen to your friends 1 Read and match.
when they speak, too.
Now, rule number two: Put your hand up. You need to put • Invite individual pupils to read out the school rules before they
do the task.
your hand up if you want to speak in the classroom.
Rule number three is Play nicely. It’s important to play 2 Read and draw or . Act out.
nicely in the playground. When you play nicely, everyone
has fun. Do you play nicely with your friends?
• Invite a pupil to read out each school rule. The pupils raise their
hands if they do this rule. Pupils draw a smiley face if they follow
Let’s look at rule number four: Wash your hands in the toilet. the rule or a sad face if they don’t. Then they share their answers
You need to use soap and water. This is very important. in pairs.
And now, rule number five: Line up in the dining room. At Engage: Pupils show if they follow the rule in person by making
my school, children line up in the dining room, the corridor a happy face or a sad face.
and the playground. Where do you line up at your school?
It’s important to follow the rules at school. They help us to Answers: Pupils’ own answers.
learn. What about you? What are the rules in your school?
Closing routine
Curious about … school meals
- Dynamic: Stand in order.
In the UK, most pupils eat their lunch at school. Some of them - Communication: Yes or no?: using school rules.
eat the school meals; others bring a packed lunch from home.
Think of two rules in your school. (PB) Curiosity Corner

Pupils think of two rules in pairs. Elicit answers and write them on Some animals are very clean. (PB)
the board.
• Ask pupils how many times a day / when they wash their hands.
• Ask pupils if they have seen cats or other animals cleaning
themselves. Elicit ideas and have a class discussion.
Orangutans play, too! (AB)
• Read the sentence together and elicit ideas about how
orangutans play. Ask pupils to share ideas about how other
animals play. 51
1
Lesson 7 Culture and Com

munication 51
1 Watch and number.
a hide-and-seek b monster tag
2 4
c catch d hopscotch
3 1
2 Watch again. What are the children’s favourite games?

3 Compare cul tures What do you play in your playground?
Write and say.
I play hopscotch
in my playground.
I play in my playground.
Tell a friend: I play … 15
Pupil’s Book
ommunication
Culture and C
Lesson 7
1 1:15 Listen and circle.
1 2
hopscotch hide–and–seek monster tag hopscotch
3 4
hide–and–seek catch catch monster tag
2 Choose, circle and write. Act out.
1 2 3 4
What games do you I play

play in your playground? in my playground.
I play
in my playground.
12
Activity Book

munication 1
- Learn about playground games in New vocabulary: hide and seek, hopscotch, Materials: flashcard 17, a soft ball (optional)
the UK. monster tag
- Talk about playground games in your New language: I play (hide and seek) in my
country and in the UK. playground.
Recycled vocabulary: catch, jump
Opening routine 3 Compare Cultures. What do you play in your

• Choose a routine from the Classroom routines and games playground? Write and say. Communicate
(pp. 26–31) to start the lesson: • Point to each picture and elicit the name of the game. Then ask
- Mindfulness: Pass the object: using a piece of chalk. Pupils Do you play (hide-and-seek)?
think of different uses for the chalk. • Drill the model sentence in the speech bubble with the class.
- Dynamic: Ball game. Then elicit further example sentences.
- Communication: Hide the picture: using the playground flashcard. • Pupils complete the sentence for them, then read it to a friend.
Lesson Introduction Reflect Engage: Do a class survey to find out their favourite game.
Support: Elicit the names of the games before pupils do the
• Do the Communication routine Collaborative pictures. Pupils
task. Use L1 if necessary.
draw things you can do in the playground.
• Display the pictures. Pupils say what they like about them. Answers: Pupils’ own answers.
Pupil’s Book, page 15 If you have time … Comparing Cultures

1 Watch and number. Critical Thinking This section encourages pupils to compare their own culture
with that of Emma and Jake, who live in the UK.
• Tell pupils they are going to watch a video of Emma and Jake in
In this lesson, ask pairs to say which games they play in the
the playground at their school in Britain. Pupils predict one thing

they will do. playground and to compare them with the games in the
video. Pupils then say whether they would like to try any of
• Play the culture video for pupils to check their predictions.
the games in the video. You could set up the game in the
• Look at the pictures in Activity 1 and drill the four phrases. Then playground during the lesson, or have the pupils play it at
play the video again for pupils to do the task. break time.
• Ask Do you like these games? and elicit responses.
Playground games in the UK
Emma: Hello, I’m Emma. Activity Book, page 12
Jake: And I’m Jake. We’re at our school and this is our 1 Listen and circle.
playground.
Emma: We play lots of games at school. • Play the audio (track 1:15). Pupils listen and circle the correct game.
1
Jake: We play hopscotch in the playground. It’s fun.
Boy: What’s your favourite game?
Emma: Can I go first?
Girl: It’s hide and seek.
Jake: In this game, you need to hop and you need to jump.
Boy: Hide and seek is my favourite game, too. Let’s play together.
Emma: Seven! Look at me!
Girl: OK. I can count. 1, 2, 3 …
Emma: We play hide-and-seek, too. 2
Jake: One, two, three … nineteen, twenty! Ready or not, Girl: My favourite game is hopscotch.
here I come! Boy: Hopscotch is fun. Let’s play now.
Jake: I can see you, Lily. You’re under the table. I can see Girl: Good idea.
you, Tom. You’re behind the tree. Where’s Emma? 3
Emma: Safe! Now it’s my turn. Are you ready? Girl: What’s your favourite game?
Children: Yes! Boy: My favourite game is catch.
Emma: One, two, three, four … Girl: Oh, yes! Catch is fun.
Tom: Jake. 4
Jake: Catch is my favourite game. It’s very fast! Lily. Girl: My favourite game is monster tag.
Lily: Emma. Boy: I love monster tag, too. It’s scary.
Emma: Tom.
Tom: Jake. 2 Choose, circle and write. Act out. Communicate
Jake: Oops! Now I’ve got two lives. • Read the question aloud and elicit an answer from one pupil
Emma: Let’s play again. using the green speech bubble.
Jake:
Tom:
Tom.
Lily.
• Pupils write their answer in the green speech bubble. Then they
ask and answer the questions in pairs and complete the red
Lily: Emma. speech bubble with their partner’s answer.
Emma: My favourite game’s monster tag. It’s scary!
Jake: I’m coming! Roar!
Closing routine
2 Watch again. What are the children’s favourite
games? • Do one of the closing routines:
- Mindfulness: Five senses: Children in the playground.
• Write Emma and Jake on the board. Then play the video again.
- Dynamic: Act it out.
• Elicit answers and write them next to each name.
Answers: Jake’s favourite game is catch. Emma’s favourite game is
monster tag.
• Mediation Have children work in groups of three to role-play

the conversation with one child acting as translator. (see TB p. 43)
Tell a friend: I play … (PB)

Pupils choose one of the games and share answers in pairs. 53
1
Review
Lesson 8
1 1:16 Listen and number. 2 Write or say.
a b c d
4 8 2 1
toilet li brary gy m cl assroom
e f g h
6 7 5 3
playground corridor di ning co mputer

ro om ro om

behind between in front of next to
1 Toby’s in front of the shelf.
2 Grace’s between the desks.
3 Jack’s behind the chair.
4 Daisy’s next to the cupboard.
16
Pupil’s Book
Lesson 8
Re view 1
1 Find and circle. Write.
lib rar y p laygro u lassroomdinin
dor ndt omc gro
rri oiletc r ro om
co o m p u te gym
2
dining
room
3
1 gym
classroom
4 5
corridor computer
room
6
toilet
7
library
8
playground
2 Look again. Read and write.
behind between in front of next to
1 Daisy isn’t behind the bookshelf. She’s in front of the bookshelf.
2 Jack isn’t next to the tree. He’s behind the tree.
3 Grace isn’t behind the desks. She’s between the desks.
4 Toby isn’t in front of the computer. He’s next to the computer.
Draw a map of your school. Write the names of the places. 13
Activity Book

Lesson 8 Review 1
- Review the key vocabulary and Recycled vocabulary: classroom, computer Materials: flashcards & word cards (11–22),
language from Unit 1. room, corridor, dining room, gym, library, Something for Everyone Vocabulary,
playground, toilet; behind, between, Grammar and Skills worksheets (Unit 1).
in front of, next to
Opening routine Expert tip

• Choose a routine from the Classroom routines and games If pupils require further practice with spelling, have them
(pp. 26–31) to start the lesson: make a Word Book. In each unit, they add the words they are
- Mindfulness: Musical drawing: pupils draw a place in finding difficult to remember. Encourage them to draw a
the school. picture to illustrate the word as this can help anchor the word
- Dynamic: Listen and jump. in their memory.
- Communication: Round the circle.
Lesson Introduction Communicate
• Review the lesson 5 vocabulary set with a classroom object. Ask
• Review places at school. Hold up a flashcard so pupils can only different pupils to put a classroom object in different places in
see the back. Say Sam is in a place at school. Where is he? Invite the classroom, e.g. behind the bin, between two desks.
pupils to guess using the structure Is he (in the dining room)? • Display the picture and ask Where are the children? Zoom in on
Repeat with other flashcards. the characters as pupils find them.

• Pupils complete the sentences with the correct prepositions of
place. Then they talk about where the children are in pairs.
1 Listen and number. Engage: Split the class in four and assign roles. Then read the
sentences for groups to act out.
• Review the lesson 1 vocabulary with the flashcards. Elicit the
• For further practice, use the Something for Everyone Vocabulary,

name of each flashcard chorally.
Grammar and Skills worksheets at the relevant level.
• Elicit the words then play the example (track 1:16).
• Play the rest of the audio (track 1:16) for pupils to do the task.
• Call out the numbers and elicit the words from the class.
Support: Pause after each exchange to give pupils time to write 1 Find and circle. Write.
the number before moving on. • Pupils identify and circle the target words in the word snake.
1 Then they look at the picture and label the places with the words
Girl: Where’s Eva? they found.
Boy: She’s in the classroom. Support: Do the puzzle as a class.
2 Reach higher: Pupils create their own word snake using words
Boy: Is Ben in the gym? of their choice then exchange with a partner.
Girl: Yes, he is.
3
• If they haven’t done so yet, pupils can do the Unit 1 activity in
the Picture Dictionary (p. 54).
Girl: Is Emma in the library?
Boy: No, she isn’t. She’s in the computer room.
2 Look again. Read and write.
4
Girl 1: Where’s Anna? • Read the first sentence aloud. Pupils look at the picture and find
Daisy. Then they find the characters in the picture and complete
Girl 2: She’s in the toilet.
the sentences with the correct prepositions.
5
Boy 1: Where’s Sue? • If you wish to evaluate pupils’ progress, Unit tests are available in
Boy 2: She’s in the dining room. the Teacher’s Resource Centre. You can also create your own tests
6 using the Test Generator.
Boy: Is Tom in the playground? Closing routine
Girl: Yes, he is.
Girl: Is Lucy in the playground? - Mindfulness: Think, pair, share: pupils say what they have
Boy: No, she isn’t. She’s in the corridor. learnt in the unit.
8 - Dynamic: Play Hide and Seek: with the flashcards.
Boy: Where’s Mark?
Girl: He’s in the library.
2 Write or say.
• Point to the example and elicit the word (classroom). Then invite
a pupil to write the word on the board.
• Pupils choose to say or write the word in the space provided.
Draw a map of your school. Write the names of the

places. (AB)
Pupils draw a simple map of their school and label the places.
Support: Review places in school using the Level 1 flashcards. 55
1
Kids Can! Project 51

Where can you learn
at school?
1 Be crea t i ve Prepare your project.
1 Draw or cut out 2 Draw yourself and a 3 Colour

your school map. friend in the school. and write.
2 Create a school map display. Show and tell your class.
This is the gym.
I can talk
about places at
school. Circle.
I’m in the playground.

She’s in the library.
17
Look at your school map. Are you inside or outside?
Pupil’s Book
Finish the picture!

Where can you learn
at school?
Is Sam in the library? Circle.
Yes, he is. / No, he isn’t.
Our school rules

Write!
How many
doors can
you see?
9 / 14 / 15
Circle a place you
like at school.
Which picture
is not part of
Look! Where are they? this group?

Draw an ✗.
Where can we find these things? Say. 1 a
a b c d e
1 playground
2 b
Find the place. Write the number.
4 | Unit 1 What can you do in the playground?
Unit 1 | 5
Draw and c o l o u r.
1 gym 2 library 3 corridor 4 dining room 5 playground 6 computer room 7 classroom
3 c
Do you like the playground

at school? Circle.
Put a hear t next
t
Yes, I do. / No, I don’t. t h e a c t i v i t y yo u l o
ike.
Draw.
ct!
What’s next? Where’s Sam? Look and tick.
behind next to in front of
Fun Fa
Hopscotch
is a favourite
playground
Unscramble! game for

children in
Some schools are g b i . the UK.
6 | Unit 1 Some schools are a m l l s . Unit 1 | 7
Extra Fun!

Kids Can! Projec
t
1
- Review and personalise language from Recycled vocabulary: places at school; toilet Materials: Teacher’s Resource Centre:
Unit 1. Recycled language: I’m in the (playground). project template (optional), scissors,
- Develop creativity and imagination. This is the (gym). sheets of A4 white paper, coloured
- Work collaboratively to create a pencils or crayons, glue
school map.
- Present your school map.
Opening routine 2 Create a school map display. Show and

tell your class. Communicate
• Focus on the picture. Ask two pupils to pretend to be the two
- Mindfulness: Telephone: with a sentence containing children and read out the speech bubbles.
the Unit vocabulary and structures, e.g. He’s in the dining room /
She’s between the desks.
• Invite pupils to make other statements about the map in the
picture, to provide a further model.
- Dynamic: Get into groups: with places in the school. • Pairs present their maps to the class. Create a class display
- Communication: Odd one out. of all the maps. Ask pupils to suggest a title for the display,
e.g. Our schools.
Lesson Introduction SEL
Support: Write model sentences or sentence frames on
• In this project, pupils work collaboratively to design a new school. As the board.
well as using their creative skills, pupils also use their communication
Reach higher: Pupils ask questions after each presentation.
and social skills through collaborative decision-making and learn
how to prioritise different parts of a school building.
Self-assessment Reflect
• Before the lesson, make your own school map to use as a model.
• Ask pupils to think about all the work they’ve done during

the unit. Point to each of the three faces and ask Can you talk
Pupil’s Book, page 17 about places in school? Encourage pupils to think about how
1 Be creative. Prepare your project. much they have learnt and whether or not they need to review
• Tell pupils they are going to design their own school. First, elicit any language.
the different places in a school and write them on the board. • Pupils circle the face that best represents their feelings towards
• Write down all their ideas, even if they seem unusual. In the next their achievement.
step, they will be encouraged to evaluate these ideas and choose Engage: Pupils show how they feel in person by making a happy
the best ones. face, a neutral face or a sad face.
• Draw attention to Activity 1 and elicit what pupils have to do in Closing routine
each step.
• Pupils cut out their maps. If you haven’t got the photocopiable
- Communication: Classifying: pupils decide which school places
resource, pupils can draw their own maps on paper.
are inside or outside.
• Pupils discuss the places they want to include in their school.
- Dynamic: Musical statues.
Encourage them to listen to each other’s ideas and respond
appropriately. Tell pupils to make sure they have places where
they can learn. Once they have chosen the places, they decide Extra Fun! pages 4 and 5
where each place will go and add labels to their map. Answers: Our school rules. Write! toilet, classroom, corridor
• Pupils now choose where they and their friend are in the school How many doors can you see? 15
Find the place. Write the number. from left to right, top to
and draw pictures.
bottom: 7, 3, 4, 6, 2, 1
• Pupils complete the sentences. They then make any final
Is Sam in the library? Circle. No, he isn’t.
additions to their maps and colour them in.
Oak leaf: under a table in the classroom (top left of page)
Support: Write functional language on the board and drill with
on page 4
the class before pupils discuss their ideas, e.g. We can have a
(school garden). Let’s have a (football pitch). That’s a good idea!
Sustainable Development Goals Answers: Where can we find these things? a dining room; b toilet;
Goal 4: Quality Education c gym; d computer room; e classroom
What’s next? Draw. desk, table; hopscotch, basketball
Introduce the children to Sustainable Development
Unscramble! big, small
Goal 4: Ensure inclusive and equitable quality education and
Where are they? 1 b (playground); 2 c (library); 3 a (corridor)
promote lifelong learning opportunities for all.
Which picture is not part of this group? Draw an ✘.
Ask Why do we go to school? Do all children go to school? What computer room
can we learn at school? How do we learn? What do we need Where’s Sam? Look and tick. behind, next to, in front of
to learn? Is it fun to learn? Elicit ideas in L1, providing useful Oak leaf: in bin in chart on page 7
language in English during the discussion. Ask pupils to think
about the basics we need in order to be able to learn, e.g. a
classroom or space with a desk, light, materials and books, or Learning situation
a computer with access to information. Then ask pupils if we See Teacher’s Resource Centre: Learning situations section,
can learn in other spaces, e.g. outside. Encourage them to use Unit 1
their imagination and knowledge to explore how we can learn
outside the classroom, e.g. by examining things in nature, by
building things, experimenting and testing things out.
Teacher Resource Centre: Unit 1
Look at your school map. Are you inside or

outside? (PB)
Explain the meaning of inside and outside. Pupils share where they 57
are on their maps in pairs.
2 What’s in your dream house?
UNIT
• This unit teaches children about rooms, furniture and parts of a home.
• It encourages them to think about the consequences of their actions and to show interest in their friends.
• Children also learn to notice the materials homes can be made from.
LLe
esssso
onn 22 Song and
2
5 What’s in your Grammar
UNIT
dream house?
2:02
Lesson 1 Vocabulary 3 Watch. Sing and act out.

4 Play In my house.
2 2:01 Listen and say the chant. 1 bathroom
2 attic 3 kitchen
4 garage
5 bedroom
6 hall 7 garden
vity Corner
ati
Cu r
8
there’s a hall.
Find and say. and there are two bedrooms. make with a box?
18 Find and count the windows. 19
Pupil’s Book
What’s in your
2
UNIT
dream house?
Lesson 1 Vocabulary
attic bathroom bedroom garage garden

hall kitchen living room
3
2
5
7
6 8
4
1 It’s the attic . 5 It’s the kitchen .
2 It’s the bedroom . 6 It’s the hall .
3 It’s the bathroom . 7 It’s the living room .
4 It’s the garden . 8 It’s the garage .
14
Activity Book

Lesson 1 Vocabula
ry
2
- Watch and understand a video New vocabulary: attic, bathroom, bedroom, Materials: flashcards & word cards (23–30),
introducing the unit. garage, garden, hall, kitchen, living room Something for Everyone Vocabulary
- Identify and say places in the house Recycled language: Where’s ... ? It’s the (gym). worksheets (Unit 2).
- Listen to and say a chant.
- Play a miming game.
Opening routine 3 Stick the stickers. Trace.

(pp. 26–31) to start the lesson: Then they trace the words on the page.
- Mindfulness: Fun yoga: pupils create a pose representing
a house. 4 Play Where am I? Point or say. Communicate
- Dynamic: Change places. • Model the activity. Choose a place from one of the houses in the
- Communication: Slow drawing: with a house. picture and mime doing an activity, e.g. having a shower. Ask
Where am I? Invite the class to guess by pointing to the place or
Lesson Introduction Reflect saying the word (bathroom).
• Play Emma’s unit presentation video. • Pupils play in pairs. They can point or point and say the word.
Emma: Hi! Today we’re going to learn about places in the house. Support: Display the flashcards and the word cards on the board
Let’s explore the picture. What can you see? What’s in for support.
your house? Reach higher: Pupils ask questions, e.g. Are you in the
• Read the unit question and elicit any vocabulary pupils already (bathroom)?
know related to the theme of homes, e.g. house, window, door,
family. Pupils think about their home and name the things they
worksheets at the relevant level.
know. Allow the use of L1. Write pupils’ ideas on the board and

add to this as you go through the unit.
If you have time … create a house
• Show pupils the main scene. Give them time to look and think
• Pupils choose one of the rooms from the lesson and draw
a picture.
about what they see. Explain that the children are showing the
houses they made. Zoom in on the characters and the houses • Pupils stand up and try to find classmates with different
rooms. They put their pictures together to form a house.
they are looking at.
They could display these houses in the Curiosity Corner.
• In pairs, pupils point to and name the things they know. Ask
pupils which house they like best.
Support: Do as a whole class activity, zooming in on parts of Activity Book, page 14
the scene.
• Pupils look at the picture and name the places in the house. Read
the first sentence and have pupils find it in the picture. They then
2 Listen and say the chant. complete the sentences with the words.
• Use the flashcards to present the new vocabulary. Display them • Pupils can now do the Unit 2 activity in the Picture Dictionary
in the correct order for the chant. Model pronunciation and drill (p. 54).
Closing routine
as they hear each word. The second time, pupils point and repeat • Pupils find something they like in the picture scene and tell
each word. Finally, pupils say the chant without pointing. a friend.
Reach higher: Jumble the order of the flashcards. Pupils point • Do one of the closing routines:
and repeat the words. - Communication: What am I?
Kids can listen and say, - Dynamic: Ball game.
Say the places in the house today:
bathroom … attic … kitchen … garage …
bedroom … hall … garden … living room
Find and count the windows. (PB) Curiosity Corner

Pupils count the windows in the picture. They compare their answer Find and say. (PB)
in pairs.
• Zoom in on the three pictures and elicit the words.
Answer: twelve • Pupils look at the main picture in pairs and find the rooms.
Support: Do as a whole class, zooming in on different rooms. 59
2
LLe
esssso
onn 22 Song and
2
5 What’s in your Grammar
UNIT
dream house?
2:02

4 Play In my house.
2 2:01 Listen and say the chant. 1 bathroom
2 attic 3 kitchen
4 garage
5 bedroom
6 hall 7 garden
vity Corner
ati
Cu r
8
there’s a hall.
Find and say. and there are two bedrooms. make with a box?
18 Find and count the windows. 19
Pupil’s Book
Lesson 2 Song a
nd Gramm
ar
a b
4 1
c d
2 3
2 Look and write There’s or There are.
a b
1 There’s a kitchen. 1 There’s a garden.
2 There are two bathrooms. 2 There’s a bedroom.
3 There are two bedrooms. 3 There are two bathrooms.
What letters are missing? Write. bedr o o m 15
Activity Book

mar 2
- Sing and act out a song about a house. New language: There’s (a hall). There are Materials: flashcards & word cards (23–30),
- Play a speaking game. (two bedrooms). Something for Everyone Grammar
Recycled vocabulary: attic, bathroom, worksheets (Unit 2).
bedroom, garage, garden, hall, kitchen,
living room
Opening routine • Play the song one more time. Divide the class in three groups.
• Choose a routine from the Classroom routines and games Each group sings a different part of the song. You can also use
the karaoke version of the song (track 2:05).
- Mindfulness: Silent pair drawing: with a house. What’s in your house?
- Communication: Guess the picture. What’s in your house? In my house there’s a hall.
- Dynamic: Hands on heads: about the number of places Open the door. There’s a kitchen, too.
in pupils’ homes. What’s in your house? There are three bedrooms.
Let’s explore! And there’s an attic, too.
Lesson Introduction In my house there’s a garage. Chorus
• Display all the flashcards from Lesson 1 on the board. Write Sam There’s a living room, too.
behind one of the flashcards. Invite pupils to guess where Sam is, There’s a big bathroom.
e.g. Sam’s in the (kitchen). And there’s a garden, too.
Chorus
1 Listen and say. What’s the Settling routine
extra word? Critical Thinking
• Pupils do the house pose they created in Lesson 1 (or let them
• Zoom in on interesting objects in the main picture and ask

create one now).
questions, e.g. What’s this room?
• Play the audio (track 2:02). Pupils listen and repeat the words. 4 Play In my house. Communicate
After each set, pause and ask What’s the extra word? • Drill the example dialogue with the class. Tell pupils they will
Support: Do the activity with the flashcards. Display them in create a house together, using their imagination. Start the chain,
order. Pupils point to them as they hear the words. e.g. In my house, there’s a garden. Invite a pupil to continue the
chain, e.g. In my house, there’s a garden and there’s a (kitchen).
Answers: 1 playground 2 computer room 3 gym 4 library Repeat the process until the chain breaks down.
1 bathroom, attic, kitchen, garage, bedroom, playground, hall, Consolidate: Write There’s … and There are … on the board. Show
garden, living room a flashcard and elicit example sentences with the target structures.
2 bathroom, attic, kitchen, garage, bedroom, hall, garden,
computer room, living room
• For further practice, use the Something for Everyone Grammar
3 bathroom, attic, kitchen, garage, bedroom, hall, gym, garden,
living room • Mediation Have children work in groups of three to role-play
4 bathroom, attic, library, kitchen, garage, bedroom, hall, garden, the dialogue with one child acting as translator. (see TB p. 43)
living room
2 Listen and find the places in the house. 1 Listen and number.
• Tell pupils that the adults in the picture are Toby’s mum and dad.
• Elicit each place in the house before pupils do the task.
Play the audio (track 2:03). Pause after each dialogue for pupils to
point to the places in the house. • Play the audio (track 2:06) twice.
Reach Higher: In pairs, pupils choose a house and describe it
Reach higher: Ask additional questions, e.g. How many
to their partner.
bedrooms are there? Does Toby’s mum like chocolate?
1 In this house, there’s a big kitchen. There’s a living room
Answers: 1 living room (8) 2 bedrooms (5) 3 hall (6) 4 garden (7) and there’s a hall. There are two bathrooms and there are two
1 bedrooms.
Uncle: Your house is fantastic, Grace. 2 In this house, there’s a kitchen and there’s a living room. There
Grace: Thanks. Look! There’s a living room. are two bedrooms and there’s a bathroom. Oh, yes! There’s a
Uncle: Very nice. garden and there’s an attic, too.
2 3 In this house, there’s a kitchen and there’s a living room. There
Grace: And there are three bedrooms. are two bedrooms and there’s a bathroom. There’s a hall and
Uncle: Three bedrooms? there’s a garage, too.
Grace: Yes, look! One, two and three. 4 In this house, there’s a small kitchen and there’s a living room.
3 There’s a bedroom and there’s a bathroom. Oh, yes! There’s a
Mum: Mmm. Jack, your house looks delicious. small garden, too.
Jack: Thanks! There’s a hall with chocolate and sweets.
Mum: Mmm, I love chocolate. 2 Look and write There’s or There are.
4 • Tell pupils sentences 1–3 on the left describe picture a.
Jack: And there’s a garden, too. Sentences 1–3 on the right describe picture b.
Mum: There are four trees in your garden. Can I have one, please?
Closing routine
3 Watch. Sing and act out. • Do one of the closing routines:
- Mindfulness: Making models: with pupils making something
• Play the song video three times. The first time, pupils watch for
you find in a house.
general comprehension. The second time, pupils watch and do
the actions. Finally, the whole class sing and do the actions. - Communication: Find it.

Pupils complete the word. Imagine and draw. What can you make with a box? (PB)
• In groups, pupils think of other things they can make with a
box (a car, a train, a robot). 61
2
Lesson 3
Story
What’s in the
5
There’s a mouse.
1 2:07 Watch or listen to the story. Who has a good idea? Where do
you live?
This house is delicious

1 2
I’m sorry.
I live in a small
house in the garden.
Thank you, Sam!
7 8
There are
sweets!
This is my house. Don’t eat the house, Sam.
3 4 There’s a bathroom
in my house, too.
I’ve got an idea! It’s important
to think
before you
2 Look and read. Write Yes or No. act.
1 There are two bedrooms. Yes 3 There’s a garage. No

2 There are four bathrooms. No 4 There’s a mouse. Yes
3 When do you say sorry? y Corner

s it
4 Act out the story. rio What’s in the
Cu
There are two rucksack? Draw.
bedrooms in my house. Go to page 74.
Pupil’s Book
Story
Lesson 3
1 Look, read and write.
bathroom bedrooms cake garden house
a b c
1 There are two 2 There are 3 The mouse lives in

bedrooms . sweets in the a house in
The bed is a bathroom . the garden .
cake .
2 Draw a for a good idea and a for a bad idea.

It’s important
1 2 to think before
you act.
Let’s play football here. Let’s tidy up.
Activity Book

Lesson 3 Story 2
- Read and understand a story about Receptive vocabulary: delicious, Materials: story cards, colouring pencils
a house. sweets, window or crayons
- Develop the SEL competence of Recycled language: There’s chocolate in
Responsible Decision-Making by the rucksack. There are two bedrooms
exploring the value of reflecting on the in my house. I’ve got an idea! Let’s … I’m
impact of our actions and the message sorry. This is my house.
‘It’s important to think before you act’. Receptive language: Don’t eat my house.
- Act out the story. I’ve got an idea.
Opening routine Sam: I’ve got an idea! Let’s make a new window with the sweets.
Jack: I love the new window. Thank you, Sam! Thank you, Mouse!
Toby: Now, let’s go and see the living room.
Grace: And Sam, remember …
- Mindfulness: Breathing hands.
Children: … don’t eat the house!
- Dynamic: Play the song from Lesson 2. Pupils sing and dance
or do actions (track 2:04 or 2:05). 2 Look and read. Write Yes or No.
- Communication: Draw the word. • Allow pupils to look back at the story and write the answers.
Engage: Divide the class in two and assign an answer (Yes or No)
to each group. Pupils stand up for the correct answer.
• Remind pupils of the houses the children made in Lessons 1
and 2. Read the story title and explain the meaning of delicious. 3 When do you say sorry? SEL
Elicit some things that are delicious. Pupils find out what’s in the
magic rucksack in the picture at the top of the page.
• This story helps pupils develop the SEL competence of
responsible decision-making. It focuses on the value of reflecting
on the impact of your actions, by exploring the message ‘It’s

Pupil’s Book, pages 20–21 important to think before you act’. Elicit that Sam says I’m sorry
to his friends when he breaks the window. Pupils point to the
1 Watch or listen to the story. Who has
relevant picture (6) in the story.
a good idea?
• Show some of the frames from the story. Ask Where’s the • Ask pupils why it’s important to say sorry when we do something
wrong. Elicit other occasions when you should say you’re sorry.
chimney? What is the problem? Use the pictures to aid Encourage pupils to share their own experiences.
comprehension.
• Play the story animation or the audio (track 2:07) and pause after
the magic occurs. Elicit that the children are now in Jack’s house.
• Play the rest of the story. Pupils follow along in their books. Pause 4 Act out the story. Communicate
after frame 5 and elicit what the problem is (Sam breaks a window). • Put pupils in groups of five and assign roles. One pupil can also
Play the rest of the story and elicit who has a good idea. be the sugar mouse. Play the audio (track 2:07) and display the
story cards, one at a time. Pupils act out the story in their groups.
Answers: Sam has a good idea.
This house is delicious
• Invite one or more groups to perform the story in front of
the class.
Jack: This is my house.
Daisy: Wow, Jack! Looks delicious. Creativity tip
Jack: Thanks, Daisy. Look, there’s a … Hey! Where’s the chocolate
chimney? Use only the story cards for the task. Pupils can choose to
Toby: Don’t worry. There’s chocolate in the rucksack. Look, a new speak or just do the actions.
chimney!
Children: Hi Sam.
Jack: Wow! Look at my house now. It’s big!
Sam: Mmm. There’s chocolate. And there are sweets! 1 Look, read and write. Critical Thinking
Daisy: Don’t eat the house, Sam.
Jack: There are two bedrooms in my house.
• Allow pupils to look back at the story in their Pupil’s Books.
Grace: Look at the bed. It’s a cake! • Mediation Have children choose a picture from the story
Sam: Delicious!
Jack: There’s a bathroom in my house, too.
Daisy: Is this the bath? 2 Draw a for a good idea and a for a
Jack: Yes, it is. bad idea. SEL
Sam: Sweets! • Point to each picture and read the sentence. Ask pupils if they
Toby: Don’t eat the sweets, Sam. think each one is a good idea.
Jack: This is the garden. There are four trees and … there’s a
mouse!
Closing routine
Sugar mouse: Hello. • Do one of the closing routines:
Daisy: Hello, Mouse. Where do you live? - Mindfulness: Pupils imagine they are eating the house from
Sugar mouse: I live in a small house in the garden. the story piece by piece.
Children: Oh no, the window! - Dynamic: Build a house.
Grace: Don’t eat the trees, Sam.
Sam: Oh, I’m sorry.
Daisy: What can we do now?

Tell your family the story. (AB) • Pupils trace and colour the chocolate bar on page 74, then
they write the word. Ask What colour is your chocolate?
Invite pupils to share the story with family and friends using the
Pupil’s App. They can do this in L1 or L2. 63
2
tion
n and Communica
Pronunciatio
Lesson 4
chocolate
ocolate
chair
chimney
imney
2 Find and colour the letters ch. Trace or write.
c c c c
ch
ch ch c ch c
c chair
c ch c c ch
c ch c ch c
c ch c c
ch c
ch ch ch
c c c c
3 Chit - ch a t Watch. Sing and act out Where do you live?
ity Corner
tiv
ea
r
C
22 Do a role-play. Ask a friend: Where do you live?
Pupil’s Book
Lesson 4 Pronunciat
i on and Comm
un ication 2
1 Which words have the sound ch? Tick .
1 2 3
✓
4 5 6
✓ ✓ ✓
1 2
house flat
Where do you live?

I live in a .
orner
ty C
ivi
at Imagine and
e
draw a house
Cr
on the H.
H 17
Activity Book

Communication 2
- Recognise and reproduce the sound /ʧ/. Receptive vocabulary: chimney; flat Materials: colouring pencils or crayons,
- Identify and trace or write the letters ch. Recycled vocabulary: chair, cherry, children, Something for Everyone Skills
- Learn how to ask about where chips, chocolate; house worksheets (Speaking) (Unit 2).
someone lives. Functional language: Where do you live?
- Sing and act out a song. I live in a (flat).
Opening routine Where do you live?

Clap your hands.
I live in a flat.
Please, come in.
- Mindfulness: Back writing: with letters. Turn around, Where do you live?
Let’s sing and dance!
- Dynamic: Body shapes: with letters. Where do you live?
- Communication: Guess the sound: including chocolate, chair Where do you live? I live in a house.
and chimney. Where do you live? With a small garden.
I live in a flat. I live in a house.
Lesson Introduction With a big kitchen. Please, come in.
• Ask pupils what Sam likes to eat. Encourage them to remember
the story from Lesson 3. Ask pupils what was in the magic
Settling routine
rucksack (chocolate).
• Point to the picture in Activity 1 and say Chocolate, yummy! I love • Do the Relaxations routine. Pupils imagine they are sitting in their
favourite chair.
chocolate! Exaggerate the sound and say ch ch ch chocolate. I like
the sound ch. Repeat with me, Ch!
Pupil’s Book, page 22 1 Which words have the sound ch? Tick .

1 Listen and say. • Point to each picture and elicit the word. Ask Has it got ‘ch’? and
elicit answers.
• Display the picture. Pupils say what they can see. Elicit that the
boy’s name is Charlie. Write the letters ‘ch’ on the board and drill 2 Listen and check. Say.
the sound with the class.
• Play the audio (track 2:11) for pupils to check their answers from
• Play the audio (track 2:08). Pause for pupils to repeat the individual Activity 1.
words. Then play the audio for pupils to repeat the phrase.
Engage: Call out words and have pupils do an action for the
• Play the audio again. Pupils repeat the words.
chimney … cherry … chips … chair … children
sound: making a chimney with their arms for ch.
Support: Show pupils how to pronounce the sound like a train: 3 Choose, circle and write. Act out. Communicate
choo choo! They practise the sound like this before repeating the
words in the activity.
• Point to the two pictures and elicit the words house and flat.
Read the speech bubble together and elicit a model answer.
Reach higher: Do a minimal pairs activity. Write words with ch
and sh on the board. Point to each one and have pupils say the
• Tell pupils to choose the picture for where they live. They then
complete the sentence and take turns acting out their dialogues
sound in each word. in pairs.
chocolate … chair … chimney Support: Drill the completed dialogue with the class. Half the
Charlie’s chocolate chair is next to the chimney. class read the question and the other half answer. Then swap roles.
Repeat x2 Reach higher: Pupils give additional information about the
home in the pictures using their imaginations and the target
2 Find and colour the letters ch. Trace or write.
structures There’s … and There are …
• Write the three words from Activity 1 on the board and invite
pupils to circle the ch in each word. Then model writing ch with
your finger in the air, with your back to the class. the dialogue with one child acting as translator. (see TB p. 43)
• When pupils finish colouring the shapes, elicit that they form a Answers: Pupils’ own answers.
capital CH. Pupils then trace the letters or write the word.
Engage: Encourage pupils to write the letters in the air and say it
Closing routine
at the same time. • Do one of the closing routines:
- Mindfulness: Letter walk.
3 Chit-chat. Watch. Sing and act out - Dynamic: Hop like a rabbit: with words beginning with ch.
Where do you live? Communicate
• Draw and label a picture of a house and a flat on the board. Ask
Where do you live? Pupils point to one of the pictures.
• Play the audio (track 2:09). Pupils listen and look at the pictures
on the board.
Encourage pupils to do actions or dance to the song.
• Play the song video or audio again. Pupils sing along and do actions.
You can also use the karaoke version of the song (track 2:10).
Do a role-play. Ask a friend: Where do you live? (PB) Creativity Corner

Provide a model role-play and drill it with the class. Pupils ask and • In pairs, pupils try to make the letters ch with their hands and
answer the question in pairs. Pupils don’t have to give real answers. arms. Encourage them to say a word beginning with ch.
Imagine and draw a house on the H. (AB)
• Pupils draw a picture of a house or flat using the letter H as the
basis. They then show it to a friend. 65
2
Lesson 5 Vocabulary
and Gramm
ar 2
5
1 2:12 Listen, point and say. Play It’s in the ...
1 3 5
2 4
bed shower fridge

sofa cooker
2 2:13 Listen and match. 3 2:14 Listen and say.

1 3
a
4
b d
2 5
c e
4 Watch. Play Crazy house. Go to page 81.
Is the bed in the bedroom?

No, it isn’t.
ity Corner
tiv Is the bed in
ea the bathroom?
r
C
Yes, it is.
Play the game with your family. Is the (bed) in the (kitchen)? 23
Pupil’s Book

Lesson 5 V
1 Look and write. Find the extra word and write.
1
1
f r i d g e
2
b e d
2
3 s h o w e r
4 c o o k e r 3
5 s o f a
4
There are two desks

5
in my house.
2 Think about your house. Read and circle.

ou
r t ur n
!
Y
1 Is the bed in the attic? Yes, it is. / No, it isn’t.
2 Is the sofa in the hall? Yes, it is. / No, it isn’t.
3 Is the shower in the bathroom? Yes, it is. / No, it isn’t.
4 Is the fridge in the garage? Yes, it is. / No, it isn’t.
5 Is the cooker in the kitchen? Yes, it is. / No, it isn’t.
18 What’s in your bedroom? Draw or write.
Activity Book

d Grammar 2
- Identify and say home furniture. New vocabulary: bed, cooker, fridge, Materials: flashcards & word cards
- Listen and say where objects are. shower, sofa (23–35), scissors, cut out cards
- Play a speaking game. New language: Is the (sofa) in the (living (p. 81), Something for Everyone
room)? Yes, it is. No, it isn’t. Vocabulary and Grammar worksheets
Recycled vocabulary: places in the house (Unit 2)
Opening routine Girl: No, it isn’t.

• Choose a routine from the Classroom routines and games Boy: Is it in the bedroom?
Girl: Yes, it is.
- Mindfulness: Anagrams: with lesson 1 vocabulary. 5
Girl: Is the fridge in the bathroom?
- Dynamic: Hide and seek: using the flashcards.
Boy: Yes, it is.
- Communication: Missing picture.
Lesson Introduction 3 Listen and say.
• Play a guessing game. Think of a place in the house. Invite pupils • Present the key structure. Point to the bed and ask Is it in the
to ask questions to guess where you are, e.g. Are you in the (living bedroom? Model Yes, it is. Then ask Is it in the kitchen? Model No, it
room)? isn’t. Drill the structure.
• Play the audio (track 2:14), pausing after each line for pupils to
Pupil’s Book, page 23 repeat. Pupils can point to the objects and rooms as they say them.
1 Listen, point and say. Play It’s in the … • Play the audio again. Half the class repeats the girl’s lines and the
other half the boy’s. Then practise with individual pupils.
• Present the vocabulary using the flashcards. Then hold up each
flashcard for pupils to say the word. worksheets at the relevant level.
• Play the audio (track 2:12) for pupils to listen and point then

repeat the words. 4 Watch. Play Crazy house. Communicate
• Display the flashcards in jumbled order and elicit the name of • Pupils cut out the picture and cards on p. 81 of their Pupil’s Books.
each one. Increase the speed each time.
• Play the video and elicit how to play. Invite two pupils to model
• Show pupils how to play. Say It’s in the bedroom. Pupils point to the game using the speech bubbles.
and say the object (bed).
Support: Display the flashcards and the word cards on the board
• Pupils play the game in pairs. One pupil places the furniture in
unusual places in their house. Their friend asks questions and
while pupils play the game. places the items in their picture. Pupils then swap roles.
Consolidate: Elicit in which room each object is found before Girl: Are you ready?
playing, e.g. Where’s the bed? (in the bedroom). Boy: Yes, I’m ready.
• For further practice, use the Something for Everyone Vocabulary Girl: Is the bed in the bedroom?
worksheet at the relevant level. Boy: No, it isn’t.
bed … sofa … shower … cooker … fridge Girl: Is the bed in the living room?
• Plurilingualism Ask pupils how to say the new words in Boy: No, it isn’t.
Girl: Is the bed in the bathroom?
Boy: Yes, it is. Well done! Now, the shower …
2 Listen and match. Girl: Is the cooker in the living room?
• Draw attention to the picture of the house and elicit the rooms it Boy: Yes, it is!
has. Tell pupils that this isn’t a normal house – some of the things Girl: Look! They are the same.
are in different places. Boy: Yes, it’s my turn now.
• Look at the example. Ask Where’s the bed? Is it in the bedroom?
(No, it isn’t. It’s in the kitchen.) Activity Book, page 18
• Play the audio (track 2:13) for pupils to do the task. Pause after 1 Look and write. Find the extra word and write.
each exchange for pupils to draw the lines.
1
• Elicit the words then focus on the example. Pupils can check
their answers in pairs before checking as a class.
Boy: Welcome to the crazy house.
Girl: Is the bed in the bedroom? 2 Think about your house. Read and circle.
Boy: No, it isn’t.
Girl: Is it in the kitchen? • Pupils think about their own homes. They read the questions and
circle their answers.
Boy: Yes, it is.
Engage: Ask pupils to use gesture when checking answers:
2
thumbs up for Yes, it is; thumbs down for No, it isn’t.
Boy: Is the sofa in the living room?
Girl: No, it isn’t. Support: Read each question as a class then have pupils answer.
Boy: Is it in the attic? Answers: Pupils’ own answers.
Girl: Yes, it is.
3 Closing routine
Girl: Is the shower in the living room? • Do one of the closing routines:
Boy: Yes, it is. - Mindfulness: Graffiti wall.
4
- Communication: Picture memory: with where the objects are in
Boy: Is the cooker in the attic?
the scene on PB (pp. 18–19).
Play the game with your family. Is the (bed) in

the (kitchen)? (PB)
Pupils can take their cards home and play with their family.
What’s in your bedroom? Draw or write. (AB)

Pupils draw a picture of the things in their bedroom or write a list.
Answers: Pupils’ own answers. 67
2
Lesson 6
Cross-curric
ular: Curious
ral lsScciei cee
NNaattuura
n
enc
Kids
I’m curious
1 Watch. What do the children make? about materials.
Materials
stone
fabric
metal
straw
wood
2 Watch again. What materials do the children use?

3 Read and write. Draw a house for an animal.
This house is made of .
C u r i os i t y
Co
r
Birds make
ne
amazing
r
houses!
24 Think of a house you know. What’s it made of?
Pupil’s Book
Lesson 6 Cros
s-curricula
r 2
Natural scien
1 Look, read and match. ce
wood 4
wall
stone
2
fridge
metal
5
chair fabric
3
straw house
sofa
2 Look, read and write. Draw.
1 2 3
This chair is made This chair is made This chair is made

of wood . of metal . of stone .
y Corner
s it
rio This
This chair is made birdhouse is
Cu
of . made of plastic.
19
Activity Book

ular 2
- Watch and understand a video about New vocabulary: fabric, metal, stone, Materials: examples of hard, soft,
building a house for a pet. straw, wood rough and smooth objects (optional);
- Learn about different materials. New language: It’s made of (wood). Stone Something for Everyone Skills
- Say what things are made of. is (hard). worksheets (Unit 2)
- Draw a house for a pet and say what it’s Recycled vocabulary: cold, plastic; pets
made of Receptive vocabulary: design, plan; hard,
rough, smooth, soft
Receptive language: We want to make a
house for Gordon.
Opening routine Answer: wood and straw

• Choose a routine from the Classroom routines and games • Mediation Have children explain about different materials
(pp. 26–31) to start the lesson: in their first language.
- Mindfulness: Think, pair, share: with the question Where do
pets live? If you have time … exploring materials
- Dynamic: Listen and move. Bring in some different materials including those from the
- Communication: Definitions. lesson. Allow pupils to look at and touch them. Encourage
them to notice which ones are hard, soft, rough and smooth.
Discuss the properties of each one and whether or not it
• Zoom in on Emma and her speech bubble. Elicit the meaning of would be suitable for building a house.
materials and review materials pupils know: plastic, paper and
glass. Elicit any other materials pupils know.
Pupil’s Book, page 24 Goal 13: Climate action

1 Watch. What do the children make? Introduce the children to Sustainable Development
Goal 13: Take urgent action to combat climate change
• Read the question together and elicit ideas. Play the video and elicit
and its impacts and the sub-area of recycling and reusing.
the answer. Ask pupils if they saw any of the materials from the
discussion in the Lesson Introduction. Ask What can we do with the things we don’t need? What things
do you throw away? What materials do you recycle? Elicit ideas in
Engage: Pupils raise their hand every time they hear one of their
L1, providing useful language in English during the discussion.
ideas in the video.
Pupils think more about what they can recycle or upcycle and
Answer: a house for a guinea pig make a plan of action for what they are going to do, e.g. Use
Materials fabric to make something new. Put metal in the recycling bin.
Emma: Hello! Are you curious about materials? I am. Houses are
made of different materials. Today, we’re going to make 3 Read and write. Draw a house for an animal.
Jake:
a house for our guinea pig, Gordon.
We want to make a house for Gordon.
• Elicit ideas for animals and what the house might be made of.
Dad: Have you got a plan?

• Pupils complete the sentence in their books. Then they complete
the drawing and say what the house is made of.
Emma: Yes. This is the design.
Reach higher: Pupils say why this is (or isn’t) a good house for a cat.
Dad: Perfect. Let’s choose the materials for Gordon’s house.
Emma: What about stone? Stone’s hard. • For further practice, use the Something for Everyone Skills
Jake: That’s good for a house. worksheets (Reading and Writing) at the relevant level.
Dad: Yes, but stone is rough, too. It can hurt Gordon. Answers: Pupils’ own answers.
Jake: What about metal?
Dad: Metal isn’t rough. It’s smooth. But it can be cold. Activity Book, page 19
Emma: OK. What about wood? It’s hard and smooth.
Jake: And it’s natural, too. It comes from trees. Let’s use 1 Look, read and match.
wood for Gordon’s house. • Read the words together and elicit what each object is made of.
Emma: Good idea! Can we make a bed for Gordon, too? We
can use fabric. 2 Look, read and write. Draw.
Dad: Fabric is soft, but guinea pigs like straw for a bed. • Point to the first picture and say This chair is made of … and elicit
Jake: So, we’ve got wood and straw. Let’s make a house the answer.
Emma:
for Gordon!
Houses are made of different materials. Gordon’s
• Pupils complete the sentences and draw their favourite type
of chair.
house is made of wood and straw. Do you have a pet?
What’s your pet’s house made of? Answers: Pupils’ own answers.
2 Watch again. What materials do the children use? Closing routine
• Before watching again, look at the pictures in Activity 1 and drill • Do one of the closing routines:
the vocabulary. - Mindful: My invisible pet.
Reach higher: Ask pupils why they didn’t use the other - Dynamic: Throw it away! with a material they want to recycle.
materials. Elicit the adjectives hard, soft, rough, smooth and show
examples to aid comprehension.
Think of a house you know. What’s it made of? (PB) Curiosity Corner
Pupils think of a house they know and the material it’s made of.
They can draw a picture and/or write a sentence.
Birds make amazing houses! (PB)
• Elicit the materials birds use to build their nests.
• Do some research as a class to find out more about how birds
build their nests. You could show pupils a video.
This birdhouse is made of plastic. (AB)
• Elicit ideas for what other materials could be used to make a
birdhouse. 69
2

munication 2
5
1 Watch and number.
a houseboat b caravan
2 4
c cottage d castle
1 3
2 Watch again. Which house is Jake’s dream house?

3 Compare cul tures Where do you live? Write and say.
I live in a flat.
I live in a .
Tell a friend: My dream house is a … 25
Pupil’s Book
ommunication
Culture and C
Lesson 7
1 2:15 Listen and match.
1 2 3 4
Harry Sarah Joe Poppy
a b c d
castle cottage metal stone
6 7
5 9 8
4 16 17
12 13
18 19
2 3 10 15
11 14
20
1
I live in a castle . It’s made of stone .
20
Activity Book

munication 2
- Learn about different types of homes New vocabulary: caravan, castle, cottage, Materials: flashcard 17, colouring pencils
in the UK. houseboat or crayons
- Talk about houses in your country. Recycled vocabulary: house, flat
Recycled language: I live in a (house). It’s
made of (stone). This is a (castle).
Receptive language: A (castle) is my
dream house. Some people live in (flats).
Opening routine 3 Compare cultures. Where do you live?

• Choose a routine from the Classroom routines and games Write and say. Communicate
(pp. 26–31) to start the lesson: • Point to each picture and elicit the type of home. Then ask
- Mindfulness: Fun yoga: with the shapes: triangle, circle and Do you live in a (castle)?
square. • Drill the model sentence with the class. Then elicit further
examples. Pupils complete the sentence and read it to a friend.
- Dynamic: Musical colours: but with shapes instead of
colours. Answers: Pupils’ own answers.
- Communication: Hide the picture: with the playground flashcard.
Curious about … houseboats
The UK has a network of over 3,000 km of canals and rivers
• Write the words house and flat on the board. Ask pupils What
which allow boats to move around the country. Thousands of
other types of home do you know? Elicit some ideas from the class.
Allow use of L1. people have made houseboats their home, including in the
capital city, London!

1 Watch and number. Critical Thinking If you have time … Comparing Cultures
• Tell pupils they are going to watch a video of Emma and Jake Ask pupils to compare their types of home with the ones in
talking about different types of home. Pupils look at their ideas the video. They write two or more things which are the same
from the Lesson Introduction and predict one home they will or different. Invite pupils to share their answers with the class.
see. Then play the culture video for pupils.
• Look at the pictures in Activity 1 and drill the four words. Then
play the video again for pupils to do the task. Activity Book, page 20
• Ask the children if they have seen these types of home.
1 Listen and match.
Houses in the UK
Emma: Hi Jake. Hi Lily. • Elicit the types of home before pupils do the task.
Jake: Hi Emma! • Play the audio (track 2:15), pausing after each exchange for
pupils to draw the lines.
Lily: Hi Emma!
Emma: I’ve got the photos for our homework here. It’s about Engage: When checking answers, encourage pupils to raise their
different types of houses in the UK. hand when their favourite type of home is mentioned.
Jake: Great! Can we see them? 1
Emma: Sure. Lots of people live in houses. This house is small, Sarah: Where do you live, Harry?
but this house is big. It’s got a beautiful garden. Harry: I live on a houseboat.
Lily: I live in a house. Sarah: A houseboat!
Emma: Some people live in flats. Look. This is my flat. Harry: Yes. It’s great.
Emma: This house is special. It’s a cottage. It’s very old. It’s 2
made of stone and straw. Harry: Where do you live Sarah?
Lily: It’s beautiful! Sarah: I live in a cottage. It’s very old. And it’s made of stone.
Jake: Let’s look at another photo. Harry: Cool!
Lily: What’s this? 3
Emma: This is a houseboat. It’s a house on the water! Poppy: Where do you live, Joe?
Jake: Cool! Joe: I live in a caravan. It’s next to the beach.
Emma: And this is a castle. It’s made of stone. A castle is my Poppy: Wow! I love the beach!
dream house! 4
Jake: My dream house is a caravan! Joe: Where do you live Poppy?
Emma: Caravans are cool. You can go to other places. Poppy: I live in a flat. It’s in the city.
Lily: We’ve got great photos. We can write about them now. Joe: Great!
2 Watch again. Which house is Jake’s dream 2 Join the dots. Write and colour.
house? Communicate • Pupils join the dots to complete the picture.
• Elicit the meaning of dream house. Read the question aloud • Pupils complete the sentences and then colour the picture.
and play the video again. Then ask What’s your dream house?
Closing routine
Answer: a caravan
• Mediation Have children work in groups of three to role-play - Mindfulness: Individual drawing pupils draw their favourite
the conversation with one child acting as translator. (see TB p. 43) type of home.
- Dynamic: Imaginary trip taking pupils to their dream house.
Tell a friend: My dream house is a … (PB)

Pupils choose one of the houses and share answers in pairs. 71
2
Review
Lesson 8
a b c d
4 8 7 1
bathroom attic ga rden ki tchen
e f g h
5 3 2 6
garage be droom ha ll li ving

ro om
1 There’s a cooker in the kitchen.
2 There’s a sofa in the living room.
3 There’s a bed in the bedroom.
4 There’s a shower in the bathroom.
5 There’s a fridge in the kitchen.
26
Pupil’s Book
Lesson 8
Re view 2
edro om a
ngarag e b a t mb tti
c he hro r oo ch
al
k it om ng l
ga
rd e n li vi
1 2 3 4
attic kitchen garage hall
5 6 7 8
bedroom bathroom garden living

room
2 Look again and write.
beds cooker fridge shower sofas
1 There’s a cooker in the kitchen.
2 There’s a shower in the bathroom.
3 There are two beds in the bedroom.
4 There are two sofas in the living room.
5 There’s a fridge in the kitchen .
Write two more sentences about the pictures. 21
Activity Book

Lesson 8 Review 2
- Review the key vocabulary and Recycled vocabulary: attic, bathroom, Materials: flashcards & word cards (23–35),
language from Unit 2 bedroom, garage, garden, hall, kitchen, Something for Everyone Vocabulary,
living room; bed, cooker, fridge, shower, sofa Grammar and Skills worksheets (Unit 2)
Recycled language: There’s a (kitchen). There
are (bathrooms).
Opening routine 3 Look and write. Say.

• Choose a routine from the Classroom routines and games • Review the lesson 5 vocabulary with flashcards and word cards.
(pp. 26–31) to start the lesson: Pupils look at the picture and say what they can see.
- Mindfulness: Making models. Pupils build a house or piece • Read the first sentence aloud. Pupils look at the picture and point
of furniture. to the cooker in the kitchen.
- Dynamic: Flashcard race. • Pupils complete the sentences. They then take turns to read out
- Communication: Bingo. a sentence and point to the item in the picture.
Lesson Introduction Communicate • For further practice, use the Something for Everyone Vocabulary,
• Display the main picture from pp. 18–19. Describe one of the
rooms and have pupils identify it. If you have time ... identify materials
• Zoom in on one of the rooms and ask pupils what things they Pupils look at the photos in Activity 1 again. You could zoom
can see. in on them so pupils can see them in more detail. Write the
materials from Lesson 6 on the board and ask pupils which
Pupil’s Book, page 26 materials they can see in each picture.
1 Listen and number.
•

Review the lesson 1 vocabulary with the flashcards. Elicit the
name of each flashcard chorally. Then give the word cards to Activity Book, page 21
several pupils. They come to the board and stick them under the
correct flashcard.
• Play the audio (track 2:16). Pupils number the pictures in order. • Pupils identify and circle the target words in the word snake.
Then they label the pictures with the words they found.
• Call out the numbers in order and elicit the words from the class.
Support: Find the words in the snake as a class.
Consolidate: Call out the numbers in random order. Pupils say
Reach higher: Pupils create their own word snake using words
the words.
of their choice then exchange it with a friend.
Engage: Play the audio again and pause after each exchange.
Pupils stand up if what the speaker says is the same as in their • If they haven’t done so yet, pupils can do the Unit 2 activity in
own home and remain seated if it is different.
1
Girl: There’s a kitchen in my house. It’s small.
2 Look again and write.
2 • Pupils look again at the pictures in Activity 1 and complete the
Boy: There’s a hall in my house. It’s nice. sentences with the correct words.
3 • If you wish to evaluate pupils’ progress, Unit tests are available in
Boy: There are three bedrooms in my house. I like my bedroom. the Teacher’s Resource Centre. You can also create your own tests
Girl: There’s one bathroom in my house. It’s big. Closing routine
5
Boy: Is the car in the garage? • Do one of the closing routines:
Girl: Yes, it is. - Mindfulness: Silent squirrels.
6 - Communication: Memory chain.
Boy: Is the sofa in the living room?
Girl: Yes, it is.
7
Girl: Look at my house! There’s a big garden.
8
Boy: Is there a window in the attic?
Girl: Yes, there is.
2 Write or say.
• Point to the example and elicit the word (kitchen). Then invite a
pupil to write the word on the board.
• If pupils made a Word Book in Unit 1, have them write down any
words they still have difficulty with. Pupils can help each other
learn the spelling/meaning by swapping books and testing
each other.
Write two more sentences about the pictures. (AB)

Pupils write two sentences about the pictures from Activity 1 in
their notebooks.
Support: Write the structures There’s … and There are … on
the board. 73
2
Kids Can! Project 2

5
What’s in your
dream house?
1 Choose a room and 2 Colour and stick 3 Write and

cut out the objects. the objects in stick the label
the box. in the box.
2 Create a class dream house. Show and tell your class.
This is the living room.
I can talk
about places in
the house. Circle.
There’s a sofa.
There are two windows.
What colours are the objects in your bedroom?

27
Pupil’s Book
Write and draw!

What’s in your Follow the lines. There’s a
dream home? in my bedroom.
bed shower fridge sofa
a hea
r t i n yo u r
Put vourite room.
fa
Find and circle.
chair
cooker toilet
Fun Fact!
What’s in your living room? Connect the dots 1–20. What is it?
Find the letters and write the words.
How many bathrooms Is Sam in the garage? Circle.
Fun Fac
14 9
are there? Yes, he is. / No, he isn’t.
t! t 19 15 13 10 8 4
In Bristol, UK, 12 11
some people 20 18
5 3
live in 17 16 7 6
Bats sleep
colourful
houses. Colour. Find and circle five differences. upside down
in caves.
8 | Unit 2 It’s in the kitchen. Unit 2 | 9
It’s in the bathroom.
1 2
Find and circle five words.

cdbga rd e mlleovs
ti n f s i b e droo ho
we
at
ra o n nha
ll
Cross out the words that are
NOT in the snake.
attic garage garden
bedroom bathroom
Write
What’sWhat’s missing?Draw.
missing? and draw!
Match! There isn’t a
in my kitchen.
fabric metal wood
10 | Unit 2 bedroom Unit 2 | 11
Extra Fun!

Kids Can! Projec
t
2
- Review and personalise language from Recycled vocabulary: places in the house; Materials: Teacher’s Resource Centre:
Unit 2. home furniture project template (optional), A4 paper,
- Develop creativity and imagination. Recycled language: This is the (kitchen). magazines or catalogues (optional),
- Work collaboratively to create a There’s a (sofa). There are (two bedrooms). coloured pencils or crayons, scissors,
dream house. glue; one shoebox per pair
- Present your dream house to the class.
Opening routine
2 Create a class dream house. Show and
- Mindfulness: Guided visualisation: with an imaginary home. tell your class. Communicate
- Dynamic: Walk like an elephant: having pupils walk on the spot • Focus on the picture of the children presenting their house to
to different ‘rooms’. the class. Ask two pupils to pretend to be the two children and
read out the speech bubbles.
- Communication: Kim’s game.
• Put pupils in groups so that each house has a variety of rooms.
Lesson Introduction SEL Pupils should place their rooms on a table to form a house: this
could be a two-storey house or a bungalow.
• In this project, pupils work collaboratively to create a house.
• Each group presents their house to the class.
As well as using their creative skills, pupils also use their
communication and social skills through collaborative decision-
making and improve their presentation skills as they present Self-assessment Reflect
their home to the class. Pupils also explore the SEL competence • Ask pupils to think about all the work they’ve done during the unit.
of Responsible decision-making. Point to each of the three faces and ask Can you talk about places in
• Before the lesson, make your own shoebox room to use as a the house? Encourage pupils to think about how much they have

model. Show your room and invite pupils to ask questions Is it a learnt and whether or not they need to review any language.
bedroom? Is there a desk in your bedroom? • Pupils circle the face that best represents their feelings towards
their achievement.
Pupil’s Book, page 27 Engage: Pupils show how they feel in person by making a happy
face, a neutral face or a sad face.
1 Be creative. Prepare your project.
• Tell pupils they are going to make a model of their dream home. Closing routine
First, elicit the parts of a house and furniture and write them • Do one of the closing routines:
on the board. Then ask pupils to think about their dream home - Communication: My top three. Pupils choose their favourite
and to come up with other ideas for things they would like homes from those their classmates have made.
their dream home to have. Allow use of L1 and provide the new
- Dynamic: Physical role-play. Pupils act out a scene as if
vocabulary in English.
they were in the house they made.
• Draw attention to the pictures in Activity 1 and elicit what pupils
have to do in each step. Extra Fun! pages 8 and 9
• Put pupils in pairs and hand out the materials. If you haven’t got the
Answers: How many bathrooms are there? 2
photocopiable resource, pupils can draw their pictures of furniture
Is Sam in the garage? Circle. No, he isn’t.
on paper or cut out pictures from magazines or catalogues.
Oak leaf: in the kitchen on the draining board with plates on page 9
• Pupils discuss which room they want to make and decide what
items they need. Encourage them to listen to each other’s ideas
and respond appropriately. Extra Fun! pages 10 and 11
• They cut out the items and colour them in. They also complete Answers: What’s in your living room? Find the letters and write the
words. cooker, sofa, bed, table
the sentences and cut out the sentence panel.
Colour. It’s in the kitchen. (red): cooker, fridge; It’s in the
• Pupils stick their items and text box into their shoebox room. If
bathroom. (blue): shower, toilet
they have time, pupils could decorate the room by colouring in
the walls and adding things like pictures, windows, etc. Find and circle five differences. Top picture: 2 windows;
yellow fridge; fridge is on the left; cooker is to the right of
Support: Write functional language on the board and drill
the cupboards; table is high with tall chairs. Bottom picture:
with the class before pupils discuss their ideas, e.g. Let’s make a
1 window; metallic fridge; fridge is on the right; cooker is to
(bathroom). We can have a (shower). That’s a good idea!
the left of the cupboards; table and chairs are standard height
Match! wood (chair), metal (watering can), fabric (cushions);
Adapting the project for all pupils Connect the dots 1–20. What is it? A castle.
Some pupils will be faster and more skilful than others at Find and circle five words. attic, garden, bedroom, shower, hall
craft activities like this one. Provide pupils who lack the fine Cross out the words that are not in the snake. garage, bathroom
motor skills required with the template from the TRC. You What’s missing? Draw. A bed.
could also give pupils the option of creating a 2D image Oak leaf: under the table in the bottom kitchen on page 10
instead of a 3D one. More artistic or creative pupils can draw
their own pictures or create model furniture from recycled
materials. Other ways of adapting projects are as follows: Learning situation
• Pupils do the project in groups where each pupil creates See Teacher’s Resource Centre: Learning situations section,
one room individually. Unit 2
• Put pupils in groups with a variety of abilities and skills and
have pupils share different parts of the work: a pupil who isn’t
good at drawing may prefer to write the sentences, a pupil Teacher Resource Centre: Unit 2
who doesn’t like using scissors can do the colouring, etc.
What colours are the objects in your room? (PB)

Pupils describe what’s in their room to a friend. 75
R Review 1
UNIT
R
5 Review 1 2 Play the Review Race.
UNIT
fairy story. Where’s Jack?
Jack’s in the gym.
1 2:17 Listen and read the story. Where do the bears live? dice
t
Star
Goldilocks and the three bears
I don’t like counters
1 2 this porridge.
There’s a …
in the … Go
back
In my house
there’s a … 2
Where’s Jack?
There’s a house Is Grace in
in the forest. the toilet?
Is the sofa in the
living room? Go
3 4 forward In my school
2 there are …
Is the fridge in the
computer room?
Where’s Daisy?
In my bedroom Go
there’s a … back
This bed is
I don’t like this chair.

perfect! 2 In my
classroom
Is the car in there are …
Where’s Toby?
Look at my chair. the garage?
5 6
Go In my
Go
back forward
kitchen
2 there’s a … 2
Is the shower Where’s Sam?
in the hall?
Finish
She’s in my bed!
28 29
Pupil’s Book
Review 1
1 Cut out the cards. 2 Play Snap! with a friend.
She’s in the … There are two … There are three …
He’s in the … There’s a … He isn’t in the …
There are two … There’s a … She’s in the …
He’s in the … He isn’t in the … There are three …
57
Activity Book

Review 1 R
- Review the key vocabulary and New vocabulary: bowl, medium, porridge Materials: flashcards (11–35),
language from Units 1 and 2 Recycled vocabulary: places in the house; story cards, dice and counters;
- Listen to and read a fairy story furniture; places in school; big, small Something for Everyone Vocabulary,
- Play a board game. Recycled language: He’s/She’s in the Grammar and Skills worksheets
(kitchen). There’s a (sofa). There are (two (Units 1 & 2); scissors
bedrooms). I like/don’t like (chocolate).
Where’s (Jack / Daisy )? Is (Jack / Grace) in
the (toilet) Yes, he/ she is.
Opening routine Goldilocks: Argh! Bears!

Narrator: Goldilocks jumps out of the bed and runs and runs all
the way home.
- Mindfulness: Build it. • Mediation Have children explain the story in their first
language.
- Dynamic: Hide and seek.
- Communication: Round the circle: with house furniture. Pupil’s Book, page 29
Lesson Introduction Communicate 2 Play the Review Race. Communicate
• Use the flashcards to recycle language from Units 1 and 2: • Put pupils in groups of three or four and explain how to play:
Where’s Sam? Is he (in the classroom)? • Pupils put their counter on the Start square.
• Focus on Jake at the top of the page and read his sentence. Ask • Pupils take turns to roll the dice. The pupil with the highest
number starts. Pupils then take turns in clockwise direction.
pupils what other fairy stories they know.
• Pupils move their counter around the board according to the
Pupil’s Book, page 28 number they roll. When they land on a question or sentence,

they answer or complete it with an appropriate answer.
1 Listen and read the story. Where do the
bears live? Reflect • The first pupil to reach the Finish square wins.
• Read the story title and ask pupils if they know the story.
• When they play the game, tell pupils to listen to their classmates’
answers. If they answer incorrectly or can’t answer, they go back
Encourage them to say what they know or remember about it, to their original square.
e.g. who the characters are, what happens.
• Show pupils the first story card and have them describe what
• Monitor and help as pupils play the game. Groups that finish
quickly can play a second time.
they can see in the picture. Ask questions as prompts, e.g. Where
is Goldilocks? What can she see? • For further practice, use the Something for Everyone Vocabulary,
• Play the audio (track 2:17) and have pupils follow along in their
books. Ask Where do the bears live? and elicit answers.
• Play the story again, pausing to check comprehension. Ask Does
Goldilocks like the big bowl of porridge? Which chair does she like? 1 Cut out the cards.
Where does she sleep? • Pupils cut out the cards. Make sure they only cut along the
Answer: The three bears live in a house in the forest. dotted lines.
Goldilocks and the Three Bears 2 Play Snap! with a friend. Communicate
Narrator: This is Goldilocks. She’s in the forest. She’s happy.
Goldilocks: Oh! There’s a house in the forest. And the door is • Tell pupils they are going to play a game with their cards.
open. Mmm. • Explain how to play:
Narrator: In the kitchen, there are three bowls: a big bowl, a • Pupils play in pairs. Each pupil mixes their cards and puts them
medium bowl, and a small bowl. Goldilocks tastes the porridge in a pile face down.
in the big bowl.
Goldilocks: Ugh! I don’t like this porridge. • One pupil picks up a card and makes a sentence, placing the
card on the desk.
Narrator: Goldilocks tastes the porridge in the medium bowl.
Goldilocks: Ugh! And I don’t like this porridge. • The other pupil follows the same procedure, placing their next
Narrator: Goldilocks tastes the porridge in the small bowl. card on top of the one on the desk. If the card is the same, the first
Goldilocks: Mmm! This porridge is perfect. pupil to call out Snap! wins the cards in the pile. If it is different,
Narrator: There are three chairs in the living room: a big chair, a pupils continue to take turns to place cards on the pile.
medium chair, and a small chair. Goldilocks sits in the big chair. • The pupil with the most cards at the end wins.
It’s made of wood.
Goldilocks: Ugh! I don’t like this chair.
Narrator: She sits in the medium chair. Learning situation
Goldilocks: Ugh! And I don’t like this chair.
Narrator: Goldilocks sits in the small chair. Problem: A friend/cousin is coming to stay at your house for the
Goldilocks: Oops! weekend. Plan the weekend to help her/him feel comfortable.
Narrator: There are three beds in the bedroom: a big bed, a Tasks:
medium bed, and a small bed. Goldilocks lies in the big bed. 1. Draw a map of your house and describe where the
Goldilocks: Ugh! I don’t like this bed. important rooms are.
Narrator: She lies in the medium bed.
2. Plan some activities to do in different rooms.
Goldilocks: Ugh! And I don’t like this bed.
Narrator: Goldilocks lies in the small bed. 3. Design a poster with your weekend activities.
Goldilocks: Aah. This bed is perfect! 4. Role-play a conversation with your friend/cousin: invite her/
Narrator: Daddy Bear, Mummy Bear and Baby Bear come home. him to stay or to play a game
They go into the kitchen.
Mummy Bear: The porridge!
Narrator: The three bears go into the living room. Closing routine
Baby Bear: Oh no! Look at my chair.
Narrator: The three bears go to the bedroom.
- Mindfulness: Throw it away: having pupils say a word from
Daddy Bear: There’s a girl in the bedroom.
Unit 1 or 2 as they throw each imaginary ‘ball’.
Baby Bear: Look! She’s in my bed!
- Dynamic: Scavenger hunt. 77
3 Why do we wear clothes?
UNIT
• This unit teaches children about clothes.

• It encourages them to appreciate diversity and have different kinds of friends.
• Children also learn to notice how the seasons affect what we wear.
LLe
esssso
onn 22 Song and
Why do we wear
5
3
Grammar
UNIT
clothes?
3:02
2 3:03 Listen and find the person.

4 Play What are you wearing?
3 Stick the stickers. Write.
4 Play Draw or say.
1 trousers
2 dress
4 skirt
3 jacket
5 sweater
6 jeans
vity Corner
ati
Cu r 7 T-shirt What are you wearing?
I’m wearing a sweater,
C
draw. What’s on
Find and say. trousers and trainers. the washing line?
8 trainers
False.
30 Find five animals. Write or say. 31
Pupil’s Book
Why do we wear
3
UNIT
clothes?
Lesson 1 Vocabulary
1 Read, write and colour.

1 green trousers 5 a yellow sweater
2 a red T-shirt 6 blue jeans
3 a purple skirt 7 brown trainers
4 a pink jacket 8 an orange dress
skirt
T-shirt
purple
brown
green red
trousers trainers
sweater
jacket
yellow
blue
pink orange
jeans dress
22
Activity Book

Lesson 1 Vocabula
ry
3
- Watch and understand a video New vocabulary: dress, jacket, jeans, skirt, Materials: flashcards & word cards (36–43),
introducing the unit. sweater, trainers, trousers, T-shirt Unit 2 flashcards (23–35), Something
- Identify and say the items of clothing. Recycled vocabulary: animals; colours; food for Everyone Vocabulary worksheets
- Listen to and say a chant. Recycled language: Where’s (the dog)? It’s (Unit 3), colouring pencils or crayons
- Play a drawing game. (in front of) the woman. I can (see Grace),
There’s a (horse).
Opening routine 3 Stick the stickers. Write.

(pp. 26–31) to start the lesson: Then pupils copy the words on the page.
- Mindfulness: Today’s feelings.
4 Play Draw or say. Communicate
- Dynamic: Musical colours.
- Communication: Act it out: using the flashcards from Unit 2.
• Model the activity. Point to an item of clothing in the picture
scene and ask What’s this? Invite the class to say the word. Then
Pupils act out something they do in one of the rooms. invite a pupil to come to the front and draw a picture of the item.
Lesson Introduction Reflect • Pupils play in pairs. One pupil chooses an item of clothing. Their
partner can draw or say the word.
• Play Jake’s unit presentation video. Pupils think about their
Consolidate: Display the word cards for pupils to say the words.
clothes and name the items they know. Allow the use of L1.
Jake: Hi! Today, we’re going to learn about clothes. Let’s Reach higher: Pupils think about where we wear each item,
explore the picture. What can you see? What are you e.g. our body, our legs, our head, our feet.
wearing today? • For further practice, use the Something for Everyone Vocabulary
• Read the unit question and elicit ideas about why we wear worksheets at the relevant level.
different clothes. Encourage pupils to think about whether they • Plurilingualism Ask pupils how to say the new words in

wear clothes to protect themselves, e.g. keep warm or to look their first language.
good. Write pupils’ ideas on the board and add to this as you go
through the unit. Curious about … clothes
To further extend and encourage pupils’ sense of curiosity,
Pupil’s Book, page 30 bring some fabric, paper or clothes with different patterns in.
1 What can you see? Say. Communicate Pupils notice the differences. Encourage them to notice and
• Show the farm scene and elicit where the characters are. Give compare the use of colour, pattern and texture.
pupils time to look and think about what they can see.
• Zoom in on interesting parts of the picture and ask questions
Where’s (the dog)? and elicit ideas, e.g. I can see (Daisy). There’s
a (horse). 1 Read, write and colour.
Answers: Pupils’ own answers. • Elicit the names of the clothes and the colours before pupils do
the task.
Expert tip Engage: Pupils stand up if they are wearing the clothes in
the activity.
Use the Think-Pair-Share strategy to give every pupil the Support: Write the names of the clothes items on the washing
chance to answer the question. The pupils first look at the line in order.
scene and think about what they can see. Next, the pupils
Reach higher: Pupils point to each clothes item and make a
share their ideas with a partner. Finally, the pairs share their
sentence with I’m wearing …
ideas with the rest of the class.
• Pupils can now do the activity in the Picture Dictionary (p. 55).
2 Listen and say the chant. Closing routine

• Use the flashcards to present the new vocabulary. Display them • Tell pupils that Sam the Rucksack is hiding in the picture.
in the correct order for the chant. Model pronunciation and drill Challenge pupils to find him.
the words with the class. Answer: Sam’s in Daisy’s hand.
- Communication: Bingo.
- Dynamic: Guess who?
Reach higher: Invite eight pupils to the front and give each one
a flashcard, in random order. Play the audio. Pupils hold up their
flashcard as they hear the word. Then they repeat the word.
Say the names of the clothes today:
trousers … dress … jacket … skirt … sweater … jeans …
T-shirt … trainers
Find five animals. Write or say. (PB) Curiosity Corner

Pupils find the animals in the picture scene and tell a friend. They Find and say. (PB)
then write or say the words.
• Point to or zoom in on the three patterns. Ask pupils to guess
or remember what item of clothing each one is. Pupils find the
patterns in the picture. 79
3
LLe
esssso
onn 22 Song and
Why do we wear
5
3
Grammar
UNIT
clothes?
3:02

4 Play What are you wearing?
4 Play Draw or say.
1 trousers
2 dress
4 skirt
3 jacket
5 sweater
6 jeans
vity Corner
ati
Cu r 7 T-shirt What are you wearing?
I’m wearing a sweater,
C
draw. What’s on
Find and say. trousers and trainers. the washing line?
8 trainers
False.
30 Find five animals. Write or say. 31
Pupil’s Book
Lesson 2 Song a
nd Gramm
ar
1 3:06 Listen. Find and circle the difference.
1 2
3 4
2 What are you wearing? Draw and write. Ask a friend.

ou
r t ur n
!
Y
I’m wearing
And I’m
What letters are missing? Write. sk i r t 23
Activity Book

mar 3
- Sing and act out a song about the New language: What are you wearing today? Materials: flashcards & word cards (36–43),
clothes you’re wearing. I’m wearing (a dress). I’m wearing (trousers). Something for Everyone Grammar
- Talk about what you’re wearing. Recycled vocabulary: dress, jacket, jeans, skirt, worksheets (Unit 3)
- Play a speaking game. sweater, trainers, trousers, T-shirt; colours
Opening routine I’m wearing a T-shirt.

• Choose a routine from the Classroom routines and games And I’m wearing a hat, today.
(pp. 26–31) to start the lesson: Chorus
- Mindfulness: Word snake: with clothes.
Settling routine
- Communication: Guess the picture.
- Dynamic: Jump!
• Pupils go for a slow walk before sitting back down.
Lesson Introduction 4 Play What are you wearing? Communicate
• Display the main picture scene. Ask Who’s got (trousers)? Pupils • Drill the example dialogue. Then say I’m wearing (jeans, a T-shirt
look at the picture and answer. and trainers). What about you?
• Pupils play the game in pairs. Each pair should turn so they have
Pupil’s Book, page 31 their backs to each other and can’t see what each other is wearing.
Engage: Say I’m wearing (blue jeans). The pupils wearing the
1 Listen and say. What’s missing? Critical Thinking
items stand up.
• Call out numbers in the scene and elicit the words. Zoom in on Consolidate: Pupils say the colour of the clothes they are wearing.
interesting items and ask What’s this? What colour is it?
• Play the audio (track 3:02). Pupils point to each item in the picture. worksheets at the relevant level.
• Play the audio again. Pupils say the word with the audio and the
missing words after the tone. Activity Book, page 23

Reach higher: Pupils make their own sequences in pairs, leaving
one out each time. 1 Listen. Find and circle the difference.
Answers: 1 skirt 2 jeans 3 dress 4 jacket • Elicit the colours and items of clothing. Play the audio (track 3:06).
Pupils listen to find out one item of clothing that is different in
1 trousers, dress, jacket, ___, sweater, jeans, T-shirt, trainers the picture.
2 trousers, dress, jacket, skirt, sweater, ___, T-shirt, trainers 1
3 trousers, ___, jacket, skirt, sweater, jeans, T-shirt, trainers Boy: What are you wearing today?
4 trousers, dress, ___, skirt, sweater, jeans, T-shirt, trainers Girl: I’m wearing an orange sweater. I’m wearing a blue skirt. And
I’m wearing orange trainers.
2 Listen and find the person. 2
• Tell pupils that the characters are talking about their clothes. Play Girl: What are you wearing today?
the audio (track 3:03). Pause after each exchange for pupils to Boy: I’m wearing blue jeans. I’m wearing red trainers. And I’m
point to the characters and each item of clothing. wearing a green sweater.
Support: Display the flashcards and the word cards on the board. 3
Reach higher: Pupils act out each sentence/exchange. Girl: What are you wearing?
Boy: I’m wearing white jeans. I’m wearing red and white trainers.
Answers: 1 Daisy (5) 2 Grace (6) 3 Toby (7) 4 Toby’s mum (4)
And I’m wearing a red jacket.
1 4
Daisy: Look! I’m wearing trousers. I’m wearing trainers. And I’m Boy: What are you wearing?
wearing my favourite sweater today. Girl: I’m wearing blue trainers. I’m wearing a yellow skirt. And I’m
2 wearing a blue jacket.
Grace: I’m wearing jeans and a jacket. And I’m wearing
trainers today. • Mediation Have children work in groups of three to role-play
the dialogue with one child acting as translator. (see TB p. 43)
3
Toby: I’m wearing trousers and a T-shirt. And I’m wearing a big
hat! It’s my favourite! 2 What are you wearing? Draw and write.
4 Ask a friend. Communicate
Toby: What are you wearing? • Pupils draw a picture of themselves wearing clothes of their
Toby’s mum: I’m wearing a skirt and a sweater today. choice. Then they write their answers to the question.
• In pairs, pupils ask and answer according to their pictures.
3 Watch. Sing and act out. Reach higher: Pupils write the question and answer exchange
Play the song video three times. The first time, pupils watch for with their partner in their notebooks.
the actions. Finally, the whole class sing and do the actions. You
can also use the karaoke version of the song (track 3:05).
If you have time … play Fast Finger!
What are you wearing?
Hello! Hey, hey. Pupils play Fast Finger! using the Picture Dictionary on AB p. 55.
What are you wearing today?
I’m wearing a sweater. Closing routine
I’m wearing trousers. • Do one of the closing routines:
And I’m wearing trainers today. - Mindfulness: Telephone.
Chorus - Communication: Memory chain: with questions.
I’m wearing trainers.

Pupils complete the word. Imagine and draw. What’s on the washing line? (PB)
• Elicit that we put our clothes on a washing line to dry when we
wash them. Then elicit clothes we can hang up. 81
3
Lesson 3
Story
What’s in the
3
There’s a bird
under your hat!
1 3:07 Watch or listen to the story. Who are the scarecrow’s friends?
The scarecrow wants a friend

It’s cold and windy.
1 Put on your jackets. 2
What are you

wearing?
I’m your friend.
I love my new
7 8
scarf and my
new friends!
What are
you wearing?
I’m wearing
a hat, too.
3 I’m sad. 4 What’s in your dress?

I’m wearing a scarf.
2 Read and write.

1 There’s a rabbit in the dress . It’s good to
have different
2 There’s a mouse in the trainers . kinds of
friends.
3 There’s a bird under the hat .
Corner
3 How are you and your friends different?
s it y
4 Act out the story. rioWhat’s in the
Cu
rucksack? Draw.
It’s a rabbit. Go to page 74.
Pupil’s Book
Story
Lesson 3
1 Read and write. Match.
bird hat scarf wearing
1 3
What are you I’m wearing a
wearing ? hat , too.
2 4
I love my new There’s a
scarf . bird
under your hat!
a c
b d
It’s good to
have different
2 How are you and your friend different? Write.
kinds of
friends.
Me My friend
My favourite colour is …
My favourite pet is a …
My favourite food is …
Activity Book

Lesson 3 Story 3
- Read and understand a story about Recycled vocabulary: friend, present; Materials: story cards, flashcards (36–43),
a scarecrow. animals, prepositions colouring pencils or crayons
- Develop the SEL competence of Social Receptive vocabulary: different, lonely,
Awareness by exploring the value scarecrow, scarf
of appreciating diversity and the Recycled language: I’m happy/sad, It’s cold
message ‘It’s good to have different and windy. What are you wearing? I’m
kinds of friends’. wearing a (hat); I want a (friend), I’ve got
- Act out the story. a (hat).
Receptive language: Put on your (jackets).
Thank you for the hat. Why are you sad?
Opening routine Scarecrow: I’m very happy!

• Choose a routine from the Classroom routines and games Jack: Wow Sam! What are you wearing?
Sam: I’m wearing a scarf. It’s a present for Scarecrow.
Scarecrow: Ah, thank you. I love my new scarf and my new
- Mindfulness: Tree pose. Show pupils a picture of a scarecrow
friends!
and call the pose the scarecrow pose.
All: Hooray!
- Dynamic: Hands on heads: using I’m wearing a …
- Communication: Flash the picture: with the flashcards. 2 Read and write.
Lesson Introduction Critical Thinking • Pupils find the animals in the picture. Then they read and
Point to the rucksack puppet and ask pupils to say what’s in it. complete the sentences. Play the audio (track 3:07) again,
Pupils then find the hat in the story pictures. if necessary.
Support: Zoom in on the hidden animals in the pictures and
Pupil’s Book, pages 32–33 elicit where each animal is.

1 Watch or listen to the story. Who are the 3 How are you and your friends different? SEL
scarecrow’s friends?
• Pre-teach the word scarecrow. Elicit ideas about what scarecrows • This story helps pupils develop the SEL competence of Social
Awareness, focusing on the value of appreciating diversity
are for. by exploring the message of ‘It’s good to have different kinds
• Read the story title and check comprehension. Show some story of friends’.
frames. Ask questions to help pupils make predictions about the
story, e.g. Is the scarecrow happy or sad? • Read the sentence aloud and elicit who Scarecrow’s new friends
are. Elicit how each animal and the scarecrow are different. The
• Play the story video or the audio (track 3:07) as pupils follow scarecrow can’t move and she is much bigger than her friends.
along in their books. Pause after frames 4, 5 and 6 and ask Where However, all the animals want to be the scarecrow’s friend.
is the rabbit/mouse/bird? Play the whole story again and elicit
who the scarecrow’s friends are. • Put pupils in groups and have them think about how they are
different. Encourage them to find out more about each other,
Answer: the rabbit, the mouse and the bird e.g. their likes, their families, the activities they do.
The scarecrow wants a friend Answers: Pupils’ own answers.
Grace: Brrr! It’s cold and windy. Put on your jackets.
Toby: Look. It’s a scarecrow! 4 Act out the story. Communicate
Jack: Oh no, the hat!
Daisy: I’ve got a hat in the rucksack.
• Put pupils in groups of eight and assign roles. Play the audio
(track 3:07) and display the story cards, one at a time. Pupils act
Grace: Oh! Hello, Scarecrow! out the story in their groups.
Scarecrow: Hello! Thank you for the hat.
Daisy: You’re welcome.
Jack: Hello, Sam. What are you wearing?
Sam: I’m wearing a hat, too. 1 Read and write. Match.
Scarecrow: I’m sad. • Pupils read and complete the speech bubbles with the words.
Toby: Oh dear! Why are you sad? They then match the sentences to the pictures.
Scarecrow: I want a friend.
Daisy: What’s in your dress? • Mediation Have children choose a picture from the story
Grace: It’s a rabbit!
Rabbit: It isn’t cold in your dress. Thank you, Scarecrow.
2 How are you and your friends different? Write. SEL
I’m your friend.
Sam: Oh, flowers! • Remind pupils of the story value. Tell pupils they are going to
Toby: What’s in your trainers? find out how they are different from their friends. Read each
Daisy: It’s a mouse. sentence stem and elicit an example answer.
Mouse: It isn’t cold in your trainers. Thank you, Scarecrow. Answers: Pupils’ own answers.
I’m your friend.
Sam: Oh, grass! Closing routine
Toby: And look, Scarecrow! There’s a bird under your hat. • Do one of the closing routines:
Bird: It isn’t cold under your hat. Thank you, Scarecrow. I’m your - Mindfulness: Kindness jar.
friend. - Communication: Collaborative pictures: having pupils create a
Sam: Almost finished! picture of a scarecrow.
Daisy: See, Scarecrow? You’ve got lots of friends.

Tell your family the story. (AB) • Pupils draw the missing half of the hat, colour it in and write
the word under the picture.
Pupil’s App. They can do this in L1 or L2. Consolidate: Pupils point to the hat and say I’m wearing a hat. 83
3
tion
n and Communica
Pronunciatio
Lesson 4
swans
sweaters
sw
swim
2 Find and colour the letters sw. Trace or write.

s s
s s s s s
sw s s
s sw s sw sw sw sweater
s s
s sw sw sw
s s sw s
sw sw sw
sw s s
s s s
s s s
3 Chit - ch a t Watch. Sing and act out Put on your sweater.
Corner
it y
ae tiv
Cr
34 Do a role-play. Say: It’s (cold). Put on your (sweater).
Pupil’s Book
Lesson 4 Pronunciat
i on and Comm
unication 3
1 Which words have the letters sw? Tick .
1 2 3
✓
4 5 6
✓ ✓
3 Read and write. Act out.
cold hot jacket sweater
It’s cold . It’s hot .

1 2
Take off your

sweater .
ty Corner
ivi
Put on your at Imagine
e
and draw a hat

Cr
jacket .
for a cold day.
25
Activity Book

Communication 3
- Recognise and reproduce the sound ‘sw’. Recycled vocabulary: sweater, sweets, swim Materials: flashcards (36–43), Something
- Identify and trace or write the letters sw. Recycled language: It’s (cold) and windy. It’s for Everyone Skills worksheets
- Learn how to give instructions. hot and sunny. (Speaking) (Unit 3).
- Talk about the weather. Functional language: Put on your (jacket).
- Sing and act out a song. Take off your (sweater).
Opening routine • Play the song video once. Encourage pupils to do actions or
• Choose a routine from the Classroom routines and games dance to the song. Then play it again, pausing after each line for
pupils to repeat it. Half the class can sing the boy’s part and the
- Mindfulness: Pass the object: with an item beginning with sw, other half the girl’s part.
e.g. sweets. • Play the song video or audio (track 3:09) again. Pupils sing along
- Dynamic: Stand in order: with a word that pupils know. Give and do actions. You can also use the karaoke version (track 3:10).
pupils the letters to form the word. • For further practice, use the Something for Everyone Skills
- Communication: Read my lips: with Vocabulary 1. worksheets (Speaking) at the relevant level.
Put on your sweater
Lesson Introduction Everybody up. Put on your hat to play.
• Ask pupils if they think Sam can swim. Encourage them to ask Clap your hands. Hurray!
Sam, Can you swim? Answer Yes, he can ssssswwwwim. I like this Turn around,
sound. Repeat with me, ssssswwwwwim. It’s hot and sunny.
Let’s sing and dance! It’s hot and sunny today.
It’s cold and windy. Take off your sweater.
Pupil’s Book, page 34 It’s cold and windy today. That’s better!
1 Listen and say. Put on your sweater. Take off your jacket.
• Display the picture and have pupils say what they can see. Tell That’s better! Take off your hat to play.

pupils that these white birds are called swans. Put on your jacket. Hurray!
• Write the letters ‘sw’ on the board and drill the sound with the Settling routine
class. Elicit that it is made up of two letters or sounds – s and w.
• Do the Mindfulness routine Invisible me.
• Play the audio (track 3:08) and pause it for pupils to repeat the
individual words. Then play the audio for pupils to repeat the Activity Book, page 25
phrase. Challenge them to say it quickly.
Consolidate: Drill the individual sounds s and w. Then show 1 Which words have the letters sw? Tick .
pupils how to blend the two sounds. If they have trouble, show • Point to each picture and elicit the word. Ask Has it got ‘sw’?
them how to start the sound with ‘su’ then form the w with their and elicit answers.
lips, e.g. su – w – im (swim).
Reach higher: Challenge pupils to remember the word they
learnt in Unit 2 with the sound sw (sweet).
swans … sweaters … swim 2 Listen and check. Say.
Seven swans in sweaters swim in the swimming pool.
Repeat x2
• Play the audio (track 3:11). Then call out different numbers
and have individual pupils to say the words.
sweets … swim … swan … sweater
2 Find and colour the letters sw. Trace or write.
• Write the three words in the acorn on the board and invite pupils 3 Read and write. Act out. Communicate
to underline the sw. Then model writing sw with your finger in
the air, with your back to the class.
• Point to the picture and read the first speech bubble. Then read
the second speech bubble and elicit how to complete it.
• Pupils colour in the shapes with sw to complete the puzzle.
• Pupils act out the dialogue in pairs.
• Pupils trace the letters or write the complete word. Consolidate: Half the class read the yellow bubbles and the
Engage: Encourage pupils to write the letters in the air and say other half read the blue bubbles. Then swap roles.
them at the same time. Reach higher: Pupils improvise and act out a new role play
suggesting different clothes their friend should put on.
If you have time … sound recognition
Closing routine
Call out a series of words, some of them beginning with sw
(eg. sweater, seven, swim, swan, sweet, shower). If the words • Do one of the closing routines:
begin with sw, pupils stand up. - Communication: Round the circle with words beginning
with the target sound.
- Dynamic: Ball game with words beginning with the target sound.
3 Chit-chat. Watch. Sing and act out Put on
your sweater. Communicate
• Say It’s cold today and mime feeling cold. Encourage pupils to tell
you to put on some additional clothes. Then pretend you’re hot.
Say I’m hot and mime feeling hot. Explain that when you’re hot,
you take off clothes.
Do a role-play. Say: It’s (cold). Put on Creativity Corner

your (sweater). (PB) • In pairs, pupils make the letters using their hands. Encourage
Drill a model role-play with the class. Display the clothes flashcards them to say a word beginning with sw.
for support. Imagine and draw a hat for a cold day. (AB)
• Pupils draw a picture of a hat. They can then share with a
friend or present their hat to the class. 85
3
Lesson 5 Vocabulary
and Gramm
ar 5
3
1 3:12 Listen and say. Play Fast finger!
1 3
2 4
new
clean
old dirty
2 3:13 Listen and number. 3 3:14 Listen and say.

a b c
2 1 3
4 Watch. Play Funny scarecrow. Go to page 83.
My hat is new.
Corner
it y OK.
tiv
ae
Cr
My trousers are old.
Play the game with your family. My (hat) is (new). 35
Pupil’s Book

Lesson 5 V
clean dirty new old
1 My dress is dirty . a
2 My trousers are old .

c
d
3 My skirt is new .
4 My trainers are clean .
2 Read and write. Circle and draw.
ou
r t ur n
!
Y
T-shirt .
It’s clean / dirty.
dirty
And it’s old / new.
26 Draw or write about your clothes.
Activity Book

d Grammar 3
- Identify and say adjectives to New vocabulary: clean, dirty, new, old Materials: something old, new, clean and
describe clothes. New language: My (hat) is (new). My dirty; flashcards & word cards (44–47),
- Listen and identify items of clothing by (trousers) are (old). This is my favourite … Something for Everyone Vocabulary and
their description. Recycled vocabulary: clothes Grammar worksheets (Unit 3); colouring
- Play a speaking game. pencils or crayons, scissors, cut out
cards (p. 83)
Opening routine
Goal 12: Responsible Consumption
- Mindfulness: Sleeping cats. and Production
- Dynamic: Musical statues: with pupils pretending to Introduce the children to Sustainable Development Goal 12:
be a scarecrow. Ensure sustainable consumption and production patterns and
- Communication: Yes or no? the sub-area of reducing consumption of non-necessary items.
Ask Have you got a lot of clothes? Do you wear all of your
Lesson Introduction Critical Thinking clothes? Do you like buying new clothes? Ask pupils to think
• Bring in some old, new, dirty and clean objects. Show pupils the about whether they need all the clothes they have. Explain
objects and pass them around the class (Note: just show the dirty that making clothes is bad for the planet because it uses a lot
object, don’t pass this around). of water and energy. Many clothes are also made by children
• Pupils describe the objects and say how they are different. Allow or adults in poor parts of the world. Encourage the children to
them to use L1. think about what they can do with clothes they don’t need.

4 Watch. Play Funny scarecrow. Communicate

1 Listen and say. Play Fast finger! • Pupils cut out the picture on p. 83. Make sure pupils only cut along
• Present the vocabulary with the flashcards. Pupils match the cut-out lines, not the dotted lines, which are flaps to be folded.
the adjectives with the objects they examined in the
Lesson Introduction.
• Play the speaking game video and elicit how to play. Pupils listen
and fold the flaps to make their friend’s scarecrow.
• Play the audio (track 3:12) for pupils to listen and point then • Invite two pupils to model the game. Pupils play the game in pairs.
repeat the words. Support: Do an example with the class first.
• Say one of the words and have pupils point to the picture. Boy: I’m ready!?
Repeat with the other words randomly, increasing the speed Girl: OK! Let’s play the game.
each time. The pupils play fast finger in pairs. Boy: I’m a scarecrow. My hat is new.
Consolidate: Play the game as a whole class. One pupil is the Girl: OK.
teacher and calls out the words. Boy: My sweater is big.
Reach higher: Play Communication routine Correct me! but write Girl: A big sweater … Done.
the words on the board with mistakes. Boy: My trousers are old.
1 new 2 old 3 clean 4 dirty Girl: OK! What’s next?
Boy: My trainers are dirty.
Girl: Is this you?
Boy: Yes, it is. Now, it’s your turn.
2 Listen and number. Activity Book, page 26
• Ask Are the clothes old or new? Are they clean or dirty? Then
play the audio (track 3:13) and pause after each question to
elicit answers. • Elicit the adjectives before pupils do the task.
• Play the audio again for pupils to do the task. 2 Read and write. Circle and draw.
1 I’m a scarecrow. My hat is new. My sweater is small.
My trousers are new. And my trainers are clean.
• Ask pupils if they have a favourite T-shirt. Elicit information about it,
e.g. its colour, whether it is old or new. Invite pupils to share their
2 I’m a scarecrow. My hat is new. My sweater is big. pictures in pairs.
My trousers are old. And my trainers are dirty.
3 I’m a scarecrow. My hat is new. My sweater is small. Answers: Pupils’ own answers.
My trousers are old. And my trainers are dirty.
Closing routine
3 Listen and say. - Dynamic: Physical role-play acting out one of the
• Invite three pupils to play the scarecrows. Play the audio scarecrows from Activity 2.
- Communication: I spy.
(track 3:14) for pupils to point to each imaginary item of
clothing. Pause after each sentence for the class to repeat.
Reach higher: Pupils choose one of the scarecrows and describe
their clothes without the audio.
Play the game with your family. My (hat) is (new).

(PB)
Pupils can take their scarecrow and cards home and play with
their family.
Draw or write about your clothes. (AB)

Elicit ideas. Pupils draw or write a sentence about their favourite clothes.
Support: Display the flashcards and word cards. 87
3
Lesson 6
Cross-curric
ular : Curious
NSaotucrial Sscie
nce
Kids I’m curious
about clothes.
1 Watch. What’s the weather like in the four seasons?
Clothes and the four seasons
summer autumn
spring winter
2 Watch again. Which clothes protect you in the snow?

3 Which clothes protect you from the sun? Draw and say.
I’m wearing a to protect my body.
I’m wearing a to protect my head.
C u r i os i t y
Co
Meerkats r
ne
always wear
r
sunglasses.
36 Think of your favourite season. What do you wear?
Pupil’s Book
Lesson 6 Cros
s-curricula
r 3
Social scienc
1 Look and write. e
a sunhat
a scarf summer winter a T-shirt
a sunhat a scarf
sunglasses boots
a T-shirt a sweater
sunglasses boots a sweater
2 Read and look. Write. Act out.
In winter In summer
I wear a sweater I wear
a hat
to protect my body. to protect my head.
y Corner
s it
rio Arctic foxes
Cu
are brown in
summer and white
in winter!
27
Activity Book

Lesson 6 Cross-curri
cular 3
- Watch and understand a video about New vocabulary: autumn, spring, summer, Materials: flashcards (36–43), Level 1
clothes and seasons winter weather flashcards (16–21), Something
- Learn about clothes that protect you. New language: In winter, it’s cold. In for Everyone Skills worksheets (Reading
- Talk about the clothes you wear. summer, it’s hot and sunny. (Spring) is my and writing) (Unit 3)
favourite season.
Recycled vocabulary: parts of the body;
clothes; weather words
Receptive vocabulary: boots, gloves,
raincoat, sunglasses, sunhat
Receptive language: It’s important to wear
a (sunhat) to protect your head.
Opening routine 2 Watch again. Which clothes protect you in

• Choose a routine from the Classroom routines and games the snow?
(pp. 26–31) to start the lesson: • Read the question then elicit what kind of clothes are good for
- Mindfulness: Silent brainstorm: about the four seasons. very cold weather.
Pre-teach spring, summer, autumn, winter. • Play the video again and check answers. Ask pupils if they can
think of any more clothes that protect us in cold weather.
- Dynamic: Flashcard race: with the words from Lesson 1.
Consolidate: Write the new clothes vocabulary on the board
- Communication: Picture memory: with what the characters and draw pictures to support the meaning.
are wearing.
• Mediation Have children explain about clothes in different
Lesson Introduction Reflect seasons in their first language.
• Review the weather using the flashcards from Level 1. Act out Answers: a hat and gloves

being in each type of weather and elicit the word.
• Zoom in on Jake and his speech bubble. Ask pupils how they are 3 Which clothes protect you from the sun?
curious about clothes. Make a note of pupils’ answers to use later
Draw and say.
in the lesson and unit.
• Elicit ideas before pupils do the task. They then share their
sentence and picture with a friend.
1 Watch. What’s the weather like in the four
worksheets (Reading and Writing) at the relevant level.
seasons? Suggested answers: a hat or sunhat, a T-shirt / dress
• Read the question together and check pupils know which season
is which. Elicit the weather for each season in your country. Tell
Cooperative Learning
pupils they are going to find out about the weather in the UK.
• Play the video. Pupils compare the weather and seasons in the Collaboration is a key life skill and throughout the course,
pupils learn to work together. You can introduce strategies
video with the weather in their country.
that help learners work cooperatively:
Answers: In summer, it’s hot and sunny. In autumn, it’s cold and
windy. In winter, it’s very cold. In spring, it rains. • Pupils work in groups and each choose one or more
words to write individually. They then ‘teach’ the words
Clothes and the four seasons to their group.
Jake: Hello. Are you curious about clothes? I am. Today, we’re
going to learn about clothes and how they protect us from
• Pupils work in groups to create an outfit. They should
each draw or cut out pictures then work together to make
the weather. Let’s watch. outfits that are fit for the weather.
In summer, it’s hot and sunny. It’s important to wear a
sunhat to protect your head and sunglasses to protect your
• Use collaborative routines from the Routines Bank, e.g.
Collaborative pictures, Silent pair drawing, Think, pair, share,
eyes. I love the summer! It’s fun to play outside, too! Graffiti wall, or team games.
In autumn, it’s cold and windy. It’s important to wear a
jacket, a sweater or a scarf when you play outside. Look at
my friends! Activity Book, page 27
In winter, it’s very cold. It’s important to wear a hat to
protect your head and gloves to protect your hands. Look
1 Look and write.
at the children! They’re making a snowman! • Pupils look at the clothing items and classify the words in the table.
In spring, it rains. It’s important to wear boots to protect
your feet and a raincoat to protect your body. I like spring. 2 Read and look. Write. Act out. Communicate
It’s my favourite season. • Read out the first sentence. Pupils look at the pictures and complete
We wear different clothes in the four seasons. It’s cold the speech bubbles. They then act out the dialogue in pairs.
outside today, so I’m wearing a hat, a scarf and a jacket. But
I’m not cold! Closing routine
What about you? What are you wearing today? • Do one of the closing routines:
- Mindfulness: Five senses: with one of the seasons.
- Dynamic: Corner game: with the four seasons. Pupils say what
they are wearing in their chosen season.
Think of your favourite season. What do you wear? Curiosity Corner

(PB) Meerkats always wear sunglasses. (PB)
Pupils share their answers in pairs. Have a class vote to find out
which season is the most popular. • Explain that meerkats have dark circles around their eyes that
work like sunglasses, protecting their eyes from the sun.
Arctic foxes are brown in summer and white in
winter! (AB)
• Elicit why Arctic foxes change colour in different seasons. 89
3

munication 5
3
1 Watch and number.
a uniform b apron
1 4
c sweatshirt d PE kit
2 3
2 Watch again. What clothes are the children wearing?

3 Compare cul tures What clothes do you wear to school?
Write and say.
I wear a uniform
to school.
I wear ,
and to school.
Tell a friend: My favourite school clothes are my … 37
Pupil’s Book
ommunication
Culture and C
Lesson 7
1 3:15 Listen and number. Circle the summer uniforms.
a b c d
2 4 3 1
2 Choose and draw your school clothes. Write.
1
ou
r t ur n
!
Y
a sweater a T-shirt
a skirt jeans
3
Today I’m wearing ,
and
shoes trainers .
28
Activity Book

munication 3
- Watch a video about clothes children New vocabulary: apron, P.E. kit, Materials: flashcards & word cards (36–43)
wear to school. sweatshirt, uniform
- Talk about what you wear to school. New language: I wear (a uniform) to school.
Recycled vocabulary: clothes; colours;
days of the week
Recycled language: I’m wearing (shorts).
I’ve got (cooking class). I love this
(sweatshirt). It’s (Tuesday).
Opening routine 3 Compare cultures. What clothes do you

• Choose a routine from the Classroom routines and games wear to school? Write and say. Communicate
- Mindfulness: Relaxation techniques: about getting up and
• Ask pupils what clothes make up Jake and Emma’s uniform. If
pupils wear a uniform, have them compare it with Jake and Emma.
ready for school.
- Dynamic: Sam says: with instructions Put on your (trainers).
• Point to each picture and elicit the clothes pupils can see. Then
ask Do you wear (a sweatshirt)?
- Communication: Memory chain: I’m wearing … • Drill the model sentence with the class. Then elicit further
example sentences using the pictures as prompts.
• Display the clothes flashcards. Ask pupils to say which clothes • Pupils complete the sentence then read it to a friend.
Support: Stick the word cards on the board or write up
they wear to school.
the vocabulary.
Pupil’s Book, page 37 Answers: Pupils’ own answers.
1 Watch and number. Critical Thinking
If you have time … Comparing Cultures

• Tell pupils they are going to watch a video of Emma and Jake
This section encourages pupils to compare their own culture
getting ready for school. Pupils predict one item of clothing they
will put on. with that of Emma and Jake, who live in the UK. In this lesson,
• Play the culture video for pupils to check their predictions. Play pupils do research to find out more about school uniforms in
the UK. Do all children wear a uniform? Do boys and girls wear
the video again for pupils to number the pictures in order.
the same uniforms? Is it the same in the pupils’ school? They
• After checking answers, ask Do you wear a uniform? and
could look for pictures online and describe them.
elicit responses.
Support: Drill the new words in Activity 1 with the class.
School clothes in the UK Activity Book, page 28
Jake: Hi Emma.
Emma: Hi Jake. I’m ready for school.
1 Listen and number. Circle the summer
Jake: Look! I’m wearing my uniform today. I’m wearing a white uniforms.
shirt, a red sweatshirt, grey trousers and black shoes. • Play the audio (track 3:15). Pupils number the pictures in order,
I like my uniform and I love this sweatshirt. Red’s my then circle the uniforms that are suitable for summer.
favourite colour. What about you, Emma? 1 I’m wearing my school uniform. Look! I’m wearing a blue and
Emma: I like my uniform, too. But today I’m wearing my PE kit. white dress. And I’m wearing black shoes. I wear this uniform
Dad: Are you ready children? Emma, you’re wearing your PE kit. in summer.
Emma: Yes. It’s Tuesday, I’ve got PE today. 2 I’m wearing my school uniform, too. I’m wearing grey trousers.
Dad: Have you got everything, Jake? I’m wearing a blue sweater. And I’m wearing black shoes. I wear
Jake: I’ve got cooking class today. this uniform in winter.
Dad: Have you got an apron? 3 This is my summer uniform. Look! I’m wearing grey shorts. I’m
Jake: Yes, here it is. I’m ready for school now. wearing black shoes. And I’m wearing a white T-shirt.
Dad: Have you got your helmets, children? 4 And this is my winter uniform. I’m wearing a grey skirt. I’m
Emma: Yes. This is my helmet. wearing black shoes. And I’m wearing a green sweater. I like my
Jake: And this is my helmet. I wear it to protect my head. winter uniform.
Dad: Then we’re ready to go to school. Let’s go!
2 Choose and draw your school clothes. Write.
2 Watch again. What clothes are the children • Pupils draw the clothes they usually wear to school.
wearing? Reach higher: Pupils talk about the clothes they drew in pairs
• Read the question aloud then play the video again for pupils to using I’m wearing …
listen for the answer. Answers: Pupils’ own answers.
• Write Emma and Jake on the board. Elicit answers for what each
of them is wearing and write them next to each name. Creativity tip
Answers: Jake: a white shirt, a red sweatshirt, grey trousers and Allow pupils to draw the clothes they would like to wear to
black shoes. Emma: a P.E. kit. school. It could be anything they like, e.g. a fancy dress. This
• Mediation Have children work in groups of three to will help them develop their creativity and imagination.
role-play the conversation with one child acting as translator.
(see TB p. 43) Closing routine
- Communication: Definitions with the target vocabulary.
- Dynamic: Listen and jump.
Tell a friend: My favourite school clothes are

my … (PB)
Display the flashcards. After pupils do the task, find out about the
most popular clothes in the class. 91
3
view
Lesson 8
Re

a b c d
3 1 5 7
dress t rousers s weater s kirt
e f g h
2 6 8 4
j eans T-shirt j acket t rainers
a 1 My hat is dirty . b
2 My trousers are o ld .
3 My hat is c lean .
4 My jumper is n ew .
38
Pupil’s Book
Lesson 8
Re view 3
1 Order and write.
1 najes 2 histr-T 3 snerrita 4 seratew 5 sreds

6 jetkac 7 krist 8 srerouts
1
j eans
3
t rainers
2
T-shirt
5
4 d ress
sweater
6
j acket
7
s kirt
8
t rousers
2 Look and write.
1 The hat is old .
2 The trainers are n ew .
3 The T-shirt is d irty .
4 The jeans are c lean .
What are you wearing today? Write I’m wearing … 29
Activity Book

Lesson 8 Review 3
- Review the key vocabulary and Recycled vocabulary: dress, jacket, jeans, Materials: flashcards & word cards (36–47);
language from Unit 3 skirt, sweater, trainers, trousers, T-shirt; a simple puzzle with enough pieces for
- Use adjectives to describe clothes clean, dirty, new, old one per pupil, A4 plain paper, scissors,
crayons or felt tips; Something for
Everyone Vocabulary, Grammar and
Skills worksheets (Unit 3)

• Display the two pictures and have pupils say what they can see.
- Mindfulness: Silent communication.
• Read the first sentence aloud. Pupils find the dirty hat in the
picture. Then they complete the sentences. In pairs, each pupil
- Dynamic: Apples, oranges and bananas: with clothes for describes one of the scarecrows.
each season.
- Communication: Find it.
Lesson Introduction
Expert tip
• Review the clothes and adjectives. Hold up the back of a flashcard
For every topic, make a series of words or picture cards
and ask What’s Sam wearing? Invite pupils to guess using the
structure He’s wearing (a) … Repeat with other flashcards. associated with the topic. Keep these in a bag and every
lesson, invite a pupil to take one out. Ask pupils to recall its
Pupil’s Book, page 38 meaning and say a sentence about it (allow use of L1). This
is a useful recycling strategy and keeps the concepts and
1 Listen and number. vocabulary fresh in pupils’ minds.
• Use the flashcards to review the vocabulary from the unit.

Elicit the name of each flashcard chorally, increasing the
speed each time. Activity Book, page 29
• Play the audio (track 3:16) for pupils to do the task. Then call out 1 Order and write. Critical Thinking
the numbers and elicit the words from the class.
Support: Play each exchange and have pupils repeat the
• Pupils unscramble the words and complete the labels.
Support: Unscramble the words as a class and write them on
question and answer in pairs before finding the picture and
the board.
writing the number.
Reach higher: Zoom in on the picture and elicit the answers.
Reach higher: Pupils have similar conversations in pairs to those
Pupils write the words without using the jumbled word prompts.
in the audio, using the pictures as prompts.
1
2 Look and write.
Girl: What are you wearing today?
Boy: I’m wearing trousers. • Read the first sentence aloud. Pupils look at the picture and find
the hat. Then they complete the sentences with the adjectives.
2
Boy: What are you wearing today? • If you wish to evaluate pupils’ progress, Unit tests are available in
Girl: I’m wearing jeans. the Teacher’s Resource Centre. You can also create your own tests
Girl: My dress is new! Closing routine
Boy: Oh yes! It’s a cool dress!
Boy: My trainers are dirty. Look. - Mindfulness: Mirror me: having pupils say what they have
Girl: Yes, your trainers are very dirty! learnt in the unit.
5 - Dynamic: Change places.
Boy: It’s cold today. I’m wearing a big sweater.
6
Girl: It’s hot today. I’m wearing a T-shirt.
7
Boy: What are you wearing today?
Girl: I’m wearing a skirt.
8
Boy: It’s windy today. I’m wearing a jacket.
2 Write or say.
• Point to the example and elicit the word (trousers). Then invite a
Consolidate: Do the Words and pictures communication routine.
What are you wearing today? Write. I’m wearing …

(AB)
Pupils copy and complete the sentence in their notebooks. 93
3
Kids Can! Project 5

3
Why do we
wear clothes?
1 Choose a season. 2 Cut out your 3 Write.

Draw and colour picture.
your clothes.
2 Create a fashion show. Show and tell your class.
I can talk
about clothes.
Circle.
It’s summer. I’m wearing a yellow T-shirt

and blue trainers. I’m wearing a red hat.
Choose a different season. What clothes are you wearing?

39
Pupil’s Book
Why do we wear Draw more clothes in the market.
clothes? Find and circle

• three blue T-shirts.
Think! • two purple dresses.

• one yellow jacket.
Put a heart on y
o
favourite cloth ur
es.
Why do we wear sunglasses? Is Sam next to the shoes?
For our ears or our eyes? .
5
6 4
4
8 4 4
7 6 8 7
7 6 5
5
8 8 8
5 8 8
5 5 6
5 5
5 5 5
7 5
5
6 6 5
6 6
5
6 6 7
6 6
5
How many
boots are
there in the
market?
y it f these? ast!
Saare
Whose clothes Design a
Match.
sweatshirt Read, draw and colour.
He’s wearing a red T-shirt.
Some markets He’s wearing new blue jeans.
sell food. He’s wearing an old, green hat.
Rubber boots for
This market rainy days. He’s wearing sunglasses.
sells clothes. He’s wearing yellow trainers.
12 | Unit 3 Unit 3 | 13
What are you Unscramble.

wearing today? Match the opposites.
What letters are missing? Write. wne
dirty
jeans
trousers
neacl hot
w _ nt _ r spr _ n _ s _ m _ _ r a _ t _ mn a dress
a T-shirt
Draw
hW
a skirt
ldoc old
c ta
What clothes can shoes

tol
a sweater
you see?
seh
a sum a hat
mer h
nac
Fun Fact! keep you warm.

at. boots
Wool sweaters
oy
su
?ee
Straw hats
keep you cool.
14 | Unit 3 Unit 3 | 15
Extra Fun!

Kids Can! Projec
t
3
- Review and personalise language Recycled vocabulary: colours; clothes; Materials: coloured paper (optional), photo
from Unit 3. adjectives to describe clothes seasons or video of a fashion show, Teacher’s
- Develop creativity and imagination. Recycled language: I’m wearing a (yellow Resource Centre: project template
- Work collaboratively to create a T-shirt) and (blue trainers). It’s (summer). (optional), paper, scissors, coloured
fashion show. pencils or crayons, glue; clothes and
- Present the fashion show accessories for a catwalk show
(optional), recycled materials (optional)
Opening routine one of the seasons. Set up a catwalk down the middle of the
• Choose a routine from the Classroom routines and games classroom or use the corridor. Pupils walk down the catwalk and
stop at the end to say what they are wearing before they turn
- Mindfulness: See, think, wonder: with a picture of a around and walk back up. Pupils who don’t want to be a model
fashion show. can be designers. Bring in some extra clothes or accessories, e.g.
scarves, sunglasses, hats or have the designers make them using
- Dynamic: Get into groups. Give pupils an item of clothing. They
recycled materials. The designers choose one item to add to each
get into groups by season.
model’s outfit.
- Communication: Slow drawing.
Support: Allow pupils to read their speech bubbles.
Lesson Introduction SEL Reach higher: Encourage pupils to say how the clothes protect
them from the weather.
• In this project, pupils design an outfit for one of the seasons then
collaborate with their pictures to create a fashion show. As well
as using their creative skills, pupils also use their communication Self-assessment Reflect
and social skills as they present their designs to the class. Pupils • Ask pupils to think about all the work they’ve done during the
also explore the SEL competence of Social awareness. They unit. Point to each of the three faces and ask Can you talk about

become aware that people like different clothes and colours, and clothes? Encourage pupils to think about how much they have
they learn to appreciate diversity. learnt and whether or not they need to review any language.
• Before the lesson, create the background for the Curiosity • Pupils circle the face that best represents their feelings towards
Corner. Draw or use coloured paper to create a catwalk on which their achievement.
pupils will stick their designs. Engage: Pupils show how they feel in person by making a happy
Pupil’s Book, page 39 Closing routine
1 Be creative. Prepare your project. • Do one of the closing routines:
• Tell pupils they are going to hold a fashion show. Show pupils a - Communication: Odd one out using the pupils’ pictures.
photo or video of a fashion show so that they know what they - Dynamic: Clothes race.
are going to do. Tell pupils that they aren’t going to model the
clothes themselves – they are going to make dolls to act as Extra Fun! pages 12 and 13
the models. Explain that first they have to choose one of the
Answers: Think! Why do we wear sunglasses? For our ears or our
four seasons. Then they have to design clothes suitable for the
eyes? eyes
weather in that season. Write the four seasons on the board and
How many boots are there in the market? 9
elicit clothes for each one.
Is Sam next to the shoes? Yes, he is.
• Draw attention to the pictures in Activity 1 and make sure pupils Oak leaf: on the sole of the boot on page 13
know what to do in each step.
• Put pupils in pairs and hand out the materials. Pupils cut out their
model and speech bubble. If you haven’t got the photocopiable
resource, pupils can draw their own dolls on paper. Answers: Whose clothes are these? Match. girl: blue scarf, white
shoes, brown jacket, purple hat. boy: yellow scarf, boots, blue
• Pupils choose a season and draw clothes on their model. If you
hat, green jacket
want to ensure that there are drawings for each season, prepare
slips of paper with a season on each slip and have pupils take What letters are missing? Write. i, e (winter); i, g (spring);
one. Pupils colour in their clothes and add any additional design u, m, e (summer); u, u (autumn)
features or accessories they’d like, e.g. pictures, prints, belts, What clothes can you see? shoe, skirt, T-shirt, dress
jewellery. Pupils then complete the speech bubbles with the Unscramble. Match the opposites. new/old, clean/dirty,
season and the clothes they have designed. cold/hot
Oak leaf: in the hood of boy’s green jacket on page 14
• Invite pupils to stick their finished model onto the catwalk
display in the Curiosity Corner.
2 Create a fashion show. Show and Learning situation

tell your class. Communicate
See Teacher’s Resource Centre: Learning situations section,
• Invite one of the pupils to read out the example speech bubble.
Unit 3
• Choose one of the seasons and introduce it, e.g. Let’s see the
clothes for spring! Invite pupils who chose that season to present
their model to the class, pointing to the clothes as they describe Teacher Resource Centre: Unit 3
them. Repeat with the other seasons.
• As an alternative project, pupils prepare and act out a real
fashion show. They model their favourite clothes to wear in
Choose a different season. What clothes are

you wearing? (PB)
Pupils describe what they are wearing in a different season to the 95
one they chose in the project. They can do this in pairs or groups.
4 How do we look different?
UNIT
• This unit teaches children about physical appearance.

• It encourages them to be brave and try new activities.
• Children also learn to notice different shapes and learn how to draw a portrait.
LLe
esssso
onn 22 Song and
How do we look
4
5
Grammar
UNIT
different?
4:02

Lesson 1 Vocabulary
4 Play Who is it?
1 long hair
2 fair hair
4 Play Who am I? Point or say. 3 dark hair
4 short hair
5 beard
6 straight hair
7 curly hair
8 moustache
vity Corner
ati
Cu r C
She’s got long hair. draw different
Find and say. Is it Daisy? hair for Toby.
No, it isn’t.
40 Find and count the T-shirts. 41
Pupil’s Book
How do we look
4
UNIT
different?
Lesson 1 Vocabulary
beard curly hair dark hair fair hair long hair

moustache short hair straight hair
1
4 8
3
6
2
1 He’s got fair hair . 5 He’s got s hort hair .
2 She’s got a m oustache . 6 She’s got l ong hair .
3 He’s got c urly hair . 7 He’s got a b eard .
4 She’s got straight hair . 8 She’s got d ark hair .
30
Activity Book

Lesson 1 Vocabula
ry
4
- Watch and understand a video New vocabulary: beard, curly hair, dark Materials: Level 1 flashcards (34–45,
introducing the unit. hair, fair hair, long hair, moustache, short 58–69), flashcards & word cards (48–55),
- Identify and say vocabulary to hair, straight hair Something for Everyone Vocabulary
describe appearance. Recycled vocabulary: parts of the body worksheets (Unit 4)
- Listen to and say a chant. and face; clothes; colours
- Play a speaking game. Recycled language: I can see (Toby), I’ve
got (brown hair), There’s a … (Daisy) is
wearing (trousers) Where’s (Jack)? What
colour is Grace’s (hair)?
Opening routine • Pupils play in pairs. One pupil chooses a character and describes
him/her. Their partner can point to the character or say
• Choose a routine from the Classroom routines and games their name.
(pp. 26–31) to start the lesson and review parts of the body
Reach higher: Pupils describe the character’s clothing as well as
and face:
their appearance.
- Mindfulness: Listen to your body.
Engage: Describe pupils’ appearance (e.g. straight hair). Pupils
- Dynamic: Walk like an elephant. Use instructions that include stand up when they are described.
parts of the body, e.g. wave your arms like a bird.
- Communication: Hide the picture: with one of the character
• For further practice of the core vocabulary, use the Something for
Everyone Vocabulary worksheets at the relevant level.
flashcards. Pupils say what they can see each time, e.g. a nose.
Lesson Introduction Reflect their first language.
• Play Emma’s unit presentation video.
Emma: Hi! Today, we’re going to learn about people’s physical Activity Book, page30

appearance. Let’s explore the picture. What can you see? 1 Read, look and write.
What colour is your hair?
• Read the unit question and elicit ideas about what makes people • Say sentences about the children in the picture, e.g. He’s/She’s got
(fair hair) as you point to each child. Pupils respond Yes or No.
look different from one another. Review the parts of the face
and body and adjectives to describe people using the Level 1 • Encourage pupils to read out the completed sentences to
flashcards. Write pupils’ ideas on the board and add to this as you check answers.
go through the unit. Support: Display the flashcards with their corresponding
word cards.
Pupil’s Book, page 40 • Pupils can now do the activity in the Picture Dictionary on
Activity Book p. 55.
• Show the picture scene and elicit what the characters are doing Closing routine
(they are preparing a play). Give pupils time to look and think • Pupils find something they like in the picture scene and tell
about what they can see. a friend.
• In pairs, pupils point and name the things they know. Zoom in • Do one of the closing routines:
on interesting parts of the picture and ask questions to elicit - Mindful: Loose parts play. Pupils make the target vocabulary
ideas, e.g. Where’s Jack? What colour is Grace’s hair? with the items.
Answers: Pupils’ own answers. - Communication: Yes or no? making statements about the
characters, e.g. Daisy’s got curly hair.
2 Listen and say the chant.
• Use the flashcards to present the new vocabulary. Display them
Say the types of hair today:
long hair … fair hair … dark hair … short hair … beard …
straight hair … curly hair … moustache

• Encourage pupils to say the words as they place the stickers.
Then they write the words on the page.
4 Play Who am I? Point or say. Communicate

• Model the activity. Choose a character from the scene. Make a
statement describing the character, e.g. I’ve got brown hair. Who
am I? Invite the pupils to point to the character. Repeat with a
different character.
Find and count the T-shirts. Curiosity Corner

Pupils count the number of T-shirts in the picture. Find and say.
Answer: five • Point to or zoom in on the three close-ups. Ask pupils to guess
what each one is. Pupils find the items in the picture. 97
4
LLe
esssso
onn 22 Song and
How do we look
4
5
Grammar
UNIT
different?
4:02

Lesson 1 Vocabulary
4 Play Who is it?
1 long hair
2 fair hair
4 Play Who am I? Point or say. 3 dark hair
4 short hair
5 beard
6 straight hair
7 curly hair
8 moustache
vity Corner
ati
Cu r C
She’s got long hair. draw different
Find and say. Is it Daisy? hair for Toby.
No, it isn’t.
40 Find and count the T-shirts. 41
Pupil’s Book
Lesson 2 Song a
nd Gramm
ar
1 4:06 Listen and match.
1 2 3 4 5
Ann Tom Jill Sam Lucy
a b c d e
2 Draw a friend. Circle and write.

ou
My friend r t ur n
!
Y
1 ’s got
hair.
2 hasn’t got
hair.
Write two sentences about someone in your family. 31
Activity Book

mar 4
- Sing and act out a song about what New language: He’s/She’s got (short hair). Materials: Unit 3 flashcards (36–47),
people look like. He/She hasn’t got (fair hair). flashcards (48–55), Something for
- Talk about what people look like. Recycled vocabulary: physical appearance Everyone Grammar worksheets (Unit 4)
- Play a speaking game. Receptive vocabulary: hook, parrot, pirate
Receptive language: Beware! There’s a
(pirate) over there.
Opening routine • Play the song video three times. The first time, pupils watch for
• Choose a routine from the Classroom routines and games the actions. Finally, the whole class sing and do the actions. You
(pp. 26–31) to start the lesson: can also use the karaoke version (track 4:05).
- Mindfulness: Silent pair drawing: with a person.
She’s a pirate
- Communication: Flash the picture. Stop! Look! And a parrot. Ay ay!
- Dynamic: Corner game. Listen! Beware! Chorus
Lesson Introduction There’s a pirate
Over there. He’s a pirate. Wow!
• Review clothes and the hair vocabulary using the main picture or
He hasn’t got short hair now.
the flashcards. She’s a pirate. Wow! He’s got long hair today.
She hasn’t got dark hair now. And a hook. Ay ay!
Pupil’s Book, page 41 She’s got a red beard today.
1 Listen and say. What’s the Settling routine
extra word? Critical Thinking • Do the Mindfulness routine Heartbeat.
• Play the audio (track 4:02). Pause after each statement for pupils
4 Play Who is it? Communicate

to point to each item in the picture and say the word with the
audio. After each set, elicit which word doesn’t describe hair. • Drill the example dialogue. Then choose a child in the class and
Answers: 1 T-shirt 2 trainers 3 jeans 4 dress describe him/her. The class guesses who you are describing.
1 long hair, fair hair, dark hair, T-shirt, • Pupils play the game in pairs.
short hair, beard, straight hair, curly hair, moustache Reach higher: Pupils use the negative structure He/She hasn’t
2 long hair, fair hair, dark hair, short hair, beard, trainers, straight got … during the game.
hair, curly hair, moustache • For further practice, see the Something for Everyone Grammar
3 long hair, fair hair, dark hair, short hair, jeans, beard, straight worksheets at the relevant level.
hair, curly hair, moustache
4 long hair, fair hair, dark hair, short hair, beard, straight hair, curly Activity Book, page 31
hair, dress, moustache
1 Listen and match.
2 Listen and find the person. • Play the audio (track 4:06) twice. Encourage pupils to say full
• Say that Grace and Jack are talking about Grace’s friends. She’s sentences: Ann’s got fair hair.
describing them. 1
• Play the audio (track 4:03). Pupils point to the characters when Boy: Is that Ann? Girl: Curly hair?
they hear their description. Girl: No. Ann hasn’t got dark Boy: Yes, She’s got long, dark,
• Write Peter, Lucy and John on the board. Play the audio again, hair. Ann’s got fair hair.
Boy: Fair hair?
curly hair.
4
pausing after each exchange to ask What’s his/her name?
Girl: Yes. She’s got long, Boy: Is that Sam?
Answers: 1 Peter (2) 2 Lucy (3) 3 John (4) straight, fair hair. Girl: No. Sam hasn’t got curly
1 2 hair. Sam’s got a beard. And
Grace: Jack, is Peter here? Can you see? Girl: Is that Tom? he’s got short hair.
Jack: Who’s Peter? Boy: No. Tom hasn’t got a 5
Grace: He’s got fair hair. beard. Tom’s got a moustache. Boy: Is that Lucy?
Jack: Fair hair … Uh, yes! I can see Peter. He’s here. And he’s got curly, dark hair. Girl: No. Lucy hasn’t got long
2 3 hair. Lucy’s got short hair.
Grace: Jack, is Lucy here? Girl: Is that Jill? Boy: Short hair?
Jack: Who’s Lucy? Boy: No. Jill hasn’t got straight Girl: Yes. She’s got short, curly,
Grace: She’s got dark hair. hair. Jill’s got curly hair. fair hair.
Jack: Lucy … dark hair … Oh, yes! I can see Lucy. She’s here too.
3
Grace: Jack, what about John? Is he here? 2 Draw a friend. Circle and write.
Jack: Who’s John? • Pupils draw a picture of their friend. Then circle the pronoun and
Grace: He’s got short hair. complete the sentences using affirmative and negative forms.
Jack: Hmm … A boy with short hair. Yes, I can see John. He’s here. Answers: Pupils’ own answers.
Grace: Great! Let’s start.
• Mediation Have children work in groups of three to role-play Closing routine
the dialogue with one child acting as translator. (see TB p. 43) - Mindfulness: Invisible me. Pupils tell a friend what their invisible
me looks like.
3 Watch. Sing and act out. - Communication: Hands on heads.
• Pre-teach pirates. Pupils find all the children who are dressed
as pirates.
Creativity Corner
Write two sentences about someone in your family. (AB)
Pupils think about someone in their family and write sentences Imagine and draw different hair for Toby.
describing them. • Point to the picture of Toby and elicit that he hasn’t got hair.
Tell pupils to use their imagination to give Toby new hair.
Pupils show and tell their friend, e.g. Toby’s got long fair hair. 99
4
Lesson 3
Story
What’s in the
magic rucksack? 5
Is that Toby?
6 4
5
1 4:07 Watch or listen to the story. Who’s a pirate in the play?
A new star
Be careful, Sam!
1 2 Toby hasn’t
got curly
hair. He’s got
straight hair.
I can’t do that.
I can see Toby. 8 Can you be a pirate in our play now?
7
I’m brave. Yes,
I can do that!
Where’s Toby?
Don’t be scared.
3 4
Well done, Toby!
2 Read and write has got or hasn’t got.

1 In the play, Toby hasn’t got straight hair. It’s good to
Is that Toby?
has got be brave.
2 In the play, Toby a red beard.
3 When are you brave?

y Corner
There’s a special 4 Act out the story. s it
actor today. It’s Toby! rio What’s in the
Cu
Toby hasn’t got fair hair. rucksack? Draw.
Go to page 74.
Pupil’s Book
Story
Lesson 3
brave curly scared Toby
1 2 3 4
I’m brave . Don’t be Toby hasn’t got I can see
Yes, I can do that! scared . curly hair. Toby .
a b c d
2 Are you brave? Read and tick . Draw and write. It’s good to
be brave.
1 2 3
I can act in a play. I can ride a horse.
Activity Book

Lesson 3 Story 4
- Read and understand a story about a play. Recycled language: I can/can’t (do that). Materials: story cards, flashcards (48–55),
- Develop the SEL competence of Where’s (Toby)? Toby hasn’t got (curly colouring pencils or crayons
self-management by exploring the hair). He’s got (straight hair);
value of self-motivation and the Receptive vocabulary: special, star, telescope
message ‘It’s good to be brave’. Receptive language: Be careful, Sam; Don’t
- Act out the story. be scared, I’m brave! Well done!
Opening routine 2 Read and write has got or hasn’t got.

• Choose a routine from the Classroom routines and games • Pupils find Toby and describe his appearance. Use the flashcards
(pp. 26–31) to start the lesson: for support.
- Mindfulness: Musical drawing: with classical music in the style Consolidation: Write an affirmative and a negative sentence on
of a pirate film. the board and add a tick and a cross to show their meanings.
- Dynamic: Hot or cold?: using lesson 1 vocabulary flashcards.
- Communication: What am I?: using He’s/She’s got … and 3 When are you brave? SEL
the lesson 1 flashcards. • This question draws on the SEL competence of Self-Management.
It focuses on the value of self-motivation by completing new or
challenging tasks through the message ‘It’s good to be brave!’.
• Display the main picture on pages 40–41. Pupils predict what Elicit that Toby is brave because he is scared to act in the play, but
clothes and objects the children will use in their play about he takes part. Explain that when we try new things or things we
pirates. Provide any emergent vocabulary and write ideas on are scared to do, we are brave.
the board.
• Ask When are you brave? Pupils then share their ideas in groups
• Pupils find out what is in the magic rucksack on page 42. Elicit or draw pictures of their ideas. Encourage pupils to tell each
what we use a telescope for. other You’re brave!

1 Watch or listen to the story. Who’s a pirate 4 Act out the story. Communicate
in the play? • Put pupils in groups of six and assign roles. Play the audio
(track 4:07) and display the story cards, one at a time. Pupils act
• Read the story title and explain that we use star to talk about
out the story in their groups.
famous or special actors in films and TV. Show some of the
frames from the story. Pupils predict who the star of the play will • Invite one or more groups to perform the story in front of the class.
be. Ask questions for support, e.g. Is (Daisy) in the play?
Creativity tip
• Play the story animation or the audio (track 4:07). Pupils follow
Divide the story up into scenes to make this activity less
along in their books. Pause after each frame for pupils to find the
actors. Play the whole story again and elicit which character is in time-consuming. It promotes cooperation and it also allows
the play. pupils to fine-tune their performance.
Answer: Toby
A new star Activity Book, page 32
Grace: Look at our theatre. 1 Read and write. Match.
Jack: Toby, you can be a pirate, too.
Toby: I don’t know. I can’t do that. • Read the sentence and elicit the speaker in each scene.
Daisy: Don’t be scared. Here’s a telescope. • Mediation Have children choose a picture from the story
Children: Wow! and explain what’s happening in their own words.
Grace: It’s a real theatre.
Children: Hello, Sam! 2 Are you brave? Read and tick . Draw and write. SEL
Sam: Hello! Where’s Toby? • Remind pupils of the story value. Tell pupils to imagine trying the
Man: Welcome, everyone. There’s a special actor today. It’s Toby! two activities. Ask pupils if they would feel brave.
Daisy: Is that Toby?
Jack: No, it isn’t. Toby hasn’t got fair hair. He’s got dark hair.
• Pupils tick the pictures they would feel brave enough to try. They
then draw and write their own idea.
Grace: Look! Sam’s in the play. But where’s Toby?
Jack: Is that Toby?
Daisy: No, it isn’t. Toby hasn’t got curly Closing routine
hair. He’s got straight hair.
Jack: Now Sam’s in the tree. Be careful, Sam! • Do one of the closing routines:
Grace: Sam’s OK. But, where’s Toby? - Mindfulness: Graffiti wall: with ideas about how they can
Sam: I can see Toby. be brave.
Grace: Oh! I can see Toby, too! - Communication: Correct me: with sentences about
Jack: Well done, Toby! You’re a star! the story.
Toby: I’m not scared now.
Jack: Can you be a pirate in our play now?
Toby: I’m brave. Yes, I can do that!
Sam: I’m brave, too!

In pairs, pupils choose a story frame and name the things they can see. What’s in the rucksack? Draw.
Reach higher: In pairs, pupils take turns describing a picture and • Pupils draw the missing half of the telescope, colour it in and
guessing the number. write the word. Encourage pupils to describe the telescope
using the prompts.
Tell your family the story. (AB)
Invite pupils to share the story with their family and friends using
the Pupil’s App. They can do this in L1 or L2. 101
4
tion
n and Communica
Pronunciatio
Lesson 4
scared
scarecrow
arecrow
scooter
2 Find and colour the letters sc. Trace or write.

c c c c
c sc sc
sc sc c sc
c sc scooter
c c
sc c sc c
c c sc
sc sc
sc c sc c
c c c
c c
3 Chit - ch a t Watch. Sing and act out I’m brave!
Corner
it y
ae tiv
Cr
44 Do a role-play. Say: Can you (swim)? Yes, I can do that!
Pupil’s Book
Lesson 4 Pronunciat
i on and Comm
unication 4
1 Which words have the letters sc? Tick .
1 2 3
✓
4 5 6
✓ ✓
1 2 3 4
I’m brave! I’m brave, too!

I can . I can .
orner
ty C
ivi
at Think of a
e
new verse for

Cr
I’m brave
brave!
33
Activity Book

Communication 4
Objectives and Competencies
- Recognise and reproduce the sound /sk/. Recycled vocabulary: scarecrow; dance, Materials: colouring pencils or crayons,
- Identify and trace or write the letters sc. ride a bike, swim Something for Everyone Skills
- Talk about what you can do. Receptive vocabulary: scared, scarf, scooter worksheets (Speaking) (Unit 4)
- Sing and act out a song. Functional language: Can you (swim)? Yes,
I can do that! I’m brave
Opening routine I’m brave!

Clap your hands.
Can you swim?
Yes, I can do that.
- Mindfulness: Tree pose: as a scarecrow (see Unit 3, L3). Turn around, Can you ride a horse?
- Dynamic: On my scooter. Yes, I can do that.
- Communication: Guess the sound. Don’t be scared Chorus
To try new activities.
Lesson Introduction Say I’m brave!
Point to the picture and say Look! The scarecrow! Exaggerate the Yes, I can do that.
sound and say ssssssscarecrow. She’s on sssscooter. She’s not ssscared! I
like the sound /sk/. Repeat with me, ssskkk!
Settling routine
• Tell pupils that the horse they are riding is scared. They pretend to
Pupil’s Book, page 44 slowly stroke their horse whilst breathing deeply to calm it down.
1 Listen and say. Activity Book, page 33

• Write the letters ‘sc’ on the board and drill the sound with the
1 Which words have the letters sc? Tick .
class. Elicit that it is made up of two letters or sounds – s and c.
• Play the audio (track 4:08) and pause for pupils to repeat the • Point to each picture and elicit the word. Ask Has it got ‘sc’? and

elicit answers.
individual words. Then play the audio for pupils to repeat the phrase.
Consolidate: Drill the individual sounds s and c /k/. Then show 2 Listen and check. Say.
pupils how to blend the two sounds. Pupils may pronounce an
/e/ before the sc. Give them plenty of practice of the /s/ and /sc/ • Play the audio (track 4:11) for pupils to check their answers from
Activity 1.
sounds in isolation before asking them to build up to the words.
scared … scarecrow … scooter • Play the audio again for pupils to repeat the words.
The scared scarecrow is on the scooter. school … scarf … scooter … scarecrow
Repeat x2
3 Choose, circle and write. Act out. Communicate
2 Find and colour the letters sc. Trace or write. • Elicit the actions. Then read out the dialogue and complete the
• Write scared, scarecrow and scooter on the board. Pupils circle the sentence for yourself.
sc in each word. Then model writing the letters with your finger • Pupils take turns acting out their dialogues. They mime the
in the air, with your back to the class. action they chose.
• When pupils finish colouring the shapes, elicit that they form Support: Drill the dialogue with the class. Half the class say the
green speech bubble and the other half the blue speech bubble.
a capital S and a capital C. Pupils trace or write the word on
the line. Then they swap roles.
Engage: Encourage pupils to write the letters in the air as they Reach higher: Pupils take turns to say more reasons why they
say them. are brave.
Suggested answers: ride a bike, sing, swim, ride a horse
3 Chit-chat. Watch. Sing and act out
I’m brave! Communicate • Mediation Have children work in groups of three to role-play
• Display story card 8 and elicit that Toby says I’m brave. Yes, I can
do that! Then ask Are you brave? and elicit responses. Encourage Closing routine
pupils to name activities they do that make them brave. - Communication: Board pelmanism with words and their
• Play the song video once. Pause after each line for pupils to initial sounds.
repeat it.
- Dynamic: Act it out with the activities from the song.
• Play the song again. Pupils sing and act it out in pairs or in two
groups, with half the class singing the boy’s part and the other
half the girl’s part.
• You can also use the karaoke version of the song (track 4:10).
Do a role-play. Say: Can you (swim)? Yes, I can do that! Creativity Corner
Write ideas of activities on the board. Then drill a model role-play. • Pupils try to make the letters ‘sc’ with their hands in pairs.
Model the role-play with different pupils before they work in pairs. Think of a new verse for I’m brave! (AB)
• Play one of the song verses (track 4:09). Elicit ideas about other
activities that pupils think are brave.
• In groups, pupils choose a new activity and sing a new
verse together. 103
4
Lesson 5 Vocabulary
and Gramm
ar 4
5
1 4:12 Listen and say. Play Put it on!
1 3 5
2 4
wig crown earrings
necklace glasses

a b c d
Alice 3 Tom 4 David 2 Sue 1
4 Watch. Play Who’s this? Go to page 85.
Is it a man or a woman? It’s a woman.
Corner
it y
tiv Has she got a crown?
ae
Cr
Yes, she has!
Play the game with your family. Has (she) got (a crown)? 45
Pupil’s Book

Lesson 5 V
1 Look and write. Find the extra word and write.
crown earrings glasses necklace wig
1 2 3
1
w i g
4 2 e a r r i n g s
3 n e c k l a c e
4 g l a s s e s
5
5 c r o w n
I’ve got green eyes.
2 Look, circle and write.

a Has she got
1 a necklace?
Yes, she has. / No, she hasn’t.
2 Has she got a wig?
Yes, she has. / No, she hasn’t.
b
3 Has he got earrings?
Yes, he has. / No, he hasn’t.
4 Has he got glasses?

Yes, he has .
34 Ask or write two more questions about the pictures.
Activity Book

d Grammar 4
- Identify and say accessories. New vocabulary: crown, earrings, glasses, Materials: flashcards (56–60), Something
- Listen and identify people by their necklace, wig for Everyone Vocabulary and Grammar
physical appearance. New language: Has he/she got a (crown)? worksheets (Unit 4), scissors, cut out
- Play a speaking game. Yes, he/she has. No, he/she hasn’t. cards (p. 85)
Recycled vocabulary: physical appearance
Boy: Is it a man or a woman?

Opening routine
Girl: It’s a man.
• Choose a routine from the classroom routines and games Boy: Has he got a beard?
(pp. 26–31) to start the lesson: Girl: Yes, he has.
- Mindfulness: Feely bag: with one of the objects from the Boy: Is it Tom?
target vocabulary. Girl: Yes, it is.
- Dynamic: Listen and jump: with the flashcards for the
new vocabulary. Expert tip
- Communication: Kim’s game. Ask the pupils to check their answers with a partner
Lesson Introduction before you check the answers as a class. This will help
to build pupils’ confidence and encourage less confident
• Play who is it? with the pupils, using the words in lesson 1.
pupils to share their answers with the class.
3 Listen and say.
1 Listen and say. Play Put it on!
• Present the key vocabulary with the flashcards. Ask pupils if they • Point to the first picture and say Alice’s got a crown. What else has
she got? She’s got … Elicit the answers.
wear any of these things.
• Put pupils in pairs and have them choose a role. Play the audio

• Play the audio (track 4:12) for pupils to listen and point then
(track 4:14), pausing after each sentence for pupils to repeat it.
repeat the words. Choose one of the words and say Put on (a
Encourage pupils to point to the pictures.
crown). Pupils pretend to put (a crown) on their head. Repeat
with the other words. • For further practice, use the Something for Everyone Grammar
• Pupils play the game in pairs, taking turns to instruct each other
to put on different items.
4 Watch. Play Who’s this? Communicate
1 wig 2 necklace 3 crown 4 glasses 5 earrings
• Pupils cut out the cards on p. 85. Display the word cards.
• Play the video and invite two pupils to model the game using
their first language. the speech bubbles.

• Pupils play the game in pairs. One pupil chooses a person. Their
partner asks questions until they guess who it is.
• Pupils look at the pictures. Ask What have they got? Pupils Support: Write the structures on the board and drill with the
describe the people. class first.
• Tell pupils that they are going to listen to two children playing a Girl: Let’s play the game. Are you ready?
game. Play the audio (track 4:13). Boy: Yes, I’m ready!
1 Girl: Is it a man or a woman?
Girl: Is it a man or a woman? Boy: It’s a woman.
Boy: It’s a woman. Girl: Has she got straight hair?
Girl: Has she got earrings? Boy: No, she hasn’t.
Boy: Yes, she has. Girl: Has she got a crown?
Girl: Has she got brown hair? Boy: Yes, she has.
Boy: No, she hasn’t. Girl: Is it Anne?
Girl: Is it Sue? Boy: Yes, it is. Now, it’s my turn.
Boy: Yes, it is.
2 Activity Book, page 34
Boy: Is it a man or a woman?
Girl: It’s a man. 1 Look and write. Find the extra word and write.
Boy: Has he got a moustache? • Elicit the words before pupils do the task.
Girl: Yes, he has. • Pupils identify the extra word and complete the sentence.
Boy: Has he got a beard?
Girl: No, he hasn’t. 2 Look, circle and write.
Boy: Is it David? • Point to the two pictures and elicit the target vocabulary.
Girl: Yes, it is. • Pupils read and complete the questions and circle and write
3 the answers.
Girl: Is it a man or a woman? Engage: Use gesture to check answers. Pupils do thumbs up for
Boy: It’s a woman. Yes, he/she does and thumbs down for No, he/she doesn’t.
Girl: Has she got a crown?
Boy: Yes, she has. Closing routine
Girl: Is it Alice? - Mindfulness: Magic wands: with accessories.
Boy: Yes, it is. - Dynamic: Clothes race: with clothes and accessories.
4
Play the game with your family. Has (she) got

(a crown)? (PB)
Pupils take their cards home and play with their family.
Ask or write two more questions about the pictures. (AB)
Pupils write their own questions and then ask a friend to answer.
Support: Write a model question on the board. 105
4
Lesson 6
Cross-curric
ula r:
Curious
A rt Kids I’m curious
about how to
1 Watch. Who does Emma draw? draw a portrait.
Let’s draw
a portrait
line 2
1 3
circle
5
4
oval
rub out
6
colour
2 Watch again. What’s difficult to draw?

3 Draw a portrait of a friend. Write and say.
My friend’s got
hair and eyes.
C u r i os i t y
Co
r
Some animals
ne
can paint.
r
46 Think of your face. Draw a self-portrait.
Pupil’s Book
Lesson 6 Cros
s-curricula
r 4
Art
1 Read, look and write a, b or c.
1 He’s got short, red hair. He’s got blue eyes and a beard. c
2 She’s got long, fair hair. She’s got earrings and a necklace. a
3 She’s got short, dark hair. She’s got a necklace and a crown. b
a c
2 Draw to complete the portrait. Write.
1 He’s got short hair.
2 He hasn’t got hair.
3 He hair.
4 He
y Corner
s it
.
rio This sheep’s
Cu
got curly hair!
35
Activity Book

ular 4
- Watch and understand a video about New vocabulary: circle, colour (v), line, oval, Materials: level 1 flashcards (59–64),
how to draw a portrait. rub out Something for Everyone Skills
- Talk about your friend’s appearance. Recycled vocabulary: paper, pencil, rubber, worksheets (Reading and writing)
- Draw a portrait following the steps in ruler; physical appearance; accessories (Unit 4), colouring pencils or crayons
the video. Recycled language: He’s/She’s got (long
hair), He/She hasn’t got (brown eyes)
Receptive vocabulary: eyebrows,
horizontal, vertical
Receptive language: draw a portrait, First,
draw the (nose); Then, draw the (mouth);
We need to follow six steps.
Opening routine 2 Watch again. What’s difficult to draw?

• Choose a routine from the classroom routines and games
• Ask pupils if they think it’s easy or difficult to draw a face. Then
(pp. 26–31) to start the lesson: ask pupils which parts of the face they think are difficult to draw.
- Mindfulness: Breathing hands: with pupils moving their finger
around their face, instead of their hand.
• Play the video again then elicit answers. Ask pupils to share their
answer with a friend.
- Dynamic: Musical colours. Support: Display the parts of the face flashcards from Level 1.
- Communication: Draw the word: but have pupils draw
Answer: Pupils’ own answers.
with their eyes closed.
• Mediation Have children explain about portraits in their
Lesson Introduction first language.
• Review the parts of the face using the flashcards from Level 1 or
3 Draw a portrait of a friend. Write and say.

by drawing pictures on the board.
• Zoom in on Emma and her speech bubble and explain that a • Review the steps involved in drawing a portrait using the picture
portrait is a picture of a person’s head. Ask pupils how they feel in Activity 1.
about drawing people’s faces. Are they confident drawers or • Pupils draw a portrait of a friend and complete the sentences
would they like to learn how to draw a face? describing him or her.
Pupil’s Book, page 46 worksheets (Reading and Writing) at the relevant level.
1 Watch. Who does Emma draw? Answers: Pupils’ own answers.
• Tell pupils that Emma is going to draw a portrait. Read the question
together and invite pupils to say who they think she will draw. Curious about ... portraits
• Play the video, then elicit answers. The National Portrait Gallery is one of the most popular
• Ask pupils to explain the steps of the video or say the parts of the museums in London. You can find portraits of many famous
face she draws in order. If necessary, play the video again. British people there.
Answer: Jake
Let’s draw a portrait Activity Book, page 35
Emma: Hi! Are you curious about portraits? I am. Today we’re
1 Read, look and write a, b or c.
going to learn how to draw a portrait. Let’s watch.
We need some materials first. We need paper, a pencil, a • Point to the portraits and encourage pupils to name or describe
rubber, a ruler and some coloured pencils. the features they can see.
Now, we need to follow six steps. • Pupils read the descriptions and match them to the pictures.
Step 1: Draw an oval. The oval is the head. Now, draw
two lines. One vertical line and one horizontal line. 2 Draw to complete the portrait. Write.
Step 2: Draw the eyes on the horizontal line. The eyes • Pupils complete the portrait of the man.
are oval, too. Can you see? Then draw circles in the ovals.
You can also draw the eyebrows. Look!
• They then look at the picture and complete the sentences.
Support: Elicit possible ways of completing the sentences as a class.
Step 3: Now, draw the nose and the mouth. Draw these
on the vertical line. First, draw the nose. Then draw Suggested answers: 2 fair/long/curly 3 ’s got dark/straight
the mouth. 4 Pupils’ own answers.
Step 4: Draw the ears and the hair. The ears are between
Closing routine
the eyes and the mouth. The hair can be long or short. It
can be straight or curly. What do you prefer? - Mindfulness: Making models.
Step 5: Rub out the lines. Look! - Dynamic: Sam says.
And finally, Step 6: Colour the portrait.
Emma: Look! This is my portrait. Can you guess who it is? It’s
Jake! Now, it’s your turn to draw a portrait.
Think of your face. Draw a self-portrait. Curiosity Corner

Pupils draw their own face and then describe their features in Some animals can paint.
groups using I’ve got …
• Pupils work in pairs to think of three animals they think that can
paint or make art.
• Tell pupils that chimpanzees and other primates can use a
pencil or paintbrush with their hands, elephants use their
trunks and some birds use their beaks.
This sheep’s got curly hair! (AB)
• Ask pupils if they can think of any animals that have: red hair,
long hair or a beard (e.g. red panda, some dogs, goats). 107
4

munication 4
5
1 Watch and number.
a Halloween b a school play
3 2
c a birthday party d carnival
1 4
2 Watch again. When’s the school play?

3 Compare cul tures When do you dress up? Draw and write. Say.
I dress up for
Halloween.
I dress up for .
In this picture, I’m wearing
.
Tell a friend: I dress up for … 47
Pupil’s Book
ommunication
Culture and C
Lesson 7
1 4:15 Listen and number. Circle your favourite costume.
a b c d
2 4 1 3
2 What’s in the dressing up box? Look and write. Colour.
1 2 a wig
glasses
3
a crown
36
Activity Book

munication 4
- Learn about when children dress up. New vocabulary: a birthday party, Carnival, Materials: Unit 3 flashcards (36–43),
- Talk about when you dress up. Halloween, a school play flashcards & word cards (56–60)
New language: I dress up for (Halloween).
Recycled vocabulary: accessories, clothes
Recycled language: I’m wearing (trousers)
and a (shirt). I’ve got a (wig) and (glasses).
Opening routine 3 Compare cultures. When do you dress up?

Draw and write. Say. Communicate
(pp. 26–31) to start the lesson: • Ask pupils how Emma and Jake dress up for each of the
- Mindfulness: Guided visualisation: about a special day or celebrations in Activity 1.
celebration. • Ask When do you dress up? Do you dress up for (Halloween)? Drill
- Dynamic: Clothes race. the model sentence with the class.
- Communication: Missing picture: with clothes and accessories • Pupils complete the sentences. Pupils then present their pictures
flashcards. and sentences in small groups.
Support: Display the word cards on the board or write up
Lesson Introduction Reflect the vocabulary.
• Review clothes from Unit 3 with the communication routine
Guess the picture.
• Pre-teach the verb dress up. Ask pupils if they sometimes like to
If you have time … Comparing Cultures
wear different clothes or if they ever dress up for celebrations or
as a game. Encourage them to share details. Pupils make posters in groups about how people dress up for
different celebrations: for Halloween / Carnival / other festivals.

Pupil’s Book, page 47 Each group can do some research online and find or draw
pictures. Pupils write sentences describing the costumes.
1 Watch and number. Critical Thinking
dressing up. Pupils predict one accessory they will put on. Activity Book, page 36
• Play the video for pupils to check their predictions. 1 Listen and number. Circle your favourite
• Look at the pictures in Activity 1 and drill the four words. Ask costume.
pupils what they know about Halloween and Carnival.
• Play the video again for pupils to do the task.
• Play the audio (track 4:15). Pupils number the pictures in order,
then choose their favourite costume.
• Ask pupils if they enjoy each celebration. Engage: Do a class survey. Pupils raise their hands when you
Dressing up in the UK mention their favourite costume. What’s the most popular
Emma: Look! I’m wearing a wig and a necklace. I’m a superhero! costume in the class?
Jake: I’m a superhero, too! I’m wearing glasses, a crown and Reach higher: Pupils describe their favourite costume.
a wig! 1 It’s carnival today. I’m wearing black and yellow clothes. And
Emma: Dressing up is fun. You can use your imagination. In look! I’ve got a yellow mask. I love my costume!
the UK, people dress up for festivals, school plays and 2 It’s Halloween today. I’m wearing old trousers and an old T-shirt.
parties. Let’s take a look. I’m scary. I love Halloween. Owoo!
Emma: This is a birthday party. In the UK, we dress up for 3 Today, it’s the school play. I’m wearing trousers and a shirt. I’ve
birthday parties. Look at the clothes. Dressing up is fun! got a crown and a special necklace, too. This costume is great.
Do you dress up for your birthday, too? 4 It’s my birthday party today and I’m a clown. I’m wearing big
Emma: We dress up for the school play at Christmas, too. shoes. I’ve got a wig and I’ve got big glasses, too. This costume
Christmas is in the winter. I love school plays. is funny.
Emma: This is Halloween. I love Halloween! Halloween’s in
the autumn. 2 What’s in the dressing up box? Look and write.
I play games with my friends at Halloween. It’s fun! Colour.
Look! She’s got a black dress and a hat.
Emma: People dress up for carnival, too. It’s in the summer, in
• Display the picture of the dressing up box. Pupils say what they
can see.
London. I love carnival. Do you like carnival, too?
Emma: I love dressing up. • Pupils label the items in the picture.
Jake: Me too. Closing routine
Emma: What about you? When do you dress up? - Mindfulness: Fun yoga: with a Carnival or Halloween theme.
- Communication: My top three: with the celebrations.
2 Watch again. When’s the school play?
• Read the question aloud. Then play the video again for pupils to
listen for the answer.
Answer: at Christmas/in winter
the conversation with one child acting as translator. (see TB p. 43)
Tell a friend: I dress up for …

Pupils complete the sentence and share their answers in pairs.
After pupils do the task, find out about the most popular date for
dressing up in the class. 109
4
view
Lesson 8
Re

a b c d
8 7 2 3
short dark l ong c urly

hair hair h air h air
e f g h
4 1 5 6
fair straight m oustache b eard

hair hair
1 She’s got a crown

and a necklace .
2 She’s got earrings .
3 He’s got a wig .
4 He’s got glasses .
48
Pupil’s Book
Lesson 8
Re view 4
1 Order and write.
1 rifa 2 yucrl 3 goln 4 krad 5 trosh 6 hartstig 7 radeb 8 chemusota
1 2 3 4
fair c urly long d ark

hair hair hair hair
5 6 7 8
s hort s traight beard moustache

hair hair
2 Look and write.
1
2
3
1 He’s got a crown .
2 She’s got a wig .

4 3 He’s got glasses .
4 He’s got a necklace .

5
5 She’s got earrings .
Draw a friend in a costume. Write He / She’s got ... 37
Activity Book

Lesson 8 Review 4
- Review the key vocabulary and Recycled vocabulary: beard, curly hair, dark Materials: flashcards & word cards
language from Unit 4. hair, fair hair, long hair, moustache, short (48–60), Something for Everyone
hair, straight hair; crown, earrings, glasses, Vocabulary, Grammar and Skills
necklace, wig worksheets (Unit 4)
Recycled language: He’s/She’s got
(straight hair)
Opening routine Sustainable Development Goals

Goal 3: Good health and well-being
Introduce the children to Sustainable Development
- Mindfulness: Telephone: with I’ve got … Goal 3: Ensure healthy lives and promote well-being for all
- Dynamic: Hop like a rabbit. at all ages.
- Communication: Classifying. Pupils cut out pictures of people Encourage pupils to think about the different parts of their
from magazines and classify them in any way they like. body and how they can look after them. You could do the
Listen to your body mindfulness routine. Ask Can we tell if
someone is sick? What do you think a healthy person looks like?
• Review the target vocabulary. Hold up the back of a flashcard Do you think the people in Activity 1 are healthy / feel good?
and ask What’s Sam got? Invite pupils to guess using the What can we do to stay healthy? Elicit ideas in L1, providing
structure He’s got … Repeat with other flashcards. useful language in English during the discussion.
Pupil’s Book, page 48 3 Look and write. Say.

1 Listen and number. • Review the lesson 5 vocabulary with the flashcards and the word
• cards. Then read the first sentence aloud. Pupils find the crown

Use the flashcards to review the vocabulary from the unit. Elicit the
name of each flashcard chorally, increasing the speed each time. and then suggest how to complete the sentence.
• Play the audio (track 4:16) for pupils to do the task. Then call out • Pupils complete the sentences. In pairs, each pupil describes one
the numbers and elicit the words from individual pupils. of the children.
Consolidate: Play each exchange and have pupils repeat the • For further practice, use the Something for Everyone Vocabulary,
question and answer in pairs before finding the picture and Grammar and Skills worksheets at the relevant level.
writing the number.
Reach higher: Pupils have similar conversations to those in the Activity Book, page 37
audio in pairs, using the pictures as prompts.
1
1 Order and write.
Girl: Has your mum got straight hair? • Pupils unscramble the words and complete the labels.
Boy: Yes, she has. Support: Display the word cards on the board.
2 Reach higher: Pupils do the activity with books closed. Write the
Girl: My aunt hasn’t got short hair. She’s got long hair. jumbled words on the board. They can then check by looking at
3 the pictures in their books.
Boy: Has he got straight hair? • If they haven’t done so yet, pupils can do the Unit 4 activity in
Girl: No, he hasn’t. He’s got curly hair. the Picture Dictionary (p. 55)
4
Girl: He’s got fair hair. 2 Look and write.
5
Boy: Has your dad got a beard?
• Read the first sentence aloud and have pupils point to the
correct picture.
Girl: No, he hasn’t. He’s got a moustache.
6
• After checking answers, pupils can practice saying the sentences
in pairs.
Boy: My dad’s got a beard.
7 • If you wish to evaluate pupils’ progress, Unit tests are available in
the Teacher’s Resource Centre. You can also create your own tests
Boy: She hasn’t got fair hair. She’s got dark hair.
using the Test Generator.
8
Boy: He’s got short hair. Closing routine
2 Write or say. - Mindfulness: Physical role-play: pupils use as many words
from the unit as they can.
• Point to the example and elicit the phrase. Then invite a pupil to
- Dynamic: Play Odd one out.
write the word on the board.
Support: Do the Words and pictures communication routine.
Draw a friend in a costume. Write He’s/She’s got … (AB)

Pupils draw a picture of a friend wearing a costume of their choice.
They then write one or more sentences in their notebooks. They
share their pictures in pairs, saying He’s/she’s got … 111
4
Kids Can! Project 4

5
How do we
look different?
1 Cut out the face 3 Write.

and the objects. 2 Stick the objects
Colour. on the face.
2 Create a portrait gallery. Show and tell your class.

This is Mark. He’s got a red wig and green glasses.
I can talk
about what
people look like.
Circle.
Look at your friend’s portrait. What’s different?

49
Pupil’s Book
How do we look LOOK!

different? Is Sam wearing a wig?
.
What
colour
a hear
t next to is the
Put urite hair.
yo u
r f a vo clown’s
curly wig?
Draw hair on the man. Unscramble.

I’ve got …
Read and tick. r
c r ww c
Find and I’ve got ... r r c w
w
ink!
Which person? 1, 2 or 3?
Find and circle.
long
hair
short
hair
fair
hair
dark
hair
curly
hair
glasses circle four o
ThHave
non
Which person? 1, 2 or 3? differences. . o o
n n
I've got glasses. I've got fair hair.
I've got long hair. I've got big earrings. fish
I am person
got r c w
16 | Unit 4 Who wants a haircut? A, B hair?
or C? Unit 4 | 17
KCL2_U4_PH_16-17B
A B C co n
Colour
Colour thethe clown:
clown: Colour
the clown.
wigwig
necklace
necklace
crown
crown
Circle.
Grandma’s got glasses
glasses
long / short hair.
Who has got long AND curly hair? Tick.

Fun Fact!
Some spiders
have got hairy legs.
Some animals have got
l h .
18 | Unit 4 Unit 4 | 19
Extra Fun!

Kids Can! Projec
t
4
- Review and personalise language from Recycled vocabulary: physical appearance, Materials: paper, camera (optional),
Unit 4. accessories; colours Teacher’s Resource Centre: project
- Develop creativity and imagination. Recycled language: This is (Mark). He’s got a template (optional); scissors, coloured
- Create a portrait gallery. (red wig) and (green glasses). pencils or crayons, pieces of A4
- Present your portrait to the class. card; glue; magazines and recycled
materials (optional)
Opening routine Social and Emotional Learning

The unit SEL value is explicitly covered in the story lessons and
often will be further discussed in Lessons 6 or 7. However, we
- Mindfulness: See, think, wonder: with an abstract art portrait.
can often identify an additional SEL focus related to the unit
- Dynamic: Get into groups: using pupils’ hair colour or length. theme. For example, in Unit 4, which explores the differences
- Communication: Round the circle. between people’s physical appearance, you may find it
relevant to discuss diversity in the pupils’ community.
In this lesson, you could have pupils create a diverse
• In this project, pupils create a fun portrait of a friend and community of people in the gallery instead of drawing
collaborate to create an art gallery. As well as using their creative their friends. Discuss how people are different, including
skills, pupils also use their communication and social skills as gender, skin colour, hair type, disabilities, and even how
they present their artwork to the class. Pupils also explore the our preferences are diverse, e.g. favourite colours, clothes.
SEL competence of social awareness. They choose different Encourage pupils to create a portrait of someone who is
accessories for their portraits and learn to appreciate diversity. different from them in some way. As you look at the portraits
• Decide what materials you would like pupils to use. You could use together, discuss and celebrate these differences.
the template, have pupils draw their portraits or you could take

photos of the pupils’ faces and print them out for the background
of the portraits. You could also prepare ‘picture frames’ cut out of Self-assessment Reflect
card to give the exhibition a more authentic feel. • Ask pupils to think about all the work they’ve done during the
• Make your own portrait to use as a model. unit. Point to each of the three faces and ask Can you talk about
what people look like? Encourage pupils to think about how
Pupil’s Book, page 49 much they have learnt and whether or not they need to review
any language.
1 Be creative. Prepare your project. • Pupils circle the face that best represents their feelings towards
• Tell pupils they are going to create a portrait gallery together. their achievement.
In the art gallery, they will display portraits of their friends Engage: Pupils show how they feel in person, by making a
dressed up. happy face, a neutral face or a sad face.
• Draw attention to the pictures in Activity 1 and make sure pupils
Closing routine
know what to do in each step.
• Put pupils in pairs and hand out the materials. Elicit the names of • Do one of the closing routines:
the accessories and have pupils cut them out. - Communication: Kindness jar.
• Pupils colour the accessories they want to add to their portrait. - Dynamic: Musical statues.
They can also add facial features such as eyes, hair, or change the
shape of the nose and mouth. They then stick the accessory on. Extra Fun! pages 16 and 17
• Pupils now complete the label on their portrait, including their Answers: Which person? 1, 2 or 3? 3
friend’s name. Is Sam wearing a wig? Yes, he is.
• Invite pupils to stick their finished portraits in the Curiosity Look! What colour is the clown’s curly wig? red
Corner to create the gallery. Think! Have fish got hair? No.
Oak leaf: behind chair of person 1 on page 16
2 Create a portrait gallery. Show and tell
your class. Communicate Extra Fun! pages 18 and 19
• Focus on the picture of the children presenting their portrait Answers: Who wants a haircut? A, B or C? B
to the class. Invite one of the pupils to read out the example Find and circle four differences. Top picture: wearing glasses,
speech bubble. red necklace, big earrings, bow in hair. Bottom picture: no
• Invite pupils to present their picture to the class. Then encourage glasses, blue necklace, small earrings, no bow in hair
pupils to say which portraits they like best. Focus on the unit Circle. long
question and then elicit ideas, using the portraits to guide the Who has got long and curly hair? Tick. Top row pictures 1 and 3;
discussion. Ask pupils to notice similarities and differences Bottom row picture 3
between the pictures. Unscramble. crown
• As an alternative, pupils could create a portrait using mixed Some animals have got … long hair
media collage techniques. Bring in magazines and recycled Oak leaf: to the left of the guinea pig on page 19
materials for pupils to use in their portraits.
Learning situation
See Teacher’s Resource Centre: Learning situations section,
Unit 4
Look at your friend’s portrait. What’s different?

Pupils work in pairs. They find as many differences as they can
between each other. 113
R Review 2
UNIT
R
UNIT
This is my favourite Has he got

rhyming story. long hair?
Yes, he has.
1 4:17 Listen and read the story. What does the sun do every day? dice
The sun and the wind t

1 Here is the 2 Star counters
sun in the sky.
1 2 3 4 5
Go
forward
2 Has he got
I’m wearing … long hair? She’s got … I’m wearing …
Here is the wind. I blow the boats on the sea.
10 9 8 7 6
Go
3 4 back
This wind is cold.
2
Has she got Has he got a
I’m wearing … He hasn’t got …
straight hair? moustache?
11 12 13 14 15
Go
Can you take off his coat? forward
2
Has she got
She hasn’t got … I’m wearing … My dress is …
5 This sun is hot. 6 a beard?
20 Has he got 19 18 17 16
dark hair?
Go
back What are you
2 wearing?
It’s good to be He’s got …

calm and quiet. Finish I’m wearing …
50 51
Pupil’s Book
Review 2
1 Cut out the dominoes. 2 Play with a friend.
She’s got I’m wearing

long hair. trainers.
He’s got a I’m wearing

moustache. a sweater.

straight hair. trousers.

curly hair. a dress.
He’s got I’m wearing

short hair. a skirt.
59
Activity Book

Review 2 R
- Review the key vocabulary and Recycled vocabulary: boat, tree; clothes, Receptive vocabulary: blow, coat, leaves,
language from Units 3 and 4. physical appearance, accessories, weather shine, strong
- Listen to and read a rhyming story. Recycled language: Has he/she got …? Yes, Materials: flashcards & word cards (36–60),
- Play a board game. he/she has. No, he/she hasn’t. He’s/She’s got dice and counters, Something for
(a moustache), I’m wearing (trousers) Put on/ Everyone Vocabulary, Grammar and
Take off your (coat) What are you wearing? Skills worksheets (Units 3 & 4); scissors
Opening routine Narrator: The man opens his coat, and takes it off.
Sun: See?
Narrator: The sun says to the wind.
Sun: It’s good to be calm and quiet. Just like me!
- Mindfulness: Five senses. Take the children outside and have
them notice the weather around them. Pupil’s Book, page 51 Communicate
- Dynamic: Ball game: with vocabulary from Units 3 & 4.
- Communication: Slow drawing: with types of weather. 2 Play the Review Race.
Lesson Introduction • Put pupils in groups of three or four. Explain how to play:
• Each pupil chooses a different colour counter and puts their
• Use the flashcards to recycle language from Units 3 and 4: What counter on the Start square.
has Sam got / What’s Sam wearing? Has he got (curly hair)? Is he
wearing (jeans)? • Pupils take turns to roll the dice. The pupil with the highest
number starts. Pupils then take turns in clockwise direction.
• Focus on Emma at the top of the page and read her speech
• Pupils move their counter around the board according to the
bubble. Explain that a rhyming story is when the sentences have
number they roll. When they land on a question or sentence,
the same sound at the end. Elicit or provide examples of words
they answer or complete it.

that rhyme, e.g. old / cold, tree / sea.
• The first pupil to reach the Finish square wins.
Pupil’s Book, page 50 • Tell pupils to listen to their classmates’ answers. If they answer
incorrectly or can’t answer, they go back to their original square.
1 Listen and read the story. What does the sun do
Support: Display the flashcards and the word cards from the
every day? Critical Thinking
game on the board.
• Read the story title and ask pupils if they know the story.
• Show pupils the first story card and have them describe what Grammar and Skills worksheets at the relevant level.
they can see in the picture.
• Show the other cards or have pupils look at the pictures on the Activity Book, page 59
page. Ask pupils what they think will happen in the story. Elicit
ideas in L1 and reformulate as necessary in L2. 1 Cut out the dominoes.
• Play the story and have pupils follow along in their books. Ask • Pupils cut out the cards to make dominoes. Pupils shouldn’t cut
What does the sun do every day? and elicit answers. Ask pupils to along the blue lines that separate the two halves of the dominoes.
guess what shines means.
2 Play with a friend. Communicate
• Ask pupils what they think the message of the story is (that it is
better to be calm and quiet than to be angry). • Tell pupils they are going to play a game. Show them how to
Reach higher: Ask comprehension questions, e.g. Who is strong, play dominoes:
the sun or the wind? Why does the man take his coat off? • Pupils play in pairs.
Answer: It shines (and shines). • Each pupil places their dominoes in front of them.
• One pupil places a domino in the middle of the desk.
• Mediation Have children explain the story in their first • The other pupil reads the domino and looks at the picture.
language. They look at their dominoes and see if they have the picture that
matches the sentence or a sentence which matches the picture.
Expert tip
They place this domino on the desk next to the first domino.
Put key words or pictures from the story into a noughts and
crosses grid. Challenge children to choose a square and recall
• The pupil who gets rid of all their dominoes first wins.
the part of the story which contains the word or picture. Pupils
can use their mother tongue to help express themselves. Learning situation
Problem: There’s a new pupil in your school. She/He looks
The sun and the wind different and her/his clothes are different. How can you make
Narrator: Here is the sun in the sky. Every day it shines and shines. her/him feel welcome?
Narrator: Here is the wind. It’s strong and cold. Every day it
blows and blows. Tasks:
Wind: I blow the boats on the sea. I blow the leaves off the trees. 1. Think about your friends. Why are they your friends?
Who’s stronger? You or me? 2. Look at your friends. Draw or write about everything that’s
Narrator: The sun smiles and says, the same as you, and everything that’s different.
Sun: Let’s see. 3. Make a poster showing what’s important and not important
Sun: Look at the man on the road. He’s got a hat. He’s got a coat.
in a friend. You can include how people look, their clothes, the
Look at the man on the road. Can you take off his coat?
things they have/haven’t got and things they like/don’t like.
Wind: Yes!
Narrator: The wind blows and blows. 4. Role-play the conversation with the new pupil to welcome
Man: Brrr! him/her.
Narrator: Says the man.
Man: This wind is cold.
Narrator: Put on your scarf. And button your coat. Closing routine
Narrator: Now, the sun is yellow and hot.
Man: Ooh! • Do one of the closing routines:
Narrator: Says the man. - Mindfulness: Listen to your body.
Man: This sun is hot. - Dynamic: Scavenger hunt.
115
5 What can you do at camp?
UNIT
• This unit teaches children about sports and outdoor activities.

• It encourages them to cooperate and take turns when they play.
• Children also learn to notice how their body moves.
LLe
esssso
onn 22 Song and
What can you do
5
Grammar
UNIT
at camp?
5:02
2 5:03 Look, listen and find the activity.

4 Play Same or different?
4 Play Mime or say.
2 sail a boat
1 climb a tree
3 play volleyball 4 swim in the lake
5 play basketball
6 go for a walk
7 do yoga
8 play table tennis
vity Corner
sity Corn a ti
rio re Imagine and
Cu er C
decorate a tent for
Find and say. I want to do yoga. What about you? Grace and Daisy.
I don’t want to do yoga.
52 Find and count the people with dark hair. 53
Pupil’s Book
What can you do

5
UNIT
at camp?
Lesson 1 Vocabulary
1 Look and write. Circle your favourite activity.
climb a tree do yoga go for a walk play basketball

play table tennis play volleyball sail a boat swim in the lake
Monday Tuesday Wednesday Thursday

1 2 3 4
sail a do yoga play swim in

boat basketball the lake
Friday Saturday Sunday Every day

5 6 7 8
climb a go for a play play

tree walk volleyball table tennis
38
Activity Book

Lesson 1 Vocabula
ry
5
- Watch and understand a video New vocabulary: climb a tree, do yoga, Materials: flashcards & word cards (61–68);
introducing the unit. go for a walk, play basketball, play table Something for Everyone Vocabulary
- Identify and say camp activities tennis, play volleyball, sail a boat, swim in worksheets (Unit 5)
- Listen to and say a chant. the lake
- Play a miming game. Recycled vocabulary: physical appearance;
sports and activities; days of the week
Recycled language: I can see … There’s
a (ball), (Daisy) has got a (rucksack).
Opening routine 4 Play Mime or say. Communicate

• Model the activity. Call out numbers from the picture. Pupils mime
(pp. 26–31) to start the lesson: the action or say the word, or you can tell them which to do. Pupils
- Mindfulness: Relaxation techniques: describing the play the game in pairs.
picture scene. Consolidate: Drill the words and the actions several times before
- Dynamic: Act it out: using the activities from Level 1 Unit 5. pupils do the task.
Reach higher: Mime the actions for pupils to ask questions,
- Communication: Round the circle: with outdoor activities.
e.g. Are you (playing basketball)?
• For further practice of the core vocabulary, use the Something
• Ask pupils if they’ve ever gone to camp. Read the unit question for Everyone Vocabulary worksheets at the relevant level.
and elicit any activities pupils already know, e.g. ride a horse, play
football, climb. Write pupils’ ideas on the board and add to this as
their first language. Ask if any are similar.
you go through the unit.
• Play Jake’s unit presentation video. Activity Book, page 38

Jake: Hi! Today we’re going to learn about camp activities. Let’s
explore the picture. What can you see? What can you do 1 Look and write. Circle your favourite activity.
at camp? • Review the days of the week by having pupils recite them
chorally. Then elicit the activities before pupils do the task.
Pupil’s Book, page 52 Support: Display the flashcards and the word cards.
1 What can you see? Say. Communicate Engage: Name the activities one by one. Pupils raise their hand
when their favourite activity is mentioned.
• Show pupils the main scene. Give them time to look and think
• Pupils can now do the activity in the Picture Dictionary on
about what they can see.
Activity Book (p. 56).
• In pairs, pupils point to and name the things and activities
they know. Closing routine
Support: Do as a whole class activity zooming in on parts of • Pupils choose an activity they like from the picture scene and tell
the scene. a friend using I want to (do yoga). Do one of the closing routines:
Answers: Pupils’ own answers. - Mindfulness: Think, pair, share: about activities pupils
do outdoors.
2 Listen and say the chant. - Dynamic: Body shapes: with short words, e.g. yoga, sail.
Reach higher: Jumble the order of the flashcards. Pupils say
the words.
Say the camp activities today:
climb a tree … sail a boat … play volleyball … swim in the
lake … play basketball … go for a walk … do yoga … play
table tennis

• Encourage pupils to say the words as they place the stickers.
Then they copy the words on the page.
Find and count the people with dark hair. Creativity Corner
Review the phrase dark hair and give one example, e.g. Toby has Find and say.
got dark hair.
• Elicit the sports. Pupils look at the picture in pairs and find the
Answer: 11 objects. Then ask Which sport is your favourite? 117
5
LLe
esssso
onn 22 Song and
What can you do
5
Grammar
UNIT
at camp?
5:02
2 5:03 Look, listen and find the activity.

4 Play Mime or say.
2 sail a boat
1 climb a tree
3 play volleyball 4 swim in the lake
5 play basketball
6 go for a walk
7 do yoga
8 play table tennis
vity Corner
a ti
Cu r C
decorate a tent for
Find and say. I want to do yoga. What about you? Grace and Daisy.
52 Find and count the people with dark hair. 53
Pupil’s Book
Lesson 2 Song a
nd Gramm
ar
1 5:06 Listen and match. Circle.
1 Anika a I want to / don’t want to do yoga.
2 Mario b I want to / don’t want to swim in the lake.
3 Susie c I want to / don’t want to sail a boat.
4 Joe d I want to / don’t want to play table tennis.
2 Look, circle and write for you. Tell a friend.

ou
r t ur n
!
Y
1 2 3 4
1 I want to / don’t want to do yoga.
2 I .
3 I .
4 I .
Write two more sentences about you. 39
Activity Book

mar 5
- Sing and act out a song about sports New language: I want to (play basketball). play volleyball, sail a boat, swim in the lake
and activities. I don’t want to (sail a boat). Materials: flashcards (61–68),
- Play a speaking game. Recycled vocabulary: climb a tree, do yoga, go Something for Everyone Grammar
for a walk, play basketball, play table tennis, worksheets (Unit 5)
Opening routine Camp is fun

• Choose a routine from the Classroom routines and games Camp is fun.
Let’s be active, everyone!
I want to climb a tree.
And I want to sail a boat.
- Mindfulness: Silent brainstorm. I don’t want to sit down.
Come and sail with me!
- Communication: Apples, oranges and bananas. I want to climb a tree.
- Dynamic: Guess the picture. And I want to play basketball. Camp is fun.
Come and play with me! Let’s be active, everyone!
Lesson Introduction Chorus Camp is fun!
• Display the flashcards on the board and write Sam behind one of
them. Pupils guess which activity Sam wants to do. Settling routine
• Do the Mindfulness routine Heartbeat.
4 Play Same or different? Communicate
1 Listen and say. What’s missing? Critical Thinking
• Display the picture scene and ask questions, e.g. Who’s (playing
• Model the activity by reading the first speech bubble and elicit
answers from several pupils. Depending on their answer, say It’s
table tennis)? What game are they playing? the same! or It’s different!
• Play the audio (track 5:02). Pupils point to each activity and
• Pupils play the game in pairs, making true statements
repeat the words. Then they say the missing words after the tone. about themselves.

Answers: 1 play volleyball 2 do yoga 3 sail a boat Support: Write I want to … and I don’t want to … on the board.
4 go for a walk Show a flashcard and elicit example sentences.
1 climb a tree, sail a boat, ____, swim in the lake, play basketball, Reach higher: Pupils make some false statements as well as true
go for a walk, do yoga, play table tennis ones. They then guess whether each statement is true or false.
2 climb a tree, sail a boat, play volleyball, swim in the lake, play • For further practice, see the Something for Everyone Grammar
basketball, go for a walk, ____, play table tennis worksheets at the relevant level.
3 climb a tree, ____, play volleyball, swim in the lake, play
basketball, go for a walk, do yoga, play table tennis • Mediation Have children work in groups of three to role-play
4 climb a tree, sail a boat, play volleyball, swim in the lake, play
basketball, ____, do yoga, play table tennis
2 Look, listen and find the activity. 1 Listen and match. Circle.
• Tell pupils that the children are talking about the activities • Play the audio (track 5:06). Pause after each exchange.
they want to do. Play the audio (track 5:03). Pause after each 1
statement for pupils to point to the characters and the activities Boy: Hi, Anika. I want to sail a boat. What about you?
when they hear them. Anika: Yes, I want to sail a boat. Let’s go!
Reach higher: Ask additional concept-checking questions, e.g. 2
Does Grace want to play table tennis? Who wants to sail a boat? Girl: I want to do yoga. What about you, Mario?
Answers: 1 play table tennis (8) 2 climb a tree (1) Mario: No, I don’t want to do yoga.
3 sail a boat (2) 4 swim in the lake (4) 3
Boy: I want to play table tennis. What about you, Susie?
1 Susie: Yes, I want to play table tennis. Come on!
Grace: Wow! This camp is amazing. Look, table tennis! I want to 4
play table tennis. Girl: I want to swim in the lake. What about you, Joe?
2 Joe: Um, no. I don’t want to swim in the lake. Sorry.
Grace: What about you, Toby?
Toby: Um, I don’t want to play table tennis. I want to climb a tree. 2 Look, circle and write for you. Tell a friend.
3
Grace: Daisy, what about you? • Write an example on the board about yourself. Pupils look at the
pictures and complete the sentences for them using want to and
Daisy: I want to sail a boat. I want to sail a boat on the lake.
don’t want to. They then read their sentences to a friend.
4
Grace: And what about you, Jack? Answers: Pupils’ own answers.
Jack: I want to swim in the lake. Come on. Let’s go!
If you have time … play Fast Finger!
Pupils play Fast Finger! using the Picture Dictionary on AB p. 56.
• Draw a happy face and a sad face on either side of the board.
Hold up a flashcard and say I want to swim in the lake as you point
to the happy face. Hold up another flashcard and say I don’t want Closing routine
to (play basketball) as you point to the sad face. • Do one of the closing routines:
• Play the song video three times. The first time, pupils watch for - Dynamic: Guess who with the main picture scene on Pupil’s
Book pp. 52–53.
the actions. Finally the whole class sing and do the actions. - Communication: Find it.
• You can also use the karaoke version of the song (track 5:05).
Write two more sentences about you. (AB) Creativity Corner

Elicit and write ideas on the board. Pupils think of one more activity Imagine and decorate a tent for Grace and Daisy.
they want to do and one they don’t want to do.
• Tell pupils that Grace and Daisy are going to sleep in a tent.
They think about what they like and decorate the tent for them. 119
5
Lesson 3
Story
What’s in the
1 5:07 Watch or listen to the story. Who helps Sam?
Fu n a t c a m p
I want to sail a boat.
1 2
I don’t want to play
I don’t want to swim. volleyball. I want to
I want to try the zorb ball! try the zorb ball.
Can you help me, please? Whose turn is it now?

7 8
I want to
climb a tree.
What’s that? It’s a zorb ball.
3 I want to try the zorb ball! 4

Yes, I can.
It’s your turn, Grace.
2 Read and write.

It’s important
to take turns
I can’t stop 1 I want to sail a boat . when you
the boat! play.
want climb a tree
y Corner
2 I to .
s it
3 When do you take turns? rio What’s in the
Cu
rucksack? Draw.
But it’s my turn. 4 Act out the story. Go to page 74.
Pupil’s Book
Story
Lesson 3
1 Remember the story. Read and write.
climb a tree don’t want to sail a boat want to
1 2
I want to sail a boat . I want to climb a tree .
3 4
I want to I don’t want to

try the zorb ball. play volleyball.
It’s important
2 Where do you take turns? Read and tick . to take turns
when you
1 2 3 play.
I take turns at the park. I take turns in I take turns at home.

the classroom.
Activity Book

Lesson 3 Story 5
- Read and understand a story about Recycled vocabulary: climb a tree, play table Materials: a table tennis ball, a bag
a camp. tennis, play volleyball, sail a boat, swim (optional), story cards, colouring
- Develop the SEL competence of Recycled language: Can you help me, pencils or crayons
Relationship Skills by exploring the please? Yes, I can. I can’t (stop the ball), I
value of teamwork and the message ‘It’s want to (try the zorb ball), I don’t want to
important to take turns when you play’. (swim); It’s very windy!
- Act out the story. Receptive vocabulary: zorb ball
Receptive language: Let’s take turns.
Opening routine Toby: Yes, I can.

• Choose a routine from the Classroom routines and games Sam: Thank you, Toby.
Toby: I want to try the zorb ball now.
Daisy: Me too!
- Mindfulness: See, think, wonder: zooming in on story All: We want to try the zorb ball, too!
frame 6. Jack: OK. Let’s take turns, everyone.
- Dynamic: Ball game: using words in lesson 1. Grace: Whose turn is it now?
- Communication: Picture memory: using the main unit scene. Sam: It’s your turn, Grace.
Grace: Hurray!
• Read the story title and explain the meaning of fun. Ask pupils to 2 Read and write.
predict which fun activities the children and Sam will do at camp.
• Do the Mindfulness routine Feely bag with a table tennis ball.
• Play the video again or read the story together.
Pupils then find out what is in the magic rucksack. • Point to the pictures and ask What does he/she want to do? Pupils
look back at the story then complete the sentences.

3 When do you take turns? SEL
1 Watch or listen to the story. Who helps • This story helps pupils develop the SEL competence of Relationship
Sam? Skills. It focuses on the value of Teamwork, by exploring the
• Show some of the frames from the story. Ask What does Daisy message ‘It’s important to take turns when you play’. Draw pupils’
want to do? Who wants to play with the ball first? attention to the picture of Sam with the heart. Read the sentence
• Play the story animation or the audio (track 5:07). Pause after and elicit who doesn’t take turns in the story (Sam).
frame 2 and elicit how you play with a zorb ball. Play the rest of • Ask pupils how they think Grace and Jack feel when Sam gets
the story then ask Who helps Sam? in the zorb ball first. Then ask why it’s important to take turns.
Encourage them to share how they take turns such as when
Answers: Toby
working with friends at school, playing with friends and brothers
or sisters at home, doing activities at home or at school.
Curious about … zorbing
Zorbing is a game where the player stands inside a large
inflatable ball, called a zorb. The ball rolls, sometimes down a
slight slope, and the player has to run inside the ball, similar to 4 Act out the story. Communicate
a hamster on a wheel. • The whole class acts out the story. Play the audio (track 5:07) and
have them do actions for each character. Encourage pupils to
Fun at camp repeat the lines as they act out the scene.
Daisy: Look! There are lots of activities at camp. I want to sail • Put pupils in eight groups and have each group act out a scene.
a boat.
Toby: I want to climb a tree. Activity Book, page 40
Jack: I want to play table tennis.
Grace: Me too! I’ve got a ball in the rucksack.
Sam: Hello! • Elicit the speakers in each scene. Pupils complete the sentences
Jack and Grace: Hello, Sam! from the story.
Sam: Oh! What’s that? • Mediation Have children choose a picture from the story
Grace: Ah, it’s a zorb ball! and explain what’s happening in their own words.
Sam: Wow, fun!
Jack: I want to try the zorb ball! 2 Where do you take turns? Read and tick . SEL
Grace: But it’s my turn.
Jack: Oh no!
• Point to each picture and read the phrase. Ask pupils if they take
turns in each place. If they do they tick the box.
Grace: Stop, Sam! Engage: Pupils stand up if they take turns.
Daisy: Oh! It’s you, Sam.
Sam: Yes. The zorb ball is fast! Woah! Answers: Pupils’ own answers.
Daisy: It’s very windy. I can’t stop the boat. Oh no!
Sam: Woah, the zorb ball is very fast! Woah!
Closing routine
Girl 1: I don’t want to swim. I want to try the zorb ball! • Do one of the following closing routines:
Girl 2: Wow! It’s a zorb ball! - Mindfulness: Guided visualisation: pupils imagine they are
Girl 3: I don’t want to play volleyball. I want to try the zorb ball. inside the zorb ball.
Sam: Hello, Toby. Can you help me, please? - Dynamic: Change places: with I want to …

In pairs, pupils choose a story frame and name the things they can see. What’s in the rucksack? Draw.
Tell your family the story. (AB)
• Refer pupils to pages 74. Pupils complete and colour in the
picture, then write the word. Ask What colour is your ball?
Pupils’ App. 121
5
tion
n and Communica
Pronunciatio
Lesson 4
try
trapeze
apeze
tree
2 Find and colour the letters tr. Trace or write.

t t t
t
tr tr
t
tr
tr
t tr t tree
t t
tr t tr t tr t
t tr tr tr
t t t
3 Chit - ch a t Watch. Sing and act out Whose turn is it?
y Corner
t ivit
r ea
C
56 Do a role-play. Ask a friend: Whose turn is it?
Pupil’s Book
Lesson 4 Pronunciat
i on and Comm
un ication 5
1 Which words have the letters tr? Tick .
1 2 3
✓
4 5 6
✓ ✓
3 Look and write my or your. Act out.
1 Whose turn is it?

2 Whose turn is it?
ty Corner
ivi
It’s your at Think of
e
a new dance
Cr
It’s my turn. turn.

for Whose turn
is it?
41
Activity Book

Communication 5
- Recognise and reproduce the sound /tr/. New vocabulary: trapeze Materials: colouring pencils or crayons,
- Identify and trace or write the letters tr. Recycled vocabulary: train, trainers, tree Something for Everyone Skills
- Learn how to talk about turn taking. Functional language: Whose turn is it? It’s worksheets (Speaking) (Unit 5)
- Sing and act out a song. (my) turn.
Opening routine Whose turn is it?

Clap your hands.
It’s my turn.
Yes, it’s my turn to go.
Turn around,
- Mindfulness: Letter walk. Whose turn is it?
- Dynamic: Letter race. Do you know?
- Communication: Odd one out. Whose turn is it? Is it your turn?
Do you know? Is it your turn to go?
Lesson Introduction Is it my turn? It’s your turn.
• Ask pupils what Sam likes doing. Pupils ask questions with Do Is it my turn to go? Yes, it’s your turn to go.
you like …? to guess. Try to elicit that he likes climbing trees.
Settling routine
• Drill the word tree. Pupils guess what Sam’s sound is today.
• Pupils imagine they are swinging slowly on a trapeze. The
trapeze loses momentum, gradually getting slower.
1 Listen and say. Activity Book, page 41
• Display the picture and have pupils say what they can see.
1 Which words have the letters tr? Tick .
Pre-teach trapeze. Ask pupils where we usually find a trapeze
(at the circus). In Level 1 Unit 2 the children went to a circus and • Elicit words beginning with tr. Then point to each picture
Sam went on the trapeze. and elicit the word. Ask Does it begin with tr? Pupils tick the

relevant pictures.
• Write the letters ‘tr’ on the board and drill the sound with the
class. Show pupils how to pronounce the soft r and then how to
2 Listen and check. Say.
put the t in front to make the consonant cluster.
• Play the audio (track 5:08). Pause for pupils to repeat the • Play the audio (track 5:11). Then call out different numbers and
have individual pupils say the words.
individual words.
train … tree … trousers … trainers
• Play the rest of the audio. Pupils repeat the phrase. Play as many
times as needed.
Engage: Call out words beginning with tr and words beginning
with t. Pupils stand up when they hear tr.
3 Look and write my or your. Act out. Communicate
try … trapeze … tree
Take turns to try the trapeze in the tree. • Point to the two pictures and elicit that the children are playing a
Repeat x2 game. Read the questions in the speech bubbles together. Pupils
point to the child whose turn it is in each picture.
2 Find and colour the letters tr. Trace or write. • Write my and your on the board and have pupils complete
the sentences.
• Write try, trapeze and tree on the board and invite pupils to circle
the tr in each word. • Pupils act out the dialogue in pairs.
• When pupils finish colouring the shapes, elicit that they form Closing routine
a capital T and a capital R. Pupils then choose to trace or write - Mindfulness: Sleeping cats.
the word.
- Communication: Read my lips: with words beginning with tr.
Engage: Encourage pupils to write the letters in the air as they
say them.
3 Chit-chat. Watch. Sing and act out Whose

turn is it? Communicate
Encourage pupils to do actions or dance to the song.
• Play the song video again. Pupils sing along and do actions. Half
the class can sing the boy’s part and the other half the girl’s part.
You can also use the karaoke version of the song (track 5:10).
Do a role-play. Ask a friend: Whose turn is it? Creativity Corner

Drill a model role-play with the class. Then pupils ask and answer • Elicit that the children are making the letters t and r with their
the question in pairs. hands. In pairs, pupils make the t and the r using their hands.
Encourage them to say a word beginning with tr.
Think of a new dance for Whose turn is it? (AB)
• Play one of the song verses (track 5:09). Elicit ideas about other
activities where we take turns.
• In groups, pupils choose a new activity and sing a new
verse together. 123
5
Lesson 5 Vocabulary
and Gramm
ar 5
1 5:12 Listen and say. Play Mime and guess.
1 3
2 4
play the guitar make a model

read a comic play a board game

a b c d
4 2 1 3
4 Watch. Play Do you want to …? Go to page 87.
Do you want to
read a comic?
No, thank you. I want
y Corner
t ivit to play the guitar.
ea
r
C
Play the game with your family. Do you want to (read a comic)? 57
Pupil’s Book

Lesson 5 V
1 Follow the path to the tent. Write.
make a model play a board game play the guitar read a comic
Start
1 play the guitar 3 make a model
2 read a comic 4 play a board game
2 Write the questions. Ask a friend. Circle and write.

1
Do you want to make a model ? Yes, please. / No, thank you.
2
Do you want to ?
42 Ask or write two more questions.
Activity Book

d Grammar 5
- Identify and say activities. New vocabulary: make a model, play a Materials: flashcards & word cards
- Listen and invite your friends board game, play the guitar, read a comic (61–68, 69–72), Something for
to do activities. New language: Do you want to (read a Everyone Vocabulary and Grammar
- Play a speaking game. comic)? Yes, please. No, thank you. worksheets (Unit 5), scissors, cut out
Recycled language: I want to (read a comic) cards (p. 87)
Opening routine 3 Listen and say.

• Put pupils in pairs and have them choose the boy’s or girl’s role.
(pp. 26–31) to start the lesson: Play the audio (track 5:14), pausing after each sentence for pupils
- Mindfulness: Relaxation techniques: describing a rainy day. to repeat it. Encourage pupils to point to the pictures.
Pupils imagine what they can do.
- Dynamic: Listen and move: using words in lesson 1.
- Communication: Guess the sound.
4 Watch. Play Do you want to …?
• Display the flashcards on the board and ask What does Sam want
• Pupils cut out the picture and cards on p. 87. Elicit the actions
to do today? and elicit ideas. Pupils ask questions, e.g. Do you
want to (sail a boat)? Answer no for all the activities. and display the word cards.
• Tell pupils that it’s cold and rainy and Sam doesn’t want to go • Play the game video and elicit how to play. Invite two pupils to
outside. Elicit ideas about what activities he can do indoors. model the game using the speech bubbles.
• Pupils play the game in pairs. They place all the cards face down
Pupil’s Book, page 57 on the table and mix them up. They take turns to turn over a card
and invite their partner to do an activity.
1 Listen and say. Play Mime and guess. Support: Drill the model dialogue with different flashcards

• Present the new vocabulary using the flashcards. before playing the game.
• Play the audio (track 5:12) for pupils to listen and point, then Girl: Ready?
repeat the words. Boy: Yes. Let’s mix the cards first.
• Mime one of the words and elicit the action from the class. Boy: Do you want to read a comic?
Repeat with the other actions. Girl: No, thank you. I want to play the guitar.
• Pupils play Mime and guess in pairs. Boy: OK.
Girl: Now, it’s my turn. Do you want to play a board game?
Support: Play the game as a whole class. One pupil mimes and
the class guesses. Boy: Yes, please.
Girl: Great!
Reach higher: Pupils play the game with all the target
vocabulary from the unit.
Expert tip
1 play the guitar 2 read a comic 3 make a model 4 play a
board game Before pupils begin to play the game, remind them of
the importance of following the rules, taking turns and
listening to their partner.
Settling routine Activity Book, page 42

• Do the Mindfulness routine Quiet teacher.
1 Follow the path to the tent. Write. Critical Thinking
2 Listen and number. • Pupils make their way through the maze. When they reach a
• Draw attention to the pictures and tell pupils that the children picture, they write it in the spaces provided.
are deciding what to do together.
• Point to each picture and elicit which activities each one shows. 2 Write the questions. Ask a friend. Circle and write.
• Play the audio (track 5:13) for pupils to do the task. Play again • Pupils complete the questions with activities of their choice.
as required. • Pupils ask and answer their questions in pairs and respond
1 appropriately. Pupils circle and write their partner’s answers.
Girl: Do you want to read a comic? Answers: Pupils’ own answers.
Boy: No, thank you. I want to play basketball.
2 Closing routine
Boy 1: Do you want to play a board game?
Boy 2: Yes, please!
- Mindfulness: Silent communication.
3
- Communication: Board pelmanism.
Boy: Do you want to play the guitar?
Girl: No, thank you. I want to play a board game.
4
Girl 1: Do you want to make a model?
Girl 2: Yes, please.
Play the game with your family. Do you want to

(read a comic)?
Pupils take their cards home and play with their family.
Ask or write two more questions. (AB)

Display the flashcards and word cards. Pupils ask or write questions
about two more activities with a friend. 125
5
Lesson 6
Cross-curric
ular: Curious
Na tura l S
sccie
ien
nc e
ce
how my body moves.
1 Watch. What do you use to move your body?
Let’s move!
joint
bone
skeleton
muscles
2 Watch again. How do the children move their bodies?

3 Draw your favourite activity. What do you use? Write and say.
I can .
I use my .
C u r i os i t y
Co
Snails r
haven’t got
ne
bones.
r
58 Think of two sports you like. How do you move?
Pupil’s Book
Lesson 6 Cros
s-curricula
r 5
Natural scien
1 Look and write bone, muscle
muscle, or joint. ce
The body
1 4
bone muscle
2 bone 5
muscle
3 6 joint
joint
2 Read, look and write. How do you move your body? ou

r t ur n
!
Y
play football play table tennis ride a bike run
1 2 3 4
1 I run .
2 I ride a bike . Corner

s it y
3 I play table tennis . rio A giraffe’s
Cu
4 I play football . neck has got

seven bones!
43
Activity Book

ular 5
- Watch and understand a video about New vocabulary: bone, joint, muscles, Materials: level 1 flashcards (58–69),
moving your body. skeleton Something for Everyone Skills
- Talk about your favourite activities. New language: We use our bones, our joints worksheets (Reading and writing)
- Say how you move. and our muscles to move our body. We can (Unit 5)
jump and we can swim.
Recycled vocabulary: play football, play
table tennis, ride a bike, run; parts of the
body; activities
Receptive language: How does our body
move? The skeleton is made of bones.
Opening routine Reach higher: Pupils do each action and say what parts of the
body they are using.
(pp. 26–31) to start the lesson: Answers: The children climb, run, jump, swim, dance and play.
- Mindfulness: Anagrams: of parts of the body.
- Dynamic: Jump: with parts of the body.
• Mediation Have children explain about how the body
moves in their first language.
- Communication: Flash the picture: with flashcards for parts
of the body. 3 Draw your favourite activity. What do you use?
Write and say.
• Ask pupils what their favourite activity is. Give them a few
• Do Fun yoga. Then ask pupils which parts of their body seconds to think or do as a Think, pair, share routine.
they moved.
• Pupils complete the picture by drawing themselves or someone
else doing their favourite sports activity.

• Ask pupils to think about all the body parts they use, including
1 Watch. What do you use to move your body? those inside their body, e.g. bones, muscles. Pupils then
• Zoom in on Jake and his speech bubble. Ask pupils to think complete the sentence in their books and tell a friend.
about how they move their body. Elicit movement verbs • For further practice, use the Something for Everyone Skills
pupils know, e.g. run, climb, skip, jump, swim. Read the question worksheets (Reading and Writing) at the relevant level.
together and elicit ideas, including the parts of the body you Answers: Pupils’ own answers.
reviewed in the Opening routine.
• Play the video, pausing to elicit answers. If you have time … Use the scientific method
Answers: bones, joints and muscles In activity 3, each pair or group investigates which parts of
Let’s move! the body we use during a different activity using the scientific
Jake: Hello! Are you curious about your body? I am. Today, we’re method. Follow these steps:
going to learn about how our bodies move. Let’s watch. 1 Observation: Use the video to observe that we use different
How do our bodies move? We can climb. parts of the body when we move.
We can run. We can jump and we can swim and dance 2 Questions: Write the question What do you use to move your
We can do all this because we use our bones, our joints and body in this activity?
our muscles to move our bodies. 3 Hypothesis: Pupils make a hypothesis about the parts of
Our bodies have a skeleton inside. The skeleton is made of the body we use, e.g. I think I use my leg muscles and my arm
bones. We’ve got small bones in our hands and in our feet. muscles when I play volleyball.
And we’ve got big bones in our legs and in our head.
4 Experiment and test: Pupils test their hypothesis by doing
Look. This is a joint. Joints connect our bones. Joints
the activity or watching videos of people doing it and
connect your legs and your feet. And they connect your
noticing which parts of the body they use.
hands and your arms.
5 Results: Pupils record the results of their tests.
Muscles help our bones move. Look! The muscles move
when we do exercise. 6 Share: Pupils share the results with the class.
Our bodies are amazing. I can dance and I can swim in the
swimming pool. I can also play with my friends. How about
you? How do you move your body? Activity Book, page 43
2 Watch again. How do the children move their 1 Look and write bone, muscle or joint.
bodies? • Write the three words on the board and check comprehension
and pronunciation of the words. Pupils complete the labels.
• Before watching again, look at the picture in Activity 1 and elicit
what the children are doing.
2 Read, look and write. How do you move your body?
• Then read the question. Play the video again to check answers.
• Pupils can check their answers in pairs before sharing with the class.
Write the verbs on the board (climb, run, jump, dance, go for
a walk). Closing routine
Support: Call out each verb and do an action. Pupils copy you • Do one of the closing routines:
and say the verb. - Mindful: Memory chain using sentences about how we move.
- Dynamic: Robots.
Think of two sports you like. How do you move? Curiosity Corner
Pupils choose two more sports and answer the question in pairs. Snails haven’t got bones. (PB)
• Pupils think of other animals that haven’t got bones
(invertebrates), e.g. worms, jellyfish.
A giraffe’s neck has seven bones! (AB)
• Ask pupils to guess how many bones they have in their
neck (seven). 127
5

munication 5
1 Watch and number.
a tell scary stories b cook on a campfire
3 2
c sing songs d make a den
4 1
2 Watch again. What do the children need to build a den?

3 Compare cul tures What do you do in the countryside?
Draw and write. Say.
I make a den in
the countryside.
I and
in the countryside.
Tell a friend: My favourite activity is … 59
Pupil’s Book
ommunication
Culture and C
Lesson 7
1 5:15 Listen and number. Circle your favourite camp activity.
a b
3 1
c d
2 4
2 Read and draw your camp. Colour and write.

1 Draw a tent next to the
big tree.
2 Draw a tent in front of the

small tree.
3 Draw a campfire between

the trees.
4 Draw yourself in the camp.
5 Where are you in the camp? I’m .
44
Activity Book

munication 5
- Learn about camp activities. New vocabulary: cook on a campfire, make Recycled language: Have you got (any
- Talk about what you do in a den, sing songs, tell scary stories photos)? We can do lots of activities in the
the countryside. New language: I (make a den) in countryside.
the countryside. We (cook marshmallows). Materials: flashcards and word cards
(19–22, 61–72)
Opening routine Emma: What a great song!

• Choose a routine from the Classroom routines and games Jake:
Emma:
So Emma, do you like my presentation?
I do! It’s lovely. Well done, Jake!
- Mindfulness: Musical drawing: with some mysterious or
creepy music.
2 Watch again. What do the children need to
- Dynamic: On my scooter. build a den?
- Communication: Yes or no?: with sentences about how we • Play the video again for pupils to listen for the answer.
use our body. • Elicit ideas for other things you can use to make a den, either in
the countryside or at home.
Answers: branches and leaves
• Display the main picture scene from pages 52–53. Pupils explore
the picture again. • Mediation Have children work in groups of three to
• Ask pupils if they ever go camping in the countryside and what role-play the conversation with one child acting as translator.
(see TB p. 43)
they do there.
Pupil’s Book, page 59 Fostering Creativity

1 Watch and number. Critical Thinking In Curious Kids the activities are designed to nurture children’s

innate sense of creativity and spark their imagination.
• Tell pupils that Emma and Jake are going to spend the night
Encourage pupils to actively think outside the box. In this
in the countryside and sleep in a tent. Pupils make predictions
lesson, foster creativity by having pupils design a new den
about what they will do there. Then play the culture video for
using other objects. You could give each group a different
them to check.
place to make their den using only objects they can find there,
• Look at the pictures in Activity 1 and drill the four phrases. Then e.g. in their bedroom, on a beach, in the school gym.
play the video again for pupils to do the task.
Engage: Pupils raise their hands if they see one of the ideas from
3 Compare cultures. What do you do in the
the board in the video.
countryside? Draw and write. Say. Communicate
Countryside activities in the UK
Jake: Hello Emma! • Elicit some ideas before pupils do the task.
Emma: Hi Jake! Support: Display the flashcards and word cards on the board.
Jake: I’m working on a presentation for school today. Answers: Pupils’ own answers.
It’s about activities we do in the countryside.
Emma: Oh, how interesting. Have you got any photos? If you have time … Comparing cultures
Jake: Sure. I’ll show you.
Jake: This is a tent and these are the bags. When we Ask pairs to compare their activities with the ones in the
camp, we sleep here at night. video. They write two or more things which are the same and
Emma: What activities can you do in the countryside? different. Invite pupils to share their answers with the class.
Jake: We can do lots of activities. For example, we can
make a den.
Emma: A den!? Activity Book, page 44
Jake: Yes, look! You need branches and leaves to make
a den.
1 Listen and number. Circle your favourite
Emma: Wow! camp activity.
Jake: There isn’t a kitchen in the countryside so we • Elicit the activities then play the audio (track 5:15).
cook on a campfire. We cook marshmallows. 1 At camp we sleep in a tent. At night, I tell scary stories.
Emma: Mmm. I love marshmallows. They are delicious! 2 At camp we cook food on a campfire. Mmm, the food
What other activities can you do? is delicious.
Jake: Well, when we camp, we tell scary stories. 3 We go for a walk in the countryside. We see wild animals. It’s fun!
Emma: Oh! I love scary stories! 4 In the forest we make a den with stones and wood. It’s hard
Jake: I can tell you a scary story now. work, but it’s fun. This den is amazing. Look!
Emma: OK!
Jake: Listen carefully. Once upon a time … 2 Read and draw your camp. Colour and write.
Jake: … and in the dark, dark cupboard, there’s a
monster! Roar!
• Look at the camp scene. Pupils point to a big tree, a small tree
and the tent.
Emma: That’s a scary story!
Jake: We also sing songs when we camp. This song is
• Pupils complete the picture and then the sentence.
Support: Review prepositions of place with the flashcards before
my favourite.
doing the activity.
Jake: A boom chicka boom.
Emma: I said a boom chicka boom. Closing routine
Jake:
Dad:
I said a boom chicka rocka boom.
I said a boom chicka rocka boom.
Jake: I said a boom chicka rocka chicka rocka boom.
Emma: I said a boom chicka rocka chicka rocka boom. - Dynamic: Build a house but have them build a den.
Jake and Dad: Yeah!
Tell a friend: My favourite activity is …

Pupils choose one of the activities and share answers in pairs. 129
5
view
Lesson 8
Re

a b c d
2 6 7 4
play climb a play table swim in

basketball tree tennis the lake
e f g h
3 1 5 8
sail a do go for a play

boat yoga walk volleyball
1 I want to read a comic . 2 I want to play a board game .
3 I don’t want to play the 4 I don’t want to make a

guitar . model .
60
Pupil’s Book
Lesson 8
Re view 5
1 Order and write.
1 bilcm 2 od oyag 3 og orf 4 lisa a toab
a erte a lakw
climb do go for a sail a

a tree yoga walk boat
5 yalp 6 layp 7 lpay letba 8 misw ni

kabsetllab llevollaby netsin het kale
play play play swim in

basketball volleyball table tennis a lake
2 Look, read and write. Say Yes, please or No, thank you.
1 Do you want to play the guitar ?
2 Do you want to make a model ?
3 Do you want to read a comic ?
4 Do you want to play a boardgame ?
Ask the questions. Draw what a friend wants to do. 45
Activity Book

Lesson 8 Review 5
- Review the key vocabulary and Recycled vocabulary: climb a tree, do yoga, Materials: flashcards & word cards
language from Unit 5. go for a walk, play basketball, play table (61–72), Something for Everyone
tennis, play volleyball, sail a boat, swim Vocabulary, Grammar and Skills
in the lake; make a model, play a board worksheets (Unit 5)
game, play the guitar, read a comic
Recycled language: I want to (read a comic),
I don’t want to (do yoga), Do you want to
(play the guitar)? Yes, I do. No, I don’t.
Opening routine If you have time … do a role-play

Pupils role-play inviting each other to do different activities.
First, each pupil chooses three activities they want to do and
- Mindfulness: Back writing.
writes them down.
- Dynamic: Listen and jump.
Pupils ask each other Do you want to …? If a pupil says yes,
- Communication: Slow drawing: with words in lesson 2. they write their name next to the activity. If the pupil says no,
they have to continue asking different pupils until they find
someone who wants to do the same activity.
Use the flashcards to review the target vocabulary. Hold up the
When pupils have found someone to do all three activities
back of a flashcard and ask What can Sam do in the countryside?
with, they sit down.
Invite pupils to guess using the structure He can … Repeat with
other flashcards.
Pupil’s Book, page 60 Activity Book, page 45

1 Order and write.

• Use the flashcards to review the lesson 1 vocabulary. Elicit the • Elicit the actions in the pictures first. Pupils can check their
name of each flashcard chorally. answers in pairs before checking with the class.
• Elicit the actions then play the example (track 5:16). Play the rest Support: Do the activity as a class.
Reach higher: Pupils cover the scrambled words and write them
of the audio for pupils to do the task.
Consolidate: Call out the numbers and elicit the words from from memory.
the class. • If they haven’t done so yet, pupils can do the Unit 5 activity in
1 the Picture Dictionary (p. 56).
Girl: I want to do yoga.
Boy: Me too! 2 Look, read and write. Say Yes, please or No, thank you.
2 • Pupils look at the pictures then read and complete the questions.
Boy: I want to play basketball. They then answer the questions for them.
3
Boy: Do you want to sail a boat?
• If you wish to evaluate pupils’ progress, Unit tests are available in
the Teacher’s Resource Centre. You can also create your own tests
Girl: Yes, please. using the Test Generator.
4
Girl: I don’t want to sail a boat. I want to swim in the lake. Closing routine
Boy: I want to go for a walk. - Dynamic: Hands on heads.
6 - Communication: Definitions.
Girl: Do you want to climb a tree?
Boy: Yes, please.
7
Girl: Do you want to play table tennis?
Boy: Yes, please! I love table tennis.
8
Girl: I want to play volleyball. Volleyball is fun!
2 Write or say.
• Point to the example and elicit the phrase (do yoga). Then invite a
Reach higher: Pupils write a sentence with I want to … and
I don’t want to …

• Point to the pictures and elicit the target vocabulary.
• Pupils complete the sentences then take turns to read out a
sentence and point to the picture.
Ask the questions. Draw what a friend wants to do.

Pupils ask and answer the questions in pairs then draw a picture in
their notebooks. 131
5
Kids Can! Project 5

What can you do
at camp?
1 Draw two 2 Colour and cut out 3 Choose a camp

activities. your camp. name. Write.
2 Create an activity camp display. Show and tell your class.
I can talk
about activities.
Circle.
Do you want to
swim in the lake?
Come to
Activity Camp!
What other activities do you want to do at camp? 61
Pupil’s Book
Find and circle the

What can we do
What other
activities that need a ball. activity can you do
at camp?
at summer camp?
Is Sam
between the
tent and the bonfire? Find and tick.
Write yes or no.
Put a hear t n
What’s missing? e
yo u r f a vo u r i t e x t t o
ac ti
v i ty
.
Find and Think!

Fun wFact!
This lizard can
Think!
go for a
touch its eye
Look at the activ

ities. circle. with its tongue.
Can you touch
Monkeys
climb
Which ones do
you want to do?
Write. sail
your nose with
and a b y o g a x your tongue?
trees.
I want to Bears do
. b cyoga!
d b o a t
c l i m b u
l s w i m n c C olo u r. What can you see?
w a l k p v a tree
20 | Unit 5 Unit 5 | 21 16 17 18 19 20 What other
swim in a animals climb
l do yite 19
19 19
18
19
18
19 19 19
18
19
trees?
18 18 18 18 18 18 18 19
16 18 18 18
16 17 18
Decorate the tent.

19 16 18 18
18 18
18
19
16 18
17 18
19 18 18
16 18
18 17
18 18
17 17 18
18 20 19
20
19 18
What 17
18
18 18
18 20 18
17 18
does the
18
18 18 20
17 18 20 20 18
17
girl use 20 20
20
20
18 19
18
to climb?
19
20 20
20 18
18 20 20 18
18
20
Finish the 18 18
20
picture. 18
ct!
19
18 18
a
19 18
Fun F
18
18 18 18
19 19 19 19 19 19 19
Which of these
animals hasn’t
got bones? Your
hand
Draw an ✗. has got
27 bones.
22 | Unit 5 Unit 5 | 23
Extra Fun!

Kids Can! Projec
t
5
- Review and personalise language Recycled vocabulary: camp activities Materials: flashcards & word cards (61–72),
from Unit 5. Recycled language: Do you want to (swim Teacher’s Resource Centre: project
- Develop creativity and imagination. in the lake)? I want to (sing songs) template (optional), paper (optional),
- Work collaboratively to create a magazines or catalogues (optional),
camp display. scissors, coloured pencils or crayons, glue
- Present your camp activities to the class.
Opening routine 2 Create an activity camp display. Show and

• Choose a routine from the Classroom routines and games tell your class. Communicate
(pp. 26–31) to start the lesson: • Focus on the picture of the children presenting their camp to
- Mindfulness: Listen to your body. the class. Ask two pupils to pretend to be the two children and
- Dynamic: Get into groups. read out the speech bubbles. Display the flashcards and word
- Communication: Correct me. cards if necessary.
• Hold up the picture of your camp and show and tell the class.
Lesson Introduction SEL Then invite pairs to present their camp following your model.
• In this project, pupils work collaboratively to design a camp. Reach higher: Invite the other pairs to ask questions after each
As well as using their creative skills, pupils also explore the SEL presentation.
competence of Relationship skills. They use their communication
and social skills through collaborative decision-making and
• As an alternative project, pupils plan and perform a play about a
camp in groups. They can do the first two steps in Activity 1 as part
improve their presentation skills as they present their camp to of the planning stage. They can then write a script using the target
the class. structures and vocabulary from the unit. Encourage groups to
• Before the lesson, make an example camp picture to use as rehearse before performing their play in front of the class.
a model.

Self-assessment Reflect
Pupil’s Book, page 61 • Ask pupils to think about all the work they’ve done during
1 Be creative. Prepare your project. the unit. Point to each of the three faces and ask Can you talk
about camp activities? Encourage pupils to think about how
• Tell pupils they are going to work together to design a new
much they have learnt and whether or not they need to review
camp. Elicit activities that you can do at a camp and write their
any language.
ideas on the board or display the word cards.
• Draw attention to the pictures in Activity 1 and elicit what pupils • Pupils circle the face that best represents their feelings towards
their achievement.
have to do in each step. Tell pupils they need to discuss their
ideas with their friend and make decisions together. Engage: Pupils show how they feel in person by making a happy
• Put pupils in pairs and hand out the materials. If you haven’t got
the photocopiable resource, pupils can draw their own pictures Closing routine
of the camp on paper and cut out pictures of people doing
sports and activities from magazines or catalogues.
- Mindfulness: Silent pair drawing: of their favourite activity.
• First, pupils should cut out the camp template or draw their
- Dynamic: Flashcard race.
camp outline. They also need to choose a name for their camp.
• Pupils then discuss which activities they want to include in
their camp. Encourage them to listen to each other’s ideas
and respond appropriately. Pupils draw or stick pictures in the Answers: Find and circle the activities that need a ball. basketball,
camp scene. volleyball, table tennis
Consolidate: Write functional language on the board and drill Is Sam between the tent and the bonfire? No
with the class before pupils discuss their ideas, e.g. Let’s (play What’s missing? volleyball
table tennis). We can (sail a boat in the lake). That’s a good idea! Oak leaf: on red toy boat on pond, page 21
Sustainable Development Goals Extra Fun! pages 22 and 23

Goal 10: Reduce inequalities Answers: Find and circle. Write. sail a boat, go for a walk, swim in a
Introduce the children to Sustainable Development lake, climb a tree, do yoga
Goal 10: Reduce inequalities within and among countries. What does the girl use to climb? Finish the picture. arm and leg
Which of these animals hasn’t got bones? Spiders
Ask Can everyone do the activities in your camp? What if
and butterflies.
someone can’t walk or can’t see? Can they join in the activities?
Colour. What can you see? A guitar and a sailboat.
How can you make sure your camp is for everyone? Why is it
Oak leaf: at bottom right of ‘colour by numbers’ picture on
important to include children with disabilities? Elicit ideas in L1,
page 22
providing useful language in English during the discussion.
Pupils look at the activities they have chosen for their

camp and adapt them as necessary. Tell them to make sure Learning situation
they have included lots of variety for people who enjoy See Teacher’s Resource Centre: Learning situations section,
different things as well as activities for different levels of Unit 5
physical ability.
What other activities do you want to do

at camp?
Display the flashcards and word cards on the board. Pupils share
their answers with the class. 133
6 Where do you have fun in summer?
UNIT
• This unit teaches children about the places children often go to have fun.
• It encourages them to be careful and reliable and to think about the importance of caring for animals.
• Children also learn to notice how people travel.
LLe
esssso
onn 22 Song and
Where do you have
6
5
Grammar
UNIT
fun in summer?
6:02
2 6:03 Listen and find the place.

2 6:01 Listen and say the chant. 1 village
3 Stick the stickers. Write. water park

2
4 Play Where am I?
3 mountains
4 safari park
5 funfair
6 beach
8 aquarium
7 skate park
vity Corner
ati
riosity Corne re
Cu r I go to the beach in C Imagine
and draw a ticket
summer. What about you?
Find and say. to one of the places.
I don’t go to the
beach in summer.
62 Find and count the houses. 63
Pupil’s Book
Where do you have

6
UNIT
fun in summer?
Lesson 1 Vocabulary
1 Look and write. Colour the places you want to go to.
aquarium beach funfair mountains

safari park skate park village water park
1 2 3
safari park beach village
4 5 6
aquarium mountains funfair
7 8
skate park water park

46
Activity Book

Lesson 1 Vocabula
ry
6
- Watch and understand a video New vocabulary: aquarium, beach, funfair, Materials: flashcards & word cards (73–80),
introducing the unit. mountains, safari park, skate park, village, Something for Everyone Vocabulary
- Identify and say the names of the places water park worksheets (Unit 6), colouring pencils
people go in summer. Recycled vocabulary: clothes; animals or crayons
- Listen to and say a chant.
- Play a guessing game.
Opening routine 3 Stick the stickers. Write.

(pp. 26–31) to start the lesson: Then they copy the words on the page.
- Mindfulness: My invisible object.
- Dynamic: Musical colours. 4 Play Where am I? Communicate
- Communication: Missing picture: with vocabulary from • Choose one of the places from the scene. Mime doing an action
earlier units. in that place, e.g. skateboarding in the skate park. Ask Where am I?
Invite the children to name or point to the place.
• Pupils play in pairs. One pupil chooses a place and mimes
• Say Let’s think about summer. What do you do in the summer? an action. Their partner guesses the place by pointing to or
Allow the use of L1. naming it.
• Play Emma’s unit presentation video. Support: Play as a whole class, inviting different pupils to mime
Emma: Hi! Today, we’re going to learn about places people go an activity.
in summer. Let’s explore the picture. What can you see? Reach higher: Pupils ask Are you in the (safari park)? as they
Where do you go in summer? guess the place.
• Read the unit question and elicit ideas about the places people

visit in summer and why, e.g. Which places do we go to when it’s worksheets at the relevant level.
hot? Why? Write pupils’ ideas on the board and add to this as you
go through the unit. • Plurilingualism Ask pupils how to say the new words in
their first language. Ask if any are similar.
1 Look and write. Colour the places you want to go to.
• Show the picture scene and elicit where the characters are (they
are on a van). Give pupils time to look at the places in the scene • Point to each picture and elicit the name of the place.
and think about what they can see. Elicit ideas about where the • Pupils label the pictures and then colour the places they want to
children are going. go to in summer.
• Zoom in on interesting parts of the picture and ask questions to • Pupils can now do the activity in the Picture Dictionary (p. 56).
elicit ideas, e.g. What animals are in the safari park? What can you Engage: Name the places. Pupils raise their hands when you
do at the beach? name a place they want to go to.
Answers: Pupils’ own answers. Closing routine
2 Listen and say the chant. • Pupils choose a place they like from the picture scene and tell a
friend using I want to go to (the beach).
- Mindful: Making models. Pupils choose something they can
find in one of the places, e.g. an animal from the safari park.
- Dynamic: Hide and seek. Place the flashcards around the
classroom and hide an object near one of them.
Consolidate: Invite eight pupils to the front of the class and give
each a flashcard, in the order for the chant. Play the audio. Pupils
hold up their flashcard as they hear the word. Then they repeat
the word.
Say the places to visit today:
village … water park … mountains … safari park … funfair …
beach … skate park … aquarium
Curious about … summer holidays

In the UK, pupils don’t start their summer holidays until the
last week of July. They take longer vacations throughout
the year.
Find and count the houses. Curiosity Corner

Pupils find and count the houses in the picture and write the Find and say.
number in their notebooks. They can work in pairs.
• Elicit the words. As pupils find each item, encourage them to say
Answer: 20 The (castle) is here.
• Challenge pupils to find the magic rucksack. 135
6
LLe
esssso
onn 22 Song and
Where do you have
6
5
Grammar
UNIT
fun in summer?
6:02
2 6:03 Listen and find the place.

2 6:01 Listen and say the chant. 1 village
3 Stick the stickers. Write. water park

2
4 Play Where am I?
3 mountains
4 safari park
5 funfair
6 beach
8 aquarium
7 skate park
vity Corner
sity Corn ati
rio re
Cu er I go to the beach in C Imagine
and draw a ticket
summer. What about you?
Find and say. to one of the places.
I don’t go to the
beach in summer.
62 Find and count the houses. 63
Pupil’s Book
Lesson 2 Song a
nd Gramm
ar
1 6:06 Listen and tick or cross .
Sally
✓ ✗ ✗ ✓
2
Joe
✗ ✗ ✓ ✓ ✓
2 Look, circle and write for you.
1 ou
r t ur n
!
Y
I go / don’t go to the aquarium.
I to the .
I .
I .
Write two more sentences about summer. 47
Activity Book

mar 6
- Sing and act out a song about places New language: I go to the (beach) in summer. Materials: flashcards (73–80), Something
we go to in summer. I don’t go to the (funfair) in summer. for Everyone Grammar worksheets
- Play a speaking game. Recycled vocabulary: aquarium, beach, (Unit 6)
funfair, mountains, safari park, skate park,
village, water park
Receptive language: We play in the sun.
Opening routine We love summer

• Choose a routine from the Classroom routines and games We love summer.
Summer is fun.
I go to the mountains in
summer.
- Mindfulness: Story stones. We love summer, I go to the village, too.
We play in the sun. I go to the skate park.
- Communication: Hide the picture.
I go to the beach in summer. I don’t go to school.
- Dynamic: Hop like a rabbit.
I go to the funfair, too. Chorus
Lesson Introduction I go to the water park.
• Choose a flashcard from Lesson 1. Invite pupils to guess, e.g. Are I don’t go to school.
you at the (water park)? Chorus
Pupil’s Book, page 63 Settling routine

1 Listen and say. What’s the extra • Do the Tree pose or Mountain pose routine.
word? Critical Thinking 4 Play Same or different? Communicate
• Play the audio (track 6:02). Pupils point to each item in the • Read the first speech bubble and elicit answers from

picture and say the word with the audio. After each set, pause several pupils. Depending on their answer, say It’s the same! or
and elicit which word isn’t a place in the picture. It’s different!
Answers: 1 computer room 2 moustache 3 library • Pupils play the game in pairs, making true statements
about themselves.
4 bathroom
Support: Write I go to … and I don’t go to … on the board.
1 village, water park, mountains, safari park, funfair, beach, skate
park, aquarium, computer room • For further practice, see the Something for Everyone Grammar
2 village, water park, moustache, mountains, safari park, funfair,
beach, skate park, aquarium • Mediation Have children work in groups of three to role-play
3 village, water park, mountains, safari park, library, funfair, the dialogue with one child acting as translator. (see TB p. 43)
beach, skate park, aquarium
4 village, bathroom, water park, mountains, safari park, funfair, Activity Book, page 47
beach, skate park, aquarium
1 Listen and tick or cross .
2 Listen and find the place. • Elicit the places then play the audio (track 6:06) for pupils to do
the task.
• Tell pupils that the children are talking about the places they
go to in summer. Play the audio (track 6:03). Pause after each 1
exchange for pupils to point to the places. Joe: Hi Sally. I love summer.
Sally: Hi Joe. I love summer, too. I do lots of things. I go to
Answers: 1 beach (6) 2 mountains (3) 3 water park (2)
the mountains with my cousins. And I go to the funfair with
4 safari park (4)
my family.
1 Joe: What about the safari park and the skate park?
Grace: I go to the beach in summer. What about you, Toby? Sally: Oh! I don’t go to the safari park and I don’t go to the skate
Toby: I go to the beach, too. I love the beach! park, but I go to a village. My grandma and grandpa live in a
2 village. It’s fun there.
Toby: I don’t go to the mountains in summer. What about you, Jack? 2
Jack: I go to the mountains in summer. I go with my dad. The Sally: What about you, Joe?
mountains are great! Joe: Um, I don’t go to the mountains and I don’t go to the funfair,
3 but I go to the safari park with my family.
Grace: I go to the water park in summer. I go with my friends. Sally: Is the safari park fun?
Toby: I go to the water park, too. Joe: Yes, it is. I love animals. In summer, I go to the skate park and
4 I go to a village, too. My aunt and uncle live in a village.
Daisy: I don’t go to the safari park in summer.
Jack: The safari park? Wow! I want to go to the safari park! 2 Look, circle and write for you.
• Write an example about yourself on the board. Then display the
flashcards and word cards.
• Write the names of the places on the board, including school.
Ask Do you go to (the mountains) in summer? Elicit answers.
• Play the song video three times. The first time, pupils watch for Closing routine
the actions. Finally, the whole class sing and do the actions. You
- Mindfulness: Graffiti wall.
can also use the karaoke version of the song (track 6:05).
- Dynamic: Corner game: using the target structure and vocabulary.
Write two more sentences about summer. (AB) Creativity Corner

Pupils write sentences about two more places they visit in summer. Imagine and draw a ticket to one of the places.
• Say This is my ticket to the castle and draw it on the board.
Then ask Have you got a ticket? Pupils share their pictures
with a friend. Encourage pupils to say This is my ticket to the
(water park). 137
6
Lesson 3
Story
What’s in the
magic rucksack? 5 6 I don’t go to the green 6
5
zone in summer.
1 6:07 Watch or listen to the story. Who do the children meet?
A safari adventure
I go to the safari
1 2
park in summer.
What animals do you Turn right, then I go to the blue

want to see, Grace? go straight on. zone in summer.
Summer is great!
7 8
I want to see
the penguins.
Pay attention,
Sam.
3 4
2 Read and write go to or don’t go to.

It’s important
1 I go to the blue zone in summer. to care for
animals.
2 I don’t go to the green zone in summer.

Where’s the blue y Corner
3 How do you care for animals? s it
rio What’s in the
zone, please?
Cu
Turn left. Then turn right. 4 Act out the story. rucksack? Draw.
The blue zone is there. I go to the blue zone in
summer. It’s cold there. Go to page 74.
Pupil’s Book
Story
Lesson 3
hot penguins safari park summer
1 2
I go to the safari park

I want to see the penguins . in summer.
3 4
I go to the blue zone

in summer . I’m not hot now.
2 How can you care for a cat? Look and write.

It’s important
to care for
animals.
food water bed
1 We can give the cat water to drink.
2 We can give the cat food to eat.
3 We can give the cat a bed to sleep on.
Activity Book

Lesson 3 Story 6
- Read and understand a story about a Recycled language: blue, cold, blue, hippo, Materials: flashcards (73–80), story cards,
safari park. map, monkey, penguins, red colouring pencils or crayons
- Explore the SEL competence of Self- Recycled vocabulary: I want to (see the
Awareness by exploring the value of penguins). Where’s the (blue zone)? I’m
self-efficacy: being careful and reliable (not) tired.
and the message ‘It’s important to care Receptive language: Jump in! Pay
for animals’. attention, Turn left. Turn right. The blue
- Act out the story. zone is there.
Opening routine Hippo: I don’t go to the green zone in summer.

Jack: Look! There’s a monkey. She’s got a bag, too.
Grace: Hello Monkey!
Monkey: Hello! I’m very tired. I go to the blue zone in summer.
- Mindfulness: Guided visualisation: about a trip to the
Sam: We can help you. Jump in!
safari park.
Daisy: Toby, where is the blue zone?
- Dynamic: Apples, oranges and bananas.
Toby: We need to turn right. Then turn left.
- Communication: I spy. Sam: Turn left. Then turn right.
Lesson Introduction Critical Thinking Grace: No! Pay attention, Sam. Turn right. Then turn left.
Sam: Turn right. Then turn left?
• Hold up story card 1. Pupils predict what animals they will see in
All: Yes!
the safari park.
Toby: This is the blue zone!
• Pupils find out what is in the magic rucksack on p. 64. Elicit how
Hippo: I’m not hot now.
a map helps us.
Monkey: And I’m not tired.
Sam: Weee! Summer is great!

1 Watch or listen to the story. Who do the 2 Read and write go to or don’t go to.
children meet? • Pupils find the hippo and do the task. After checking the answer,
ask What’s in the blue zone? (a water park).
• Use the story cards to look at the pictures. Ask questions to help
pupils make predictions, e.g. What animals do they see?
3 How do you care for animals? SEL
• Play the story animation or the audio (track 6:07). Pause after
• This story helps pupils develop the SEL competence of
frames 4 and 6 to elicit who the children meet.
self-awareness. It focuses on the value of self-efficacy: being
Answer: a hippo and a monkey careful and reliable by exploring the message ‘It’s important
A safari adventure to care for animals’. Read the sentence aloud and check
Grace: I love the safari park! comprehension of care for. Ask How do the children care for the
Daisy: Me too! What animals do you want to see, Grace? animals in the story? Elicit that the children in the story care for
Grace: I want to see the penguins. What about you, Jack? the animals by helping them.
Jack: I want to see the monkeys. • Ask Have you got a pet? How can we care for our pets? Pupils share
Toby: There’s a map of the safari park in the rucksack. their ideas in groups.
Grace: It’s Sam! Answers: Pupils’ own answers.
Toby: In a car!
Jack: Amazing!
Daisy: Hi Sam. 4 Act out the story. Communicate
Sam: Hello! I go to the safari park in summer. Do you want to • Put pupils in groups of seven and assign roles. Play the audio
come with me? (track 6:07). Pupils act out the story in their groups.
Children: Yes!
Grace: Let’s see the penguins first. Activity Book, page 48
Toby: The penguins are in the blue zone. 1 Remember the story. Read and write.
Sam: Where’s the blue zone, please?
Toby: Turn left. Then turn right. The blue zone is there. • Pupils look at the pictures then read and complete the sentences.
Sam: Turn left. Then turn left. • Mediation Have children choose a picture from the story
Daisy: No, Sam! and explain what’s happening in their own words.
Toby: This isn’t the blue zone. This is the red zone. 2 How can you care for a cat? Look and write. SEL
Jack: Look! There’s a hippo. And he’s got a bag.
Daisy: Hello Hippo. Where do you want to go?
• Remind pupils of the story value. Elicit ideas about how we can
care for cats.
Hippo: Hi. I’m very hot. I go to the blue zone in summer. It’s cold Reach higher: Elicit ways to care for other pets.
there.
Sam: We can help you. Jump in! Closing routine
Sam: Where’s the blue zone, please, Toby?
Toby: Hmm … Turn right. Then go straight on.
- Mindfulness: Individual drawing: about an animal they
Sam: Turn left. Then go straight on. OK. Let’s go! would like to see at a safari park.
Jack: No, Sam!
- Dynamic: Imaginary trip.
Toby: No, this isn’t the blue zone. This is the green zone.

In pairs, pupils choose a story frame and name the things they What’s in the rucksack? Draw.
can see. They can also take turns describing a picture and guessing
the number.
• Pupils draw and colour the map on page 74. Then they write
the word under the picture. Ask What’s the shape of the map?
Tell your family the story. (AB) What’s it made of?
Pupil’s App. 139
6
tion
n and Communica
Pronunciatio
Lesson 4
station
street
stairs
2 Find and colour the letters st. Trace or write.

sh sh sh sh sh
sh st st st sh
st
st
st sh
stairs
sh sh
st sh st sh
sh
sh sh
sh st st
st sh sh
sh sh sh sh
3 Chit - ch a t Watch. Sing and act out Where’s the funfair, please?
Corner
it y
ae tiv
Cr
66 Do a role-play. Ask a friend: Where’s the (funfair), please?
Pupil’s Book
Lesson 4 Pronunciat
i on and Comm
unication 6
1 Which words have the letters st? Tick .
1 2 3
✓
4 5 6
✓ ✓
3 Where are the monkeys? Draw the path and write.
go straight on turn left turn right
1 turn left
2 turn right
3 4 3 turn right
4 go straight on
2
ty Corner
1 ivi
at Draw your
e
START own safari

Cr
park map.
49
Activity Book

Communication 6
- Recognise and reproduce the sound /st/. Recycled vocabulary: stairs, station, street, Materials: flashcards (73–80), coloured
- Identify and trace or write the letters st. strawberry pencils or crayons, Something for
- Learn to ask for directions. Receptive language: The (funfair) is there. Everyone Skills worksheets (Speaking)
- Sing and act out a song. Let’s go! (Unit 6)
Functional language: Where’s the (funfair),
please? Go straight on. Turn left. Turn right.
Opening routine • Play the song again. Pupils sing along and do actions. You can
• Choose a routine from the Classroom routines and games also use the karaoke version of the song (track 6:10).
(pp. 26–31) to start the lesson: • For further practice, use the Something for Everyone Skills
- Mindfulness: Magic wands. worksheets (Speaking) at the relevant level.
- Dynamic: Hot or cold: hiding stickers in the classroom. Where’s the funfair, please?
- Communication: Bingo: with sounds. Everybody up. Excuse me, excuse me,
Clap your hands. I need to know.
Lesson Introduction Turn around, Where’s the skate park,
• Choose a sound from units 1–5. Pupils take turns to call out Let’s sing and dance! please?
words that begin with that sound. I want to go.
Excuse me, excuse me,
• Then drill the word stairs. Pupils guess what Sam’s sound is today. I need to know. Turn left.
Where’s the funfair, please? Turn right.
Pupil’s Book, page 66 I want to go. Go straight on.
1 Listen and say. The skate park’s there.
Turn right.
Let’s go!
• Write the letters ‘st’ on the board and drill the sound with the Turn left.
class, using the words in the acorn. Elicit that it is made up of two Go straight on.

letters or sounds – s and t. Remind pupils that the words start The funfair’s there.
with the sound /s/, not /e/. Say Pretend you are a snake. Say with Let’s go!
me /sssssss/. Then drill the sound with the pupils.
Settling routine
• Play the audio (track 6:08) and pause it for pupils to repeat the
• Pupils do the On my scooter routine but they pretend to be on
individual words. Then play the rest of the audio for pupils to
repeat the phrase. Play as many times as needed. a skateboard.
Support: Drill the individual sounds s and t. Then show pupils
how to blend the two sounds. Give them plenty of practice of Activity Book, page 49
the /s/ and /st/ sounds in isolation before asking them to build 1 Which words have the letters st? Tick .
up to the words.
• Elicit words containing st. Point to each picture and elicit the
Reach higher: Pupils think of more words or people’s names word. Ask Has it got ‘st’? Pupils tick the correct pictures.
containing st (they don’t have to be beginning sounds),
e.g. hamster, straight, moustache, stone, Stefan. 2 Listen and check. Say.
station … street … stairs • Play the audio (track 6:11) for pupils to check their answers.
Stop! Station street is up the stairs.
Repeat x2
• Play the audio again for pupils to repeat the words.
star … straight on … story … strawberry
2 Find and colour the letters st. Trace or write. 3 Where are the monkeys? Draw the path
• Write station, street and stairs on the board and invite pupils to and write. Critical Thinking
circle the st in each word. The model writing the st with your
finger in the air, with your back to the class. • Read the phrases next to the arrows. Pupils act them out.
• When pupils finish colouring the letters, elicit that they form a • Pupils follow the numbers and write directions from the start to
the monkeys.
capital ST. Pupils then choose to trace or write the word.
Reach higher: Pupils do the activity in pairs with one pupil giving
Engage: Pupils write the letters st in the air while they say the
the other instructions to find the monkeys. Then swap and repeat.
word stairs.
3 Chit-chat. Watch. Sing and act out Where’s the dialogue with one child acting as translator. (see TB p. 43)
the funfair, please? Communicate Closing routine
• Display the flashcards for places you visit in summer. Say Excuse • Do one of the closing routines:
me, where’s the (water park), please? Encourage pupils to point to
- Mindfulness: Telephone.
the flashcard. Repeat with all the flashcards.
- Dynamic: Yes or no?
• Play the song video. Encourage pupils to do actions to the song
by jumping and turning to the left or right, or in front of them
for Go straight on. Then play it again, pausing after each line for
pupils to repeat it. Half the class can sing the boy’s part and the
other half the girl’s part.
Do a role-play. Ask a friend: Where’s the (funfair), Creativity Corner

please? • Elicit that the children are making an s and a t with their
Pupils ask for and give directions to different places in pairs. hands. In pairs, pupils make the s and the t using their hands.
Encourage them to say a word beginning with st.
Draw your own safari park map. (AB)
• Elicit ideas about other animals that live in a safari park.
• Pupils draw their own map individually or in pairs, using the
map in activity 3 as a model. 141
6
Lesson 5 Vocabulary
and Gramm
ar 6
5
1 6:12 Listen and say. Play Fast finger!
1 3 5
2 4
by bus by boat on foot

by train by car
2 6:13 Listen and match. 3 6:14 Listen and say.

1 2 3 4 5
a b c d e
4 Watch. Play Do you go to … ? Go to page 89.
Do you go to the
beach by car?
Corner
it y
tiv
ae
Cr
Yes, I do.
Ask your family. Do you go to (the beach) (by car)? 67
Pupil’s Book

Lesson 5 V
by boat by bus by car by train on foot
1 I go to the beach by bus .
2 I go to the mountains by train .
3 I go to the village by boat .
4 I go to the skate park on foot .
5 I go to the funfair by car .
2 Write the questions. Ask a friend and tick .
Yes, I do. No, I don’t.

1
Do you go to the water park
on foot ?
2
Do you go to
?
3
Do you
?
50 Ask or write two more questions.
Activity Book

d Grammar 6
- Identify and say different types New vocabulary: by boat, by bus, by car, Materials: flashcards (73–85), Something
of transport. by train, on foot for Everyone Vocabulary and Grammar
- Listen and identify how people travel. New language: Do you go to the (village) worksheets (Unit 6), scissors, cut out
- Play a speaking game. (by car)? Yes, I do. No, I don’t. cards (p. 89)
Recycled language: I go to the (safari park)
in summer.
4
Opening routine
Boy: I go to the safari park in summer.
• Choose a routine from the Classroom routines and games Girl: Do you go to the safari park by bus?
(pp. 26–31) to start the lesson: Boy: No, I don’t. I go by car.
- Mindfulness: Word snake: with Vocabulary 1. 5
- Dynamic: Walk like an elephant: with the lesson 1 flashcards. Girl: I go to the mountains in summer.
- Communication: Read my lips. Boy: Do you go to the mountains by bus?
Girl: Yes, I do.
Lesson Introduction
3 Listen and say.
• Display the flashcards on the board. Ask pupils How do you go to
school? They point to the transport they use. Then repeat with • Put pupils in pairs and have them choose the boy’s or the girl’s
other places pupils go to, including the vocabulary from Lesson 1 role. Play the audio (track 6:14), pausing after each sentence for
and other known places. pupils to repeat it. Encourage pupils to point to the pictures.
Pupil’s Book, page 67 worksheets at the relevant level.
1 Listen and say. Play Fast finger! Communicate

4 Watch. Play Do you go to ... ? Communicate
•

Present the vocabulary with the flashcards. Ask pupils which
types of transport they use to travel.
• Pupils cut out the cards on p. 89. Make sure pupils only cut out
the transport pictures not the sections of the grid.
• Play the audio (track 6:12). Pupils point to the pictures on the
• Play the video and elicit how to play. One pupil places the
page and repeat the words. transport cards on their grid. Their friend asks questions to find
• Say one of the phrases and have pupils point to the picture. out how they get to each place and places the cards accordingly.
Repeat with the other phrases randomly, increasing the speed
each time.
• Invite two pupils to model the game using the speech bubbles.
• Pupils play the game in pairs.

• Pupils play the game in pairs. When they have finished asking
and answering questions, pairs should compare their grids.
Engage: Give the places and transport flashcards to different Boy: I’m ready. Let’s start.
pupils. Say I go to (the beach) by (car). The pupils raise the Girl: OK. Do you go to the beach by train?
relevant flashcards. Boy: No, I don’t.
Support: Play the game as a whole class. One pupil is the Girl: Do you go to the beach by car?
teacher and calls out the words. Boy: Yes, I do.
Reach higher: Pupils play with their books closed. Girl: Great.
1 by bus 2 by train 3 by boat 4 by car 5 on foot Girl: Do you go to the village on foot?
Boy: Yes, I do.
Girl: Look! They are the same.
Boy: It’s my turn now. Let’s play again.
Settling routine Expert tip
• Do the Mindfulness routine Tree Pose.
A whole-class extension activity to consolidate the
language further could be to play the chain game. Pupil A
2 Listen and match. begins I go to the beach by train. Pupil B then continues I go to
• Elicit the name of the places and the types of transport. the beach by train and I go to the mountains by bus. And so on.
• Tell pupils that they are going to listen to two children talking This gives pupils with good memories a chance to shine.
about where they go in summer. Then play the audio (track 6:13).
Pupils point to the pictures as they hear them mentioned.
• Play the audio again. Pupils match the places with the types Activity Book, page 50
of transport. 1 Read, look and write.
1
Girl: I go to the beach in summer.
• Elicit the transport before pupils do the task.
Boy: Do you go to the beach by boat? 2 Write the questions. Ask a friend and tick .
Girl: Yes, I do. • Pupils ask and answer the questions in pairs and tick their
2 partner’s answers.
Boy 1: I go to the water park in summer.
Boy 2: Do you go to the water park by bus?
Boy 1: No, I don’t. I go on foot. Closing routine
3 - Mindfulness: Silent squirrels: with Vocabulary in lesson 2.
Girl 1: I go to a village in summer.
Girl 2: Do you go to the village by boat? - Dynamic: Physical role-play: where they act out asking for
Girl 1: No, I don’t. I go by train. and giving directions.
Ask your family. Do you go to (the beach) (by car)? (PB)

Pupils can take their cards home and play the game with their family.
Ask or write two more questions. (AB)

Pupils ask or write two more questions and then ask a friend.
Support: Display the flashcards and the word cards on the board. 143
6
Lesson 6
Cross-curric
ular: Curious
Na
Soctuiaral l
s S
c c
ieienn
c ee
c
1 Watch. Which places can you see? how people travel.
Moving around
UNDERGROUND
£ 1 £ 3
by bike
by undergrou
nd train
to: Seaport
ONE WAY TICKET price £ 2
by bus
£ 4
by ferry
2 Watch again. How much are the tickets?

3 Where do you want to go? How do you travel there?
Draw and write. I want to go to .
I go by .
C u r i os i t y
or C
Some
ducks can fly
ne
for eight hours!

r
68 Think of two places. How do you travel there?
Pupil’s Book
Lesson 6 Cros
s-curricula
r 6
Social scienc
1 How do you travel? Trace and write. e
by bike by bus by ferry by underground train
1 2
by bike by bus
3 4
by train by boat
2 Read and tick or cross . Write.

Bus ticket One child
1 I go to the beach by bus. To: Sandy Beach
2 The bus ticket is £3.00. ✗ Price: £1.00
3 I go to the village by bus. ✗

Train ticket
4 The train ticket is £2.00. ✓
y Corner
One child
To: Apple Village
s it
I want to go to the Seat: 16A ir o Assistance
Price: £2.00
Cu
. Single
dogs can go on
bus trips!
I go by .
51
Activity Book

ular 6
- Watch and understand a video New vocabulary: by bike, by ferry, by Materials: Something for Everyone Skills
about travelling. underground train worksheets (Reading and writing)
- Learn about how people travel. New language: You can travel (by bike) in my (Unit 6)
- Draw and write about where you want town. I go to my grandma’s house (by bus).
to travel. Recycled vocabulary: numbers; types of
transport, planet, ticket
Receptive vocabulary: free, one-way ticket,
travel (v)
Receptive language: It’s a good idea to use
public transport.
Opening routine Support: Write the names of the transport on the board. Pause
• Choose a routine from the Classroom routines and games the video after each ticket price is mentioned. Elicit and write the
number on the board.
- Mindfulness: Five senses: with pupils imagining they are • Mediation Have children explain about how people travel
on a type of transport. in their first language.
- Dynamic: On my scooter. Pupils choose a type of transport.
If you have time ... Comparing cultures
- Communication: Guess the picture.
Ask pupils to compare public transport in their home town with
Lesson Introduction the ones in the video. Is there an underground station where
• Review the transport using mime. Elicit additional types of they live? Are there any cycle lanes? How do they move around?
transport, in L1 if necessary, writing them on the board.
• Zoom in on Emma and her speech bubble then ask pupils how 3 Where do you want to go? How do you travel there?
they travel.

Draw and write.
Pupil’s Book, page 68 • Review the places from Lesson 1. Read the questions and
check comprehension.
1 Watch. Which places can you see? • Pupils draw the place they want to go to and the type of transport
• Elicit the places in lesson 1 and teach the word station. Say You they will use. Pupils then complete the sentences and the ticket.
go to the station to get a train. Read the question together. Then Reach higher: Pupils ask and answer questions: Where do you
play the video and elicit answers. want to go? How do you travel there? How much is a ticket?
• Ask pupils which types of transport they saw in the video.
Answers: village, station worksheets (Reading and Writing) at the relevant level.
Moving around
Emma: Hello! Are you curious about how people travel? I am.
Today, we’re going to learn about how people travel Sustainable Development Goals
around town. Let’s watch! Goal 11: Sustainable cities and communities
Many people travel by car in my town. But lots of cars Introduce the children to Sustainable Development
together are bad for the planet. Goal 11: Make cities and human settlements inclusive, safe,
It’s a good idea to use public transport like a bus or resilient and sustainable.
a train. It’s better for the planet. You just need to buy Encourage pupils to think about the different types of
a ticket. transport in the unit and how sustainable they are.
You can travel by bike in my town, too. My dad goes to work Ask Is it better to travel by car or by bike? Why is it better to travel
by bike. He uses a public bike. The ticket’s one pound. by bus? Where do you walk? Can you walk to more places? Elicit
I go to my grandma’s house by bus. It’s in a small village. ideas in L1, providing useful language in English during the
The ticket’s four pounds. discussion. Try to elicit that we can try to walk or cycle to
In some places, people can travel by underground places instead of using the car or we can use public transport.
train. The Underground’s very popular in big cities,
like London.
A ticket on the Underground is three pounds. But it’s free Activity Book, page 51
for children. Yay! 1 How do you travel? Trace and write.
In some places, people can travel by ferry, too. It’s great!
This ticket’s two pounds. • Pupils complete the drawings and then label the pictures.
People travel around town every day. I go to school by 2 Read and tick or cross . Write.
bike. What about you? How do you travel around town?
• Read the first sentence together and have pupils find the picture
of the bus ticket. Have them notice the place where the bus is
2 Watch again. How much are the tickets? going on the ticket and then the ticked answer.
• Zoom in on one of the tickets and ask pupils what kind of • Pupils read the sentences and find the corresponding tickets.
transport it is for. Elicit that you need to buy a ticket when you
Closing routine
travel by public transport: bus, train, or ferry. Point to the pound
sign and elicit that the number (price) is missing. • Do one of the closing routines:
• Play the video again and have pupils write down the price of a - Mindfulness: Mirror me.
ticket for each type of transport. - Dynamic: Listen and move.
Think of two places. How do you travel there? Curiosity Corner

Pupils choose two more places from Lesson 1 and tell a friend how
Some ducks can fly for eight hours! (PB)
they travel there.
• Pupils could imagine walking or running for eight hours and
say how they would feel.
Assistance dogs can go on bus trips! (AB)
• Elicit that assistance dogs help people move around a town. 145
6

munication 6
5
1 Watch and number.
a do crafts b play in the playground
3 4
c visit a castle d dress up
1 2
2 Watch again. How much are the tickets for the castle?
3 Compare cul tures What do you do in summer?
Draw and write. Say.
In summer, I go
to the park. I go
by bike. I play in
the playground.
In summer, I go to the .
I go .I .
Tell a friend: My favourite place is … 69
Pupil’s Book
ommunication
Culture and C
Lesson 7
1 6:15 Listen and number. Circle your favourite activity.
a b
4 1
c d
2
3
2 What do you do in summer? Draw and write.
ou
r t ur n
!
Y
In summer, I .
52
Activity Book

munication 6
- Learn about holiday activities. New vocabulary: do crafts, dress up, play in Materials: word cards (73–80)
- Talk about what you do in summer. the playground, visit a castle
New language: In summer, I go to (the safari
park). I go on foot.
Recycled language: This is my ticket. Look!
I’m wearing a (crown), Let’s visit the castle!
Receptive language: It’s (two) pounds.
Opening routine 3 Compare cultures. What do you do in summer?

• Choose a routine from the Classroom routines and games Draw and write. Say.
(pp. 26–31) to start the lesson: • Read the incomplete sentences and elicit how Jake and Emma
- Mindfulness: Pass the object: with something from a castle. could complete them (In summer, I go to the castle / I go by train /
- Dynamic: Clothes race. I go with my family).
- Communication: Collaborative pictures: of things pupils do • Drill the model speech bubble with the class.
in summer. • Pupils draw a picture of the place they go to and complete the
sentences. Pupils then present their pictures and sentences in
small groups.
• Ask pupils what their favourite place to visit is. Elicit ideas and
Support: Display the word cards on the board.
write them on the board.
Real World
1 Watch and number.
In Curious Kids pupils are encouraged to make connections

visiting their favourite place. Pupils predict where they will go. between the unit topic and the real world. The Cross-
curricular lesson and the Culture and Communication lessons
• Play the culture video for pupils to check their predictions.
allow pupils to explore the lives of the two British children
• Look at the pictures in Activity 1 and drill the four phrases. and make comparisons with pupils’ own world. The Curiosity
• Play the video again and have pupils number the pictures Corner features often provide interesting facts about the real
in order. world, which can be further explored.
• Ask pupils if they like visiting castles or if they would like to visit In this unit, you could extend the theme of travelling in
the castle in the video. summer to animals and their migration and hibernation. Look
Holiday activities in the UK back at the story and ask pupils why the hippo wants to go
Emma: We’re at a castle today. to the blue zone in summer. Use this to introduce the fact
I love this castle! It’s big. A castle is my dream house. that some animals, e.g. birds, move to other warmer or cooler
Jake: We can do lots of fun activities here, too. places in different seasons. Other animals hibernate during
Dad: Have you got the tickets, children? the cold winter months. Do some research together to find
Jake: Yes. This is my ticket. out more.
Emma: And this is my ticket. It’s two pounds.
Dad: Let’s visit the castle then. Are you ready?
Jake: We can dress up at the castle. Look! I’m wearing a crown. Activity Book, page 52
I’m Prince Jake. 1 Listen and number. Circle your favourite
Emma: Hello, Prince Jake. I’m Queen Emma. I’m wearing a activity.
necklace and a crown.
Emma: We do crafts at the castle, too.
• Play the audio (track 6:15). Pupils number the pictures then circle
their favourite activity.
Jake: Do you like my flower, Emma? Reach higher: Pupils say who they do their favourite activity with.
Emma: Yes, I do. It’s lovely. Do you like my glasses?
1 We can dress up at the castle. It’s fun. Look! I’m wearing an old
Jake: I love them!
dress and a funny hat. And my sister’s got a crown.
Jake: This is the adventure playground. Can we play in the
2 It’s fun to visit a castle. You can explore. I can climb the
playground, dad? I want to go on the slide.
tower, look!
Emma: And I love the climbing frame. Can I go on the
3 There’s a playground at the castle. I play in the playground with
climbing frame?
my brother and sister. It’s fun! Wheee!
Dad: Of course you can. Just be careful, children.
4 I can do crafts at the castle, too. Look at this model. I’m making
Emma and Jake: Thanks Dad!
the castle from paper and card.
Emma: What a great day!
2 Watch again. How much are the tickets for 2 What do you do in summer? Draw and write.
the castle? • Read and drill the question together. Elicit answers.
• Read the question aloud then play the video again for pupils to • Pupils draw and write their answer in the space provided.
listen for the answer. Support: Write the target structure on the board: In summer,
I go to the …
Answer: £2/two pounds
• Mediation Have children work in groups of three to
role-play the conversation with one child acting as translator. Closing routine
(see TB p. 43) • Do one of the closing routines:
- Mindfulness: Dragon breath. Tell pupils there’s a dragon
guarding the castle.
- Dynamic: Act it out.
Tell a friend: My favourite place is …

After pupils do the task, find out about the most popular place in
the class. 147
6
view
Lesson 8
Re

a b c d
4 1 3 5
skate safari beach water

park park park
e f g h
6 2 7 8
funfair aquarium village mountains

1 I go to the beach by train .
2 I go to the mountains on foot .
3 I go to the aquarium by bus .
4 I go to the safari park by boat .
5 I go to the skate park by car .
70
Pupil’s Book
Lesson 8
Re view 6
1 Order and write.
1 chabe 2 rifanuf 3 stinmouna 4 gavilel

5 aramuiqu 6 arifsa 7 teaks 8 rawet
1 2 3 4
beach funfair mountains village
5 6 7 8
aquarium safari skate water

park park park
2 Choose a place. Look and write. Answer for you.
1 2 3 4 5
1 Do you go to the beach by car? Yes, I do. / No, I don’t.
2 Do you go to the funfair ? Yes, I do. / No, I don’t.
3 Do ? Yes, I do. / No, I don’t.
4 ?
5 ?
Write two more questions. Answer. 53
Activity Book

Lesson 8 Review 6
- Review the key vocabulary and Recycled vocabulary: aquarium, beach, Materials: flashcards & word cards (73–85),
language from Unit 6. funfair, mountains, safari park, skate park, Something for Everyone Vocabulary,
village, water park; by boat, by bus, by car, Grammar and Skills worksheets (Unit 6)
by train, on foot
Recycled language: Do you go to the
(beach) (by car)? Yes, I do. No, I don’t.

• Choose a routine from the Classroom routines and games • Review the lesson 5 vocabulary with the flashcards and word
(pp. 26–31) to start the lesson: cards. Read the first sentence aloud, pausing when you reach the
- Mindfulness: Quiet teacher. picture of the train for pupils to finish the sentence.
- Dynamic: Apples, oranges and bananas. • Pupils complete the first part of the sentence, then look and
- Communication: Flash the picture. write. Remind them to include by before the type of transport or
on with foot.
Lesson Introduction Support: Write a word pool or display the word cards on the board.
• Review the target vocabulary. Hide a flashcard behind your back • For further practice, use the Something for Everyone Vocabulary,
and ask Where do I go in summer? Invite pupils to guess using the Grammar and Skills worksheets at the relevant level.
structure Do you go to (the beach)? Repeat with other flashcards.
1 Order and write.
1 Listen and number. • Pupils can check their answers in pair before checking with
• Use the flashcards to review the vocabulary from the unit. the class.

Elicit the name of each flashcard chorally, increasing the speed Support: Display the word cards for support.
each time. Reach higher: Write the jumbled words on the board. Pupils do
• Elicit the words then play the example (track 6:16). Play the rest the activity with books closed.
of the audio for pupils to do the task. Then call out the numbers
and elicit the words from the class. • If they haven’t done so yet, pupils can do the Unit 6 activity in
Reach higher: Pupils have similar conversations to those in the
audio in pairs, using the pictures as prompts.
2 Choose a place. Look and write. Answer for you.
1
Girl: I go to the safari park in summer. It’s great! • Read the first sentence aloud and have pupils point to the
correct picture.
2
Boy: I don’t go to the safari park. I go to the aquarium. The • Pupils choose a place to go to and then look and complete the
aquarium’s cool. sentences. They then answer for them.
3 Support: Display the flashcards and word cards on the board.
Boy: I go to the beach in summer. • If you wish to evaluate pupils’ progress, Unit tests are available in
Girl: Do you go to the beach by car? the Teacher’s Resource Centre. You can also create your own tests
Boy: Yes, I do. using the Test Generator.
4 Answers: Pupils’ own answers.
Boy: I go to the skate park.
Girl: Do you go to the skate park by bus? Closing routine
Boy: No, I don’t. I go on foot.
5
- Communication: My top three.
Girl: I go to the water park in summer.
- Dynamic: Jump!
Boy: I go to the water park, too. I go by bus.
6
Boy: I go to the funfair in summer.
Girl: I go to the funfair, too!
7
Girl: And I go to the village. It’s my grandma’s village.
Boy: That’s nice.
8
Boy: I go to the mountains in summer. I go for a walk with my
family. It’s fun!
2 Write or say.
• Point to the example and elicit the place (safari park). Then invite
a pupil to write the word on the board.
Consolidate: Do the Communication routine Words and pictures.
Write two more questions. Answer. (AB)

Pupils write two more questions about travelling to places in their
notebooks. They then ask and answer with a friend. 149
6
Kids Can! Project 6

5
Where do you have fun
in summer?
Do you go to the
beach in summer?
Yes, I do.
1 Cut out your 2 Ask and answer. 3 Count and write

bar chart and Colour the squares your results.
write five places. for Yes, I do.
2 Create a bar chart display. Show and tell your class.
I can talk
about fun
places. Circle.
Five friends go to the

beach in summer. Two friends go to the
funfair in summer.
Where do you go in summer? Tick your chart for you.

71
Pupil’s Book
Think!
Where do you have fun Bikes have got wheels.
in summer?
What other things have got wheels?
Is Sam at the water park?

Write yes or no. . wheel
wheel
Where are the

t next to children?
a hear
Put ourite activity. Draw two
Unscramble.
r fav
yo u
children on
skateboards.
Read and draw. Write and draw!
I want to see the penguins. go straight on Find and write. I go to school by .
bus
1 2 3 4
I want to see the hippos. turn left B2 is a . 1 2
I want to see the monkeys. turn right A1 is a . A
Find and write the number. B1 is a .

B
1 2 3 4
A2 is a .
24 | Unit 6 Unit 6 | 25
Find and circle the word.
m tis h tlst o
nf qb
iu a niqfk fl o
st
kn
nt summer
kfn
tf
ht
til
v ill a e n ti u
to
ti u t
f u n f a ir
funfair
fg ti v k n
g htnsnaq
fgfkg
o
i
h
aquarium
uf
nt u
t
START i
g h ti
m
sk
o u n t ai n village
it o
ua
riu
nk
Where do they want to go? m k d it n f g mountains

gh
jr t j to
qc
hk th
jh ej er
rhsu m m
a ct!
skate park What’s next? Draw. Fun F
Think!
Where do you
go to have fun
in the winter?
Oceanogràfic
is a big aquarium.
26 | Unit 6 Where it is? Unit 6 | 27
Extra Fun!

Kids Can! Projec
t
6
- Review and personalise language Recycled vocabulary: places people go in Materials: Teacher’s Resource Centre:
from Unit 6. the summer project template (optional), paper
- Develop creativity and imagination. Recycled language: Do you go to the … (optional), scissors, coloured pencils
- Create a bar chart. in summer? Yes, I do. No, I don’t. or crayons, brochures and travel
- Present your chart to the class. magazines (optional), glue
Opening routine Self-assessment Reflect

• Choose a routine from the Classroom routines and games • Ask pupils to think about all the work they’ve done during the
(pp. 26–31) to start the lesson: unit. Point to each of the three faces and ask Can you talk about
- Mindfulness: See, think, wonder: with a picture fun places? Encourage pupils to think about how much they have
showing ‘summer’. learnt and whether or not they need to review any language.
- Dynamic: Guess who. • Pupils circle the face that best represents their feelings towards
- Communication: Find it. their achievement.
Engage: Pupils show how they feel in person by making a happy
• In this project, pupils use their communication skills as they create
Closing routine
and carry out a survey, then complete a bar chart to show the
results. Pupils also explore the SEL competence of Relationship • Do one of the closing routines:
skills. They cooperate and take turns when doing the survey. They - Communication: Memory chain with questions.
also use critical thinking skills to draw conclusions from their - Dynamic: Sing one of the songs from the unit.
survey as they present the results to the class.
• Before the lesson, complete the project template to show pupils Extra Fun! pages 24 and 25
what a completed bar chart looks like.
Answers: Is Sam at the water park? Yes.

• Then draw a large bar chart on the board to use as a model. Find and write the number. 3, 4, 1, 2
Unscramble. village, beach
Pupil’s Book, page 71 Oak leaf: in roller coaster on page 24
1 Be creative. Prepare your project. Critical Thinking
• Tell pupils they are going to do a survey. Explain that in a survey, Extra Fun! pages 26 and 27
we ask people questions to find out information. They are going Answers: Where do they want to go? 1 b (skate park);
to find out where their classmates go in summer. 2 c (mountains); 3 a (water park)
• Demonstrate how to complete the survey with a confident Find and write. B2 – bus; A1 – car; B1 – boat; A2 – bus
Find and circle the word. aquarium, funfair, mountains,
pupil and complete the bar chart on the board. Ask Do you go
to the (beach) in summer? If the child responds Yes, I do, colour summer, village.
the rectangle in that column. If not leave the rectangle blank. What’s next? Draw. jellyfish, seahorse; giraffe, giraffe
Repeat the procedure with the other four places, colouring the Fun fact! The Oceanogràfic aquarium is in Valencia, Spain.
rectangles each time. Use a different colour for each column. Oak leaf: behind tree in safari park (Read and draw activity)
Repeat the procedure with a second and third child. The children on page 26
should see how the bar graph takes shape.
• Draw attention to the pictures in Activity 1 and make sure pupils Extra Fun! pages 28 and 29
know what to do in each step. Answers: Colour all the spaces with dots. What can you see?
• Put pupils in pairs and hand out the materials. Pupils cut out Unscramble and write! guitar, crown, car, boot, bed, toilet
their chart and choose five places. They write these places across Find and count. How many times can you find me in this book?
the top of the table. 11 times
• Pupils ask and answer questions with a friend about each of Oak leaf: behind colouring activity on page 28
the places, and colour in the boxes according to their friend’s
answers. They then change friends and repeat. Pupils can ask up Extra Fun! pages 30 and 31
to five different classmates. They should write the names of the
Answers: Oak leaf: in boat in key on page 31
pupils they speak to in the left-hand column.
• Pupils count up the answers and then complete the sentences to
show the results of the survey.
2 Create a bar chart display. Show and tell Learning situation
your class. Communicate See Teacher’s Resource Centre: Learning situations section,
• Focus on the picture of the children presenting their survey Unit 6
results to the class. Invite one of the pupils to read out the
example speech bubble.
• Invite pupils to present their surveys to the class. They can stick Teacher Resource Centre: Unit 6
their completed charts in the Curiosity Corner.
• Focus on the unit question and then elicit ideas, using the survey
results to guide the discussion.
Support: Allow pupils to read their results panel.
• As an alternative project, pupils create a giant display of places to
go to and activities to do in summer. They can draw pictures or
find and cut out pictures from brochures and travel magazines.
Where do you go in summer? Tick your chart for you.

Pupils tick the places they go to on their chart. Then they share it with 151
the class.
R Review 3
UNIT
R
UNIT
This is our favourite I want to sail I don’t want

fantasy story. a boat. What to sail a boat.
about you?
1 6:17 Listen and read. What does Lucy see in the tree? dice
The old map

I don’t like this camp.
1 I want to visit a castle. 2 Let’s look for the treasure! counters
t
S tar
There’s a monster
3 This is fun! 4
in the lake!
I want / don’t want to …
I go / don’t go to … in summer.
Do you go to … in summer?
Do you want to …?
Do you want to
5 6 go home now?
Where’s the
treasure?
No, thank you.
It’s here. Look! I love this camp!
72 73
Pupil’s Book
Review 3
1 Cut out the cards. 2 Play a mime game with a friend.
What activity
Where am I?
is it?
What activity
Where am I?
is it?
What activity
Where am I?
is it?
What activity
Where am I?
is it?
What activity
Where am I?
is it?
61
Activity Book

Review 3 R
- Review the key vocabulary and New vocabulary: lake, spider, treasure map Materials: flashcards (61–85), story cards,
language from Units 5 & 6. Recycled vocabulary: sports and leisure, dice and counters; scissors, Something
- Listen to and read a fantasy story. places; map monster for Everyone Vocabulary, Grammar and
- Play a board game. Recycled language: Do you want to (play Skills worksheets
basketball)? No, thank you. I want to … (Units 5 & 6)
I don’t want to … I go to the (beach) in
summer. I don’t go to the (safari park).
Opening routine 2 Play the Review Race. Communicate

• Put pupils in groups of three or four. Explain how to play:
• Each pupil chooses a different colour counter and puts their
- Mindfulness: Think, pair, share: with What do you do in counter on the Start square.
summer / winter?
• Pupils take turns to roll the dice. The pupil with the highest
- Dynamic: Sam says: with leisure activities. number starts. Pupils then take turns in clockwise direction.
- Communication: What am I?: with places and activities. • Pupils move their counter around the board according to the
number they roll. When they land on a square, they make a
Lesson Introduction sentence or ask another pupil a question about the picture.
• Use the flashcards stuck face down on the board to recycle
• The first pupil to reach the Finish square wins.
vocabulary: Do you want to sail a boat? Do you go to the skate park
in summer? • Tell pupils to listen to their classmates’ answers. If they answer
incorrectly or can’t answer, they go back to their original square.
• Focus on Jake and Emma at the top of the page and read their
• Monitor and help as pupils play the game. Groups that finish
sentence. Ask pupils what other fantasy stories they know.
quickly can play a second time.
Pupil’s Book, pages 72–73 Support: Display the flashcards and word cards from the game
on the board.
1 Listen and read. What does Lucy see • For further practice, use the Something for Everyone Vocabulary,
in the tree? Critical Thinking Grammar and Skills worksheets at the relevant level.
• Read the story title and tell pupils to imagine they find an old
map. Encourage them to say what they would do, using L1 Activity Book, page 61
if necessary.
1 Cut out the cards.
• Show pupils the first story card and have them describe what
• Pupils cut out the cards then place them face down in a pile.
they can see in the picture. Ask questions as prompts, e.g. Where
are the children? What can they do at the camp?
2 Play a mime game with a friend. Communicate
• Ask pupils what they think will happen in the story. Elicit ideas in
• Tell pupils they are going to play a miming game with their
L1 and reformulate as necessary in L2.
cards. Show them how to play:
• Play the story. Ask What does Lucy see in the tree? and elicit answers.
• Pupils play in pairs.
• Pupils can act out the story in pairs.
• Each pupil mixes their cards and puts them in a pile face down.
Reach higher: Ask comprehension questions, e.g. Does Joe like
the camp? Where is the treasure? Does Joe like spiders? Why don’t • One pupil picks up a card and acts out the activity or an
activity they can do in the place. They then ask the question
the children want to go home?
on their card.
Answer: a treasure map • The other pupil guesses which activity or place is on their
The old map partner’s card. It is then that pupil’s turn to take a card and
Joe: I don’t like this camp. I want to visit a castle. mime an action.
Lucy: Come on, Joe. I want to go for a walk. Closing routine
Joe: OK.
Joe: What’s that, in the tree? • Do one of the closing routines:
Lucy: Hmm, I want to climb a tree. Look, it’s a treasure map! - Mindfulness: Graffiti wall.
Joe: We’re here, next to the old tree. - Dynamic: Scavenger hunt.
Lucy: And the treasure’s here, in the castle.
Joe: Let’s look for the treasure! Learning situation
Joe: This is fun! Problem: Your class has won a competition to do a fun
Lucy: There’s a big spider. It’s behind you, Joe! activity together. Everyone wants to do something different.
Joe: A spider? I don’t like spiders. How can you decide what to do?
Both: Run!
Lucy: Look, a lake! I want to sail a boat. What about you? Tasks:
Joe: Yes, please. 1. Brainstorm activities you can do in different places, e.g.
Joe: Oh no! There’s a monster in the lake! indoors or outdoors, sporty or quiet activities.
Lucy: Jump! 2. Make a poster of your favourite activity and your least
Both: Phew! favourite activity
Joe: Look, it’s the castle! 3. Share your ideas with your friends. Say why you like/don’t
Lucy: Where’s the treasure? like the activities.
Joe: It’s here. Look! 4. Decide as a class which activity you will do.
Lucy: A crown. Fantastic!
Dad: Joe, do you want to go home now?
Joe: No, thank you. I love this camp!
Lucy: Me too!
• Mediation Have children explain the story in their first
language.

Teacher’s Day
Festivals
ay
Teacher’s D
2 6:19 Listen and number. Say.
1
5
4
2 3
3 Be crea t i ve Make a Teacher’s Day badge. Show and tell. Go to page 91.
1 Cut out your badge. I’ve got a badge Happy Teacher’s

2 Write a message for your teacher. for you! Day!
3 Colour your badge.
76
Pupil’s Book
Festival Teacher’s Day 5
91
Pupil’s Book

Teacher’s Day
- Identify and say Teacher’s Day objects New vocabulary: book, plant, poster, badge, Recycled language: I love (books)!
- Talk about Teacher’s Day mug Materials: flashcards (86–90), cut out cards
- Make a Teacher’s Day badge New language: I’ve got (a badge) for you! (p. 91), card, scissors, coloured pencils
Happy Teacher’s Day! or crayons
Opening routine If you have time … be a character

• Choose a routine from the classroom routines and games Tell pupils to imagine they are one of the children in the
(pp. 26–31) to start the lesson: picture. Do the Mindfulness routine Five Senses. Pupils imagine
- Mindfulness: Musical drawing. their experience from the point of view of their chosen
- Dynamic: Letter race. character. Pupils then share their experiences in pairs. They
- Communication: Correct me. could also draw a picture from the viewpoint of their character,
including the things they heard, smelled, touched, etc.
Lesson introduction
• Draw pupils’ attention to the lesson title and ask pupils what they 3 Be creative. Make a Teacher’s Day badge. Show
know about Teacher’s Day.
and tell.
• Do the Mindfulness routine See, think, wonder with the picture of
• Pupils turn to page 91 and cut out the page.
Teacher’s Day on page 76 of the Pupil’s Book.
• Pupils stick the page to card before they cut out the badge. Help
as necessary.
• Pupils write a message on their badge for their teacher. You could
1 Listen and say. brainstorm ideas with the class beforehand, e.g. Happy Teacher’s
• Use the flashcards to present the new vocabulary. Display them Day! World’s Best Teacher! Super Teacher!
in the correct order for the audio. Model the pronunciation. • Pupils colour their badge.
• Play the audio (track 6:18) twice. The first time pupils point as • Drill the phrases in the speech bubbles with the class.
they hear each word. The second time, pupils point and repeat
the words.
• Pupils say the dialogue in pairs as they show each other
their badges.
Consolidate: Drill the words by having the pupils repeat them
faster and faster until they remember most of the words. Curiosity Corner
• Make a Teacher’s Day display in the Curiosity Corner. Invite
• Plurilingualism Ask pupils how to say the new words in pupils to bring in pictures, crafts, props and decorations
their first language. Ask if any are similar. from home. Encourage them to use recycled materials.
They can bring in sweet wrappers, crisp packets, etc. to
Curious about ... Teacher’s Day provide shiny decorations to add to the display (make sure
they wash these first).
Teacher’s Day is celebrated in October in many countries
around the world. It is to show the important role teachers • Invite pupils to show the class what they have brought
play in our society. in then encourage the class to suggest how to add it to
the display. Make the display a collaborative activity that
the whole class is involved in, whether or not they have
2 Listen and number. Say. brought something in to add to the display.
• Display the picture and elicit what is happening (the children are
throwing a Teacher’s Day party for their teacher). Tell pupils they Closing routine
are going to hear the children talking to the teacher. - Mindfulness: Fun yoga: with the Teacher’s Day vocabulary.
• Play the audio (track 6:19). Pupils point to each character as - Dynamic: Musical statues.
they speak.
• Play the audio again. Pupils number the objects in the picture in
order.
Reach higher: Pupils say what else they can see in the picture.
1
Child: Miss, May, I’ve got a present for you.
Teacher: Oh thank you!
Child: It’s a badge.
Teacher: It’s great!
2
Child: I’ve got a mug for you, Miss May.
Teacher: It’s great! Thank you!
3
Child: And I’ve got a present for you too. It’ a book.
Teacher: I love books. Thank you!
4
Child: I’ve got a poster for you, Miss May.
Teacher: It’s great! Thank you!
5
Child: And I’ve got a plant for you.
Teacher: I love plants! Thank you!
All children: Happy Teacher’s Day! Hurray! Hurray!

Carnival
Festivals
Carnival
1 costume 3 feather 5 drums
2 cowboy hat 4 mask

a c
1
b d
2
4
3 Be crea t i ve Make a Carnival mask. Show and tell. Go to page 92.
1 Cut out your mask.

2 Colour your mask.
I’ve got a Carnival mask. I like it!
It’s got blue feathers!
77
Pupil’s Book
Festival Carnival
92
Pupil’s Book

Carnival
- Identify and say Carnival vocabulary New vocabulary: costume, cowboy hat, Materials: something related to Carnival,
- Talk about Carnival feather, mask, drums e.g. hat, whistle, balloon, streamer,
- Make a Carnival mask Recycled vocabulary: colours flashcards (90–95), mask template
Recycled language: This is ..., I’m wearing ..., (p. 92), card, scissors, coloured pencils
I’ve got ... or crayons, string
Opening routine 1 Girl: This is my mask. It’s got red feathers. People wear masks
• Choose a routine from the Classroom routines and games at Carnival.
2 Boy: I’ve got a cowboy hat. It’s yellow.
(pp. 26–31) to start the lesson.
- Mindfulness: Breathing hands. 3 Girl: We play drums and dance at Carnival. It’s fun!
4 Boy: I’m wearing a costume. It’s a cat.
- Dynamic: Hot or cold.
- Communication: Slow drawing. 3 Be creative. Make a Carnival mask.
Show and tell.
Lesson introduction
• Play the Communication routine Flash the picture with one of • Pupils turn to page 92. Pupils stick the page to card before they
cut out the mask. Help as necessary. Pupils cut out the mask
the vocabulary items then ask pupils what they think the lesson
template. Show them how to carefully cut out the eyes.
is about.
• Brainstorm vocabulary for things related to Carnival and write • Pupils colour their masks and feathers.
pupils’ ideas on the board. • Show pupils how to make the holes and thread string through
the mask.
Pupil’s Book, page 77 • Drill the phrases in the speech bubbles to the class.
1 Listen and say.

• Pupils say the dialogue in pairs as they show each other
their masks.
• Use the flashcards to present the new vocabulary. Model the
pronunciation. If you have time … Make a Carnival parade
• Jumble the flashcards and play the audio (track 6:20). Pupils Ask pupils to put on their masks. Play some music and ask
point and say the words. pupils to parade around the classroom. If you have time, you
• Drill the words by having the children repeat them faster and could ask pupils to make up some dance routines to carry out
faster until they remember most of the words. as they parade.
• Ask pupils if they go to Carnival and if they would like to go.
1 costume 2 cowboy hat 3 feather 4 mask 5 drums Closing routine
• Plurilingualism Ask pupils how to say the new words in • Do one of the closing routines:
their first language. - Communication: Memory chain with the target language from
Activity 1.
Curious about … Carnival - Dynamic: Listen and jump.
Brazil’s Carnival celebrations in Rio de Janeiro is the biggest
carnival in the world according to the Guinness World Records
book. Millions of people go to Carnival and hundreds of
thousands come from abroad to watch the parades in Rio
de Janeiro.

• Display the pictures and ask pupils what they think is happening.
Tell pupils they are going to hear the children talking about what
they have got for Carnival.
• Play the audio (track 6:21). Pupils point to the pictures.
• Play the audio again. Pupils number the pictures in order.
Support: Display the flashcards and word cards on the board.
Reach higher: Call out true or false statements about the content
of the audio script, e.g. This is a drum (pointing to the cowboy hat).
(false).

Friendship Day
Festivals Festival Friendship Day 5

ay
Friendship D
1 laugh 2 play on the swings 3 play clapping games 4 run races

2 6:23 Listen and number. Say.
2 3
4
1
3 Be crea t i ve Make a Friendship Day frame. Show and tell.

Go to page 93.
1 Cut out your frame.
2 Colour your frame.
3 Stick a photo inside or draw a picture.
This is my friend. Her name is Kate.
I play clapping games with Kate.
78
93
Pupil’s Book Teacher’s Resource Centre

Friendship Day
- Identify and say things we do on New vocabulary: laugh, play on the swings, Materials: Friendship Day frame, template
Friendship Day play clapping games, run races from the Teacher’s Resource Centre,
- Talk about Friendship Day New language: I (play clapping games) with scissors, coloured pencils
- Make a Friendship Day frame (Kate). or crayons, glue (optional),
Recycled vocabulary: fast, funny photos (optional)
Recycled language: This is ..., He’s/She’s/
It’s ...
Opening routine Curious about … Friendship Day

The United Nations has named 30 July International Day of
(pp. 26–31) to start the lesson.
Friendship to celebrate friendship regardless of race, colour
or religion. The UN named Winnie the Pooh the world’s
- Dynamic: Musical colours. Ambassador of Friendship in 1998.
- Communication: Kim’s game.
Lesson introduction Reflect 3 Be creative. Make a Friendship Day frame. Show
• Tell the pupils that Sam is Daisy’s friend. List all the qualities that
and tell.
make him her friend, e.g. he’s funny, kind, etc. Tell the pupils what
they like to do together, e.g. go for a walk, make a model, read a • Give pupils a copy of the Friendship Day frame template from
the Teacher Resource Centre.
comic, etc.
• Now ask pupils to think about their friends, what they like about • Pupils cut out their frame and colour it.
them and what they do together. • Pupils bring in a picture of themselves and their friend(s) to stick
in the frame. Alternatively, they draw a picture.
• Ask some confident pupils to come forward and tell the class
about their friends. They may need to use L1. • Drill the phrases in the speech bubbles with the class.
• Ask pupils to describe their pictures.
If you have time … make a friendship display
1 Listen and say.
Make a friendship display in the Curiosity Corner. Invite the
• Play the audio (track 6:22) twice. The first time, pupils point as
children to bring in pictures, props and decorations from
they hear each word. The second time, pupils point and repeat
home that represent friendship to them. Encourage them to
each word.
use recycled materials in any crafts they make.
1 laugh 2 play on the swings 3 play clapping games
4 run races
Closing routine
their first language. • Do one of the closing routines:
- Mindful: Relaxation
2 Listen and number. Say. - Dynamic: Physical role-play.
• Display the picture and elicit the target vocabulary. Tell pupils
they are going to hear children talking about Friendship Day.
• Play the audio (track 6:23). Pupils point to the picture.
• Play the audio again. Pupils number the actions in the picture.
• Ask pupils if they celebrate Friendship Day and if they think it
sounds fun.
Support: Write the words on the board.
Adult: Some countries around the world celebrate Friendship
Day. It happens at different times in different countries. Friends
spend time together and have fun. Listen to the children talk
about Friendship Day.
1 Boy: I play clapping games with my friend.
2 Girl: I run races with my best friend. She’s fast!
3 Boy: I laugh with my friend. She’s funny!
4 Girl: I play on the swings with my friend. It’s fun!

Macmillan Education Limited Concept Design by Mo Choy Design Ltd.
4 Crinan Street Page make-up by Mo Choy Design Ltd.
London N1 9XW Illustrated by Esther P. Cuadrado (Beehive Illustration) pp8, 14–15, 23, 25–26,
Companies and representatives throughout the world 28, 35, 37–38, 45–46, 48, 50, 57–58, 60, 67, 70, 72, 81, 83, 84, 85, 87; Daniel
Limon (Beehive Illustration) pp76–78, 91–93; WeeDoo Studio pp4–13, 16, 18–22,
Curious Kids Level 2 Teacher’s Book ISBN 978-1-035-12427-5 29–34, 40–44, 51–56, 62–66, 73–75, 79.
Curious Kids Level 2 Teacher’s Book with Teacher’s App Cover design by Darío Pérez Catalán
ISBN 978-1-035-12428-2 Cover illustration by WeDoo Studio
Text, design and illustration © Macmillan Education Limited 2023 Cover photograph by MTJ Media
Written by Michelle Worgan with Donna Shaw and Mark Ormerod. Picture research by Haremi Ltd. and Emily Taylor
The authors have asserted their right to be identified as the authors of this work in Full acknowledgements for illustrations and photographs in the facsimile pages
accordance with the Copyright, Designs and Patents Act 1988. can be found in the Curious Kids Level 2 Pupil’s Book ISBN 978-1-035-12423-7
Curious Kids is a registered trademark published by Macmillan Education Activity Book credits:
Limited. Text © Donna Shaw and Mark Ormerod 2023
First published 2023 Additional text by Sarah McConnell
Additional text by Sarah McConnell Design and illustration © Macmillan Education Limited 2023
All rights reserved. No part of this publication may be reproduced, stored in The authors have asserted their right to be identified as the authors of this work in
a retrieval system, or transmitted in any form or by any means, electronic, accordance with the Copyright, Designs and Patents Act 1988.
mechanical, photocopying, recording, or otherwise, without the prior written Concept Design by Mo Choy Design Ltd.
permission of the publishers. Page make-up by EMC Design Ltd.
Teacher’s Edition credits: Illustrated by Esther P. Cuadrado (Beehive Illustration) pp.4 (b), 8 (b), 9-12, 15,
Original design by Darío Pérez Catalán 16 (b), 17-18, 19, 22-23, 25-31, 32 (bm), 33-39, 40 (b), 41-47, 48 (b), 49-53, 57,
Page make-up by Straive 59, 61; Emi Ordás (WeDoo Studio) pp.2-3, 4 (t,m), 5-7, 8 (t,m), 13-14, 16 (t), 21,
Cover design by Darío Pérez Catalán 24, 32 (m, bl), 40 (t,m), 48 (t,m), 54-56.
Cover photograph by MTJ Media Cover design by Darío Pérez Catalán
Cover illustration by Emiliano Ordaz
The publishers would like to thank Alba Coma, Escola Montserrat, Esparreguera, Cover photograph by MTJ Media
Barcelona; Alicia Ortiz, CEIP María Montessori, Móstoles, Madrid; Ana Flores, Picture research by Haremi Ltd. and Emily Taylor
Colegio Compañía de María San Fernando, San Fernando, Cádiz; Ángela del
Olmo Sotelo, CEIP Prácticas, Huelva; Bernardo Ramos, CEIP Luis Vives, Full acknowledgements for illustrations and photographs in the facsimile pages
Madrid; Celia Mercader CEIP Santa María de Gracia, Murcia; Clara Canelles, can be found in the Curious Kids Level 2 Activity Book ISBN 978-1-035-12412-1
Maristes Anna Ravell, Barcelona; Cristina Brugarolas Ros, CEIP Ntra. Sra. De Extra Fun! credits:
la Arrixaca, Murcia; Cristina Gimbel, Alexandre Galí, Barcelona; David Ríos, Text, design and illustration © Macmillan Education Limited 2023
Grupo Educativo Castro San Miguel, Vigo, Pontevedra; Diego Téllez, CEIP San Written by Nina Lauder
Blas, Alicante; Elena Salvador, Nuestra Señora de las Victorias, Madrid; Eva The author has asserted their right to be identified as the author of this work in
Alsedà, Escola Gravi, Barcelona; Federico Albalate Carretero, CEIP Alcalde José accordance with the Copyright, Designs and Patents Act 1988.
Maestro, Ciudad Real; Fernando Amat Egido, CEIP Virgen del Rosario, Alicante;
Fina Vendrell, Col.legi Sant Josep, Navàs, Bages; Gema Herrero, CEIP Joan Concept Design by PDQ Digital Media Solutions Limited
Miró, Móstoles, Madrid; Ingrid Corominas, Barcelona; Iván Dalda, Colegio San Page make-up by PDQ Digital Media Solutions Limited
Agustín, Madrid; Judith Martínez, La Farigola de Vallcarca, El Prat de Llobregat, Illustrated by PDQ Digital Media Solutions Limited
Barcelona; Lucía Martín, Giner de los Ríos, Mérida; Manuel Liquiñano, Nuestra Cover design by PDQ Digital Media Solutions Limited
Señora de las Victorias, Madrid; Mª Carmen Gallardo Capiscol, Santa María Cover illustrations by PDQ Digital Media Solutions Limited (trains, oak leaf,
de la Paz, Murcia; Mª Isabel Temporal López, Santa María de la Paz, Murcia; word search) and Wedoo Studio (Sam the squirrel)
María Pilar Andreu, CEIP No 2 - Els Germanells, Rafelbuñol, Valencia; María Front and back cover photographs by Alamy/Ammit (bear); Macmillan
del Mar Giménez, Escola Pia Sant Antoni, Barcelona; Marga Herrera, Escola Education Limited/Getty Images/ABykov (slides), MTJ Media
Gravi, Barcelona; Margarida Dura, Alexandre Gali, Barcelona; Marina Ramos (boy and girl); Shutterstock/KsanaGraphica (paint splotches)
Royo, Escola La Vinyala, Sant Vicenç dels Horts, Barcelona; Marta Quilez, CEIP Full acknowledgements for illustrations and photographs in the facsimile pages
Joan Miró, Móstoles, Madrid; Micaela Ruíz, Escola Suris, Cornellà de Llobregat, can be found in Extra Fun! ISBN 978-1-035-12420-6
Barcelona; Mónica Riera, Escola Augusta, Barcelona; Nieves Saínz-Rozas These materials may contain links for third party websites. We have no control
García, CEIP La Cala, Benidorm, Alicante; Noemí González, Santa María de la over, and are not responsible for, the contents of such third party websites. Please
Paz - Fundación Educativa Jesuitinas, Murcia; Noemí Ramos, La Vinyala, Sant use care when accessing them.
Vicenç dels Horts, Barcelona; Óscar Padilla, Barcelona; Pablo Pérez Nuestra
Señora de las Victorias, Madrid; Paula Bisquert, CEIP Perú, Madrid; Paula The inclusion of any specific companies, commercial products, trade names or
Rábade, CEIP O Pombal, Pontevedra; Pilar Cervelo, Escola Charles Darwin, otherwise does not constitute or imply its endorsement or recommendation by
Barcelona; Raquel López, CEIP Joan Miró, Móstoles, Madrid; Rosa Martínez Macmillan Education Limited.
Peteira, Escola Sant Jordi, Sant Vicenç dels Horts, Barcelona; Sergio López, Printed and bound in Spain
Escuela El Solell, La Palma de Cervelló, Barcelona; Tamara Moreno, Madrid; 2027 2026 2025 2024 2023
Vanessa Rubio, Escola Charles Darwin, Barcelona.
10 9 8 7 6 5 4 3 2 1
Pages 39, 79, 105 and 125 images used with the permission of Donna Shaw.
Pages 41 and 55 images used with the permission of Michelle Worgan.
Pages 93, 115 and 143 images used with the permission of David Holmes.
SDG logo and SDG icons from https://www.un.org/sustainabledevelopment/,
Copyright © 2022 United Nations. Used with the permission of the United Nations.
The content of this publication has not been approved by the United Nations and
does not reflect the views of the United Nations or its officials or Member States.
Pupil’s Book credits:
Text © Donna Shaw and Mark Ormerod 2023
Additional text by Sarah McConnell
Design and illustration © Macmillan Education Limited 2023
The authors have asserted their right to be identified as the authors of this work in
accordance with the Copyright, Designs and Patents Act 1988.

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Teacher’s Book 2

Classroom Routines and Games 26

S What makes you curious? 32

1 Where can you learn at school? 40

2 What’s in your dream house? 58

3 Why do we wear clothes? 78

4 How do we look different? 96

5 What can you do at camp? 116

6 Where do you have fun in summer? 134

S • Identify new and old course characters

• Understand the message of the story

• Watch and understand the videos • prepositions of place

2 • Identify and say places in the house

• Understand the message of the story

2 Curious Kids 2 © Macmillan Education Limited 2023

Key structures SEL • Interest in naming places at school

Key structures SEL • Interest in naming places at home

Curious Kids 2 © Macmillan Education Limited 2023 3

• Remember the story • apron, P.E. kit, sweatshirt, uniform

• Recognise and reproduce key words with the sound /sw/

How do • Watch and understand the videos Receptive vocabulary

• Listen to and understand a story Key vocabulary

4 Curious Kids 2 © Macmillan Education Limited 2023

Key structures SEL • Interest in naming physical

Curious Kids 2 © Macmillan Education Limited 2023 5

you do • Watch and understand the videos Receptive vocabulary

• Remember the story • cook on a campfire, make a den,

Where do • Do the interactive activities in the Pupil’s App Receptive vocabulary

• Remember the story • do crafts, dress up, play in the

• Listen to and understand a story Key vocabulary

6 Curious Kids 2 © Macmillan Education Limited 2023

Receptive language • Camping in the UK • Willingness to work with a partner

Key structures SEL: • Interest in naming place people go

Curious Kids 2 © Macmillan Education Limited 2023 7

• Present the Teacher’s Day badge and do the role-play

8 Curious Kids 2 © Macmillan Education Limited 2023

Curious Kids 2 © Macmillan Education Limited 2023 9

Welcome to Curious Kids, a six-level course

which places your pupilsBeca atnatur

are al learn ers

learning. Before writing CuriousFor Kids Pupils we

children learn and kwhat teachers can do to

engage, challenge and stimulate young

approach for Curious Kids which recognises ■

Donna Shaw • Mark Ormero

Support and celeb every child ■

instincts that can help them to learn a

language. Our approach takes into account

many practical techniques from our own .

classroom research. The methodology in

sequenced tasks and activities that are

designed to ensure that every child reaches

10 Curious Kids 2 © Macmillan Education Limited 2023

Curious Kids 2 © Macmillan Education Limited 2023

Who’s who in Curious Kids

Curious Kids 2 © Macmillan Education Limited 2023 11

Competence in science, technology, engineering and maths: the ability to develop

Digital competence: the ability to use digital

Competence in cultural awareness and expression: the ability

Plurilingual competence: the ability to draw on one’s personal linguistic repertoires