Sparks 2 Gu+¡a Docente PDF

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Susan House
Katharine Scott
Teachers Book
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Unit CLIL Topic Structures Key language
5. Im hungry! The human body Im (tired). Eat, drink

I like / I dont like Foods: meat, fish, vegetables,
Page 158 Do you like ? fruit, cereals, bread, rice, water,
Imperatives: eat / dont eat cake, sweets, ice cream,
carrots, beans, sardines, soup
Yum! This is delicious!
I like after all! Adjectives: tired, cross,
hungry, thirsty, happy
6. My day Culture and Whats the time? Its Time: oclock, half past,
civilization I (have breakfast) (in the quarter past, quarter to
Page 190 morning).
Parts of the day: breakfast time
Prepositions: at, on
bedtime, morning, afternoon,
Dinner is at eight. Dont be evening, night
late! Dark, light
7. Animals Living things What do we get from ? Animals: cow, sheep, pig,
We get from chicken, horse, donkey, bees
on the farm What do (cows) eat?
Animal products: milk, butter,
Bees can
Page 222 meat, cheese, eggs, yoghurt,
Eat it up! Its good for you! honey, wool, leather
8. Transport Tools and How do you come to school Transport: plane, train, bus,
machines / go home? ferry, airport, bus stop, station,
Page 254 I come to school (by car) port, road
I dont...
Verbs: walk, go by (car), on foot
Cross the road!
Zebra crossing, traffic light,
Stop the train! Danger!
green /red man
Festivals
Halloween Page 286 Christmas Page 290 Easter Page 298
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Multi-ROM 2
Songs Stories
1.1 The school song 1.9 In the library
1.2 The tree song 1.10 Flos new autumn hat
1.3 The I can do it song 1.11 The Christmas song
1.4 The building song 1.12 A river adventure
1.5 The five a day song 1.13 Smiley is a fussy eater
1.6 The days of the week song 1.14 The cuckoo clock
1.7 The buzzy bee song 1.15 Dotty feeds the animals
1.8 The cross the road song 1.16 The Twiggles and
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CLIL Objective:
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UNIT 0 LESSON 1 HERE WE ARE AGAIN!
CLIL Objective
Recognising characters. Transcript
Curricular link: Social Science Track 1.1 The hello song
See page 21.
Language Objectives
Structures: Hello! Im (Flo). Whats your name? How Optional Activity Book
are you? Im fine.
exercises
Resources: CD See page 21.
HERE WE ARE AGAIN

Presentation
Point to yourself and say: Hello! Im (Ana). Point to children
at random and ask: Whats your name? Encourage the Practice
children to say: Im (David).
Walk around the classroom touching children on the head
Hold up a copy of the Students Book and say: This is our
and saying the name of a character.
new English book. Lets open it and have a look.
Play Track 1.1 again and tell the children to stand up. They
Point to the characters on page 2 of the Students Book.
join in as their character sings.
Say: These are the Twiggles! Do you remember them?
Say: Thats the end of our English class today. Lets say
Ask the children if they remember or know the characters
goodbye to Flo, Smiley, Dotty and Stretch. Point to the
names.
characters one by one and say: Bye, bye (Flo)!
Say: Lets listen to a song about the Twiggles.
Encourage the children to join in. Once they have said
Play Track 1.1. Write the names of the characters in a list
goodbye to all the characters, close the book. Tell the
on the board as you hear them sing: Flo, Smiley, Stretch
children to close their books and to put them away.
and Dotty.
Divide the class into four groups and assign a character to
Collect the childrens books and correct their work.
each group.
Play Track 1.1. The children stand up and join in as they
hear their character sing.
Work with the book

Students Book, page 2, Activity 1
Open the Students Book at page 2. Point to the page
number and say: Open your books to page 2. Say: Look at
the children in the picture. Lets listen to the children.
Play Track 1.1. Point to the characters as they sing.
Point to Smiley and ask: What does he say? Encourage
the children to read the text in the speech bubble. Repeat
for the other characters.
Tell the children to trace over the words.
Sing the first line of the song again, substituting your name
for Flos.
Point to children at random and ask them to sing the reply
in line two. Point to the children one by one so that they
substitute their names for the names in the song until they
have all said their name.
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Lesson 1
1 Sing The hello song; then trace over the words.
CLIL Objective: Recognising characters.
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0
5
1
Hello! I . 1
Childs own answer
2
Hello! I .
6 2
Hello! I .
Hello! I .
7 3
8 Lesson 1
4
1 Draw yourself and write your name in your book and in the books of three friends.
Talk about the friends in your book.
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UNIT 0 LESSON 1 OPTIONS
Activity Book Transcripts

Page 2, Activity 1 Track 1.1 The hello song
Say: Open your Activity Books at page 2. Look at
Activity 1. Hello! Im Flo. And how are you?
Tell the children to draw themselves in the first silhouette
Im fine, just fine, Flo. Thank you!
and to complete the speech bubble with their names.
Collect all the books and hand them out at random.
Tell the children to draw themselves again in the second Hello! Im Smiley. And how are you?
silhouette and to complete the speech bubble. Im fine, just fine, Smiley. Thank you!
Repeat the process until the children have drawn four
pictures in four different books. Make sure the children Hello! Im Stretch. And how are you?
get a different book each time, and that they dont get
Im fine, just fine, Stretch. Thank you!
their own book.
Ask for volunteers to show their books to the rest of the
class and to read out the speech bubbles. Hello! Im Dotty. And how are you?
Im fine, just fine, Dotty. Thank you!
Track 2.30 Diagnostic Test. Activity 1
Listen and match the school objects to the characters.

Teacher: Flo, what have you got in your school bag?
Flo: Ive got glue, crayons and a pencil case.
Lets play! Teacher: Smiley, what have you got in your school bag?
Whats this? Smiley: Ive got three pencils, a book and a pencil case.
Start drawing a picture on the board. Tell Teacher: Dotty, what have you got in your school bag?
the children to try to guess what it is. Dotty: Ive got a book, a pencil case and crayons.
Continue drawing it bit by bit, asking: Teacher: Stretch, what have you got in your school bag?
Whats this? Stretch: Ive got two books, a sharpener and a rubber.
Try not to make the picture too obvious at
first. When a child guesses what it is, this
child has a turn at drawing a picture on
the board.
Resources
Teachers Resource Book
Diagnostic Test, pages 67 and 68.
See Transcript Track 2.30
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UNIT 0 LESSON 2
CLIL Objective
Transcript
Sequencing numbers from 1 to 100.
Track 1.2 The number chant
Curricular link: Maths
See page 25.
Language Objectives
Optional Activity Book
Vocabulary: numbers from 1 to 100
exercises
Resources: CD See page 25.
NUMBERS
Presentation
Say: Today we are going to remember the numbers and Practice
learn to count to a hundred!
Divide the board into two parts so you can revise the Walk around the classroom touching the children on the
numbers from 1 to 20. Write the numbers from 1 to 20 on head and counting from 1 to 100: 10, 20, 30 100, and
each side and count as you write. The children count with tell the children whose heads you have touched to stand
you as you write. up. At the end, there will be ten children standing up. Ask:
Divide the class into two groups. Call out a number and tell Who is number ten? Tell the children to call out their
a member from each group to run to the board to rub off numbers in sequence.
the number. The first child to rub off the correct number
and run back to their group is the winner. Collect the childrens books and correct their work.
Write the numbers from 1 to 20 in a row across the top of
the board. Then, write the number 30 under the number
13, the number 40 under number 14 and so on.
Point to the pairs of numbers and say them out loud,
highlighting the difference between thirteen and thirty,
fourteen and forty, and so on.
Say: Lets do the number chant.
Write the numbers 10, 20 100 on the board at random.
Play Track 1.2. Join in with the chant and point to the
numbers as you chant.
Play Track 1.2 again. The children join in with the chant.
Work with the book

Say: Open your books at page 3. Look at the numbers.
Play Track 1.2 again. Tell the children to point to the
numbers in the correct sequence. Stop the recording
when they have reached 100. Then, say: Now point to the
numbers counting down from 100. Continue playing the
track. The children write the numbers in the correct
sequence.
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2
I Stretc.
10 20 30 40 50 60 70 80 90 100
100 90 80 70 60 50 40 30 20 10
Lesson 2
2 Say The number chant and point; then write the numbers in sequence.
CLIL Objective: Sequencing numbers: 1-100.
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2
12 15
17 14
Lesson 2
2 Draw a circle around ten sticks in each sack. Count the remaining sticks and write the number in
the box.
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Activity Book Transcript

Page 3, Activity 2 Track 1.2 The number chant
Activity 2. Ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety,
Point to the first sack of sticks and tell the children to
a hundred!
count the sticks out loud with you and to write the total
in the box. Then, say: Now circle ten sticks. A hundred, ninety, eighty, seventy, sixty, fifty, forty, thirty,
Repeat the process with the other sacks. twenty, ten
Point to the first sack again and ask: How many sticks And round we go again!
are left?
Correct the activity, asking the children to call out the
answers: Ten and (two) equals (twelve).
Lets play!
Number race
Divide the board into two parts. Write tens
from 10 to 100 on both sides of the board.
Divide the class into two teams and assign
a half of the board to each team.
Give one child from each team a piece of
chalk. Then, say a number and tell the two
children to circle the corresponding
number on their teams side of the board.
The first child to circle the number gets a
point for their team. Continue until all the
numbers have been circled.
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UNIT 0 LESSON 3
Work with the book

CLIL Objective
Identifying the equipment needed for school.
Say: Open your books at page 4. Look at Activity 3.
Curricular link: Art Say: Look at the pictures of the school equipment.
Tick the objects youve got in your pencil case.
Language Objectives The children then draw these items inside the picture of
the pencil case together with anything else they have. They
Vocabulary: crayons, felt-tips, glue, pencil, pencil colour the items according to the real colours. Hand out
case, rubber, ruler, scissors, sharpener the sheets of white paper and tell the children to glue them
Structures: Ive got a (red) (pencil) in my pencil case. as flaps over the top of the picture.
Materials: a sheet of white paper (one per child) to
cover the pencil case on page 4 of the Students Book; Students Book, page 4, Activity 4
a pencil case with the following items inside: rubber, Say: Now look at Activity 4.
sharpener, ruler, glue, scissors, pencil, crayons, felt-tips Tell the children to walk around the class describing the
objects in their pencil case to their friends.
SCHOOL THINGS
Presentation Optional Activity Book
Say: Today we are going to remember the names of the
things we need for school, and learn some new things.
exercises
Hold up the pencil case and ask: Whats this? See page 29.
SS: A pencil case. Tell the children to hold up their pencil
cases.
Then, say: Guess what Ive got in my pencil case. Tell the
children to call out suggestions. Take out the objects they
guess correctly, name them and place them on your table.
Each time ask: Has anyone got a (ruler)? Tell the children to Practice
take out the items that are the same as the ones you hold Play Whats missing? Place all the objects from your pencil
up. They name them with you. The children should put case on the table in front of you. Tell the chidren to close
these items on their desks. their eyes while you remove an object. Ask: Whats
Finally, take out any items that they havent named and missing? SS: The (pencil)! Repeat several times with
repeat the procedure. Ask the children questions: What different objects.
colour is your (ruler)? How many (felt-tips) have you got? Ask a child to come to the front and add another object (a
different one), while the rest of the class close their eyes.
Ask: Whats new? Repeat until you have five new objects
on the table and then play Whats missing? again.
Remove all the objects from the table and ask the children
to write or draw the nine original items (including the pencil
case) from memory. The first child to finish shouts Stop!
Check their list by naming the objects out loud.
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3
Childs own drawing
4 Iv go re penci
i> m penci cas.
Lesson 3
3 Tick the objects and draw; then make a cover and glue it in place.
4 Talk about the objects in your pencil case.
CLIL Objective: Identifying the equipment needed for school.
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3
penci crayo> fel-ti rubbe
sharpene rule scissor glu
1
Lesson 3
5
3 Match the pictures with the words.
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6 2
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Activity Book
Page 4, Activity 3
Say: Open your Activity Books at page 4.
Look at Activity 3.
Point to the words in the snake and ask: Can anybody
read these words out loud?
Tell the children to match the words with the pictures.
Lets play!
IT
Ask a volunteer to be IT and to turn
around with their back to the class. Pass
an object around the class, a red pencil
case, for example. Tell IT that they have to
say STOP at any given moment. Then, IT
has three guesses to say who has the
object. Then, let other children have a
turn. Play several times, letting other
children have a turn at being IT.
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UNIT 1 LESSON 1 ITS TIME FOR SCHOOL
Community
CLIL Objective Work with the book

Recognising the start of a school day. Students Book, page 5, Activity 1
Curricular link: Social Science; Maths. Say: Open your books at page 5. Can you see the
teacher? Can you see Flo? Is Flo in year 2? SS: Yes, she is.
Language Objectives Point to the pictures of the three crayons. Ask: What colour
is crayon number 1? SS: Its red. Continue with the other
Vocabulary: colours two crayons.
Structures: Good morning. Stand in line. Im in Year 2 / Children listen to Track 1.4 and join the children for Year 1
Were in Year... with a red line, the children for Year 2 with a yellow line and
Resources: CD; poster (side A); poster pop-outs the children for Year 3 with a blue line.
(children from years 1, 2 and 3) Play Track 1.4 again.
Materials: crayons, card, sellotape Correct the activity with the whole class.
T: What colour is Year 1? SS: Red. T: Good! And what
Preparation: cut out circles (10 cm diametre), 1 per
colour is year 2? SS: (Yellow). T: Good! And what colour is
child in the class
year 3? SS: Blue. T: Yes, thats right. What Year is Flo in?
SS: Year 2. Continue the question with Stretch, Smiley and
Dotty.
Ask: What Year are you in? SS: Were in Year 2.
ITS TIME FOR SCHOOL
Presentation
Say: Today the Twiggles are going to school. Transcript
Show the children the poster. Point to the poster and say:
Look! This is the school. Ask: Can you see the teacher? Track 1.3 Activity
Point to the teacher and say: Yes! This is the teacher. Point
See page 33.
to the playground and say: This is the playground. Point to
the classrooms and say: These are the classrooms. Track 1.4 Activity
Explain that we have a different classroom for each year.
Ask the children: What year are you in? SS: Year 2! Point to See page 33.
classroom 2 and say: This is classroom 2. This is year 2s
classroom. Ask: What colour is classroom 2? SS: Yellow!
Do the same for classrooms 1 and 3. Optional Activity Book
Note: Remember that there is a difference between class exercises
and classroom. The English class is the English lesson and See page 33.
the English classroom is the room you use for the English
class. We also use class to refer to the group of people.
You do not need to explain this to the children, just ensure
they use the correct word.
Play Track 1.3 and place the pop-outs in front of the

correct windows.
Practice
Remove the pop-outs. Ask three children to come to the Remind the children briefly of the context. Show them the
front. Play Track 1.3 again. The children place the pop- three different classrooms on the poster. Say: This is
outs. classroom 3. It is for Year 3. This is classroom 2. It is for
Repeat with three different children. Play Track 1.3 again. Year 2. This is classroom 3. It is for Year 3. Flo is in Year 2.
This time encourage the children to join in. Point to classroom 2 and say: This is Flos classroom. Ask:
Ask the children to form three groups and assign a What year are you in? SS: Year 2.
different year (1, 2 or 3) to each group. Say: Good morning! Explain to the children that they are going to make a badge
Good morning! Time for school! Year 1 stand in line! The like Flos to show that they are in Year 2.
group representing Year 1 line up before the teacher. Hand out the circles of card.
SS: Were in Year 1. Repeat with Year 2 and Year 3. The children make their badges. They stick them onto their
shirts with sellotape loops.
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1
1
1 2 3
Lesson 1
1 Listen and use different colours to draw lines and join the children in the same group.
CLIL Objective: Recognising the start of a school day.
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3 Match the pictures with the words. 3 Match the pictures with the words.
1
1
Childs own answer
Yea
Classroo
Lesson 1
1 Write the name of your school, your year and your classroom; then complete the picture
of your teacher and write your teacher's name.
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Page 5, Activity1 Track 1.3 Activity
Look at Activity 1. Narrator: This is the Twiggles School. The children are
Tell the children to write the name of the school, the
in the playground. Now its time for school!
year that theyre in and the number of their class. If they
arent sure, remind them of the correct information. Tell Teacher: Good morning! Good morning!
the children to look at the silhouette and say: Thats the Year 1 stand in line.
teacher. Thats me! Then, the children complete the Children: Were in Year 1.
figure and write your name. Write your name on the Children: Were in Year 1.
board if necessary, so the children can copy it. Children: Good morning, Mrs Vine!
Teacher: Good morning! Good morning!

Year 2 stand in line.
Children: Were in Year 2.
Lets play! Children: Good morning, Mrs Vine!
Whats different?
Put some flashcards in a row on the Year 3 stand in line.
board. Then, tell the children to close their
eyes while you change the position of two
flashcards. The children open their eyes Children: Were in Year 3.
and tell you which flashcards are in a Children: Good morning, Mrs Vine!
different place.
Track 1.4 Activity
Narrator: This is the Twiggles School. The children are in

the playground. Now its time for school!
Resources Year 1 stand in line.
Multi-ROM Teacher: Good morning! Good morning!

Unit 1, Song Year 2 stand in line.
Teachers Resource Book Teacher: Good morning! Good morning!

Extension worksheet 1, page 23 Year 3 stand in line.
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UNIT 1 LESSON 2

CLIL Objective
Children look at the pictures in Activity 3.
Identifying the places in a school. Point to the picture of Dottys sister and say: Mmm. Heres
a problem! Its Dottys sisters first day at school. She cant
Curricular link: Geography find her classroom. Prompt the children by asking
questions like: Is classroom 1 next to the gym? SS: No!
Language Objectives Continue and then ask: Where is classroom 1? SS: Next to
the canteen.
Vocabulary: classroom, playground, canteen, library, Repeat the process with the other rooms.
gym Then, talk about your school. Ask similar questions:
Structures: Wheres the prepositions: next to Wheres the library in our school?
Resources: CD; poster (side A); student pop-outs
ROOMS AT SCHOOL Transcript

Track 1.5 Activity
Presentation
Say: Today we are going to learn about the different rooms See page 37.
in the school.
Use the poster to introduce the places.
Start with classroom. Point to the poster and say: This is
classroom 1. exercises
Do the same for the other places. See page 37.
Say: Lets listen. Play Track 1.5. Point to the places as you
listen to the text.
Play Track 1.5 again. Children join in with the names of
the places.
Work with the book

Practice
Tell the children to open their books at page 6 and to look Continuous assessment
at the picture. Ask the children to find their pop-outs.
Children can identify the places in a school.
Ask: Can you see classroom 1? Identify the other rooms.
The children listen to Track 1.5 again and place the pop-
Ask the children if they can remember the names of the
outs in the order they hear them.
different rooms in the school. Ask a volunteer to name one
Play Track 1.5 again.
room. S1: Library. On the board, draw a room with shelves
Check the activity. Say: What room is next to classroom 1?
and a central table, and write the name at the top of the
SS: The canteen! T: Is the library next to classroom 3? SS:
picture. Then ask another child to name a room and draw
Yes, it is.
it on the board next to the first room. Continue until there is
The children glue their pop-outs in place.
a row of rooms.
Ask questions about the position of the rooms: Wheres
the (library)? SS: Next to the (canteen) and the (gym).
Ask volunteers to come to the board to ask the rest of the
class questions about the position of the rooms: S1: Is the
classroom next to the library? SS: Yes, it is. / No it isnt.
S2: Where is the canteen? SS: Next to the (classroom).
Collect the children books and correct their work.
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2 4
31
41
5
3
Wher
classroo 1?
5Nex
1 to th
cantee>.
Lesson 2
2 Listen and glue the pop-outs in place.
3 Talk about the school.
CLIL Objective: Identifying the places in a school.
61
6
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2 3
1 Th librar i nex to classroo 1 .
2 Th cantee> i nex to th librar .
3 Classroo 1 i nex to th gy .
4 Classroo 2 i nex to th cantee> .
5 Th gy i nex to classroo 3 .
Gym Classroom Library Canteen

1
Classroom Classroom
3 2
Lesson 2
2 Read the picture sentences; then label the diagram.
6
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Page 6, Activity 2 Track 1.5 Activity
Read out the the sentences, pointing to each picture as This is the Twiggles school.
you say the corresponding vocabulary. Ask volunteers
There are three classrooms. Can you see them?
to read out the sentences.
Explain that the sentences are the key to completing Classroom 1 is on the left. The canteen is next to
the diagram of the school. Tell the children to look at the classroom 1, and the gym is next to the canteen.
diagram and to complete it by looking at the illustrated Classroom 2 is on the left. The library is next to
sentences. classroom 2. Classroom 3 is next to the library
on the other side.
Lets play!
What comes next?
Read out a sentence, for example: The
library is next to classroom 2.
Tell the children that you are going to read
the sentence again and that you are going
to stop at different places in the sentence.
When you do this, the children have to
provide the word that follows on from the
place where you stopped. For example,
The... is next to... 2.
Resources
Multi-ROM
Unit 1, Activity 1
DVD
Unit 1, Real Kids
Unit 1, DVD, worksheet, page 9
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UNIT 1 LESSON 3

CLIL Objective Tell the children to look at the pictures in Activity 5. Tell
Recognising the function of a room by the objects in it. them to take out four crayons: red, blue, green and yellow.
Say: Colour the four picture frames a different colour.
Curricular link: Maths Read the Knock, knock game with the children. Ask a
volunteer to come to the board and say: Knock, knock on
Language Objectives the door. Whats in the (red) room? S1: Theres a (bench
and two mats). T: Its the (gym). Repeat with other
Vocabulary: places in a school + material: shelf, volunteers. This time a student asks the question and
computer, tray, rope, mat, board, table, chair, bench another student answers.
Structures: there is a / there are + number. Children play the Knock, knock! game with a partner.
Resources: CD; flashcards (shelves, computer, tray,
rope, mat, table, chair, bench)
Materials: crayons (red, blue, green and yellow), post-
its
Preparation: Use the post-its to make labels for the
objects in the classroom (make sure there is one label
per child).
Transcript
Track 1.6 Activity
See page 41.
OBJECTS IN SCHOOL ROOMS
Presentation Optional Activity Book
Say: Today we are going to learn about the things we use exercises
at school.
See page 41.
Use the flashcards to present the equipment for the
different rooms. Place all the flashcards in the centre of the
board, and draw and label four rooms around them
(classroom, library, gym and canteen). Point at the
flashcards one by one and ask: Are there (tables) in the
(classroom)?
Repeat for all the equipment.
Ask four volunteers to come to the board. Assign each Practice
volunteer a different room. S1 describes the equipment in Ask the children to look round the classroom and to tell you
the room. The rest of the class guess the room. what they can see. T: Can you see a table? SS: Yes. T: How
Explain that some rooms have special equipment, for many tables can you see? SS: (Ten). T: How many chairs can
example the ropes in the gym, but other rooms have the you see? SS: (Twenty). T: Can you see a book shelf? SS: Yes.
same equipment: tables, books, shelves, etc. T: How many book shelves can you see? SS: (Three). Ask a
volunteer to tell you what he/she can see. S1: I can see (ten)
tables and (twenty) chairs. Take out the labels you have made
Work with the book for the different objects in the classroom. Give a child one of
Students Book, page 7, Activity 4 the labels and ask them to read the word out loud. Offer help
where necessary. Then tell the child to stick the label on the
correct item.
Play Track 1.6. Stop after each description and tell the
Repeat with the other labels.
children to point to the rooms.
Play Track 1.6 again. This time tell the children to answer
the question: Which room is it?
Check the activity by asking: How many chairs are there in
the classroom?
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Model answer
4
01
5 Knoc, knoc
o> th doo.
Wha i> th
blu roo?
11
Ther tabl an
ther ar two benche. I th cantee>.
Lesson 3
21
4 Listen and point to the room; then answer the question Which room is it?
5 Colour the picture frames; then play the game Knock, knock!
CLIL Objective: Recognising the function of a room by the objects in it.
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9
Model answer
10
3
o 1 . boar rop chai ma
benc tabl bookshelve
compute tra
rar .
ntee> .
classroo
boar
chai
11 cantee>
tra
benc
compute Schoo tabl
tabl
3 .
gy
rop
12 playgroun
benc
ma
benc
librar
bookshelve
compute
tabl
chai
Lesson 3
3 Copy the words into the word map.
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Tell the children to read the vocabulary related to In this room there are three tables and eight chairs and
classroom objects and to look at the different classroom
there is a board.
boxes. Ask: Are there (bookshelves) in the
(playground)? Ask questions about the other Which room is it?
classrooms and objects. Tell the children to copy the In this room theres a bench and there are four ropes and
vocabulary into the correct boxes. two mats.
Which room is it?
In this room there is a table and a computer and there are
three bookshelves. Which room is it?
In this room there are two benches and five trays and there
is a table.
Which room is it?
Lets play!
Word groups
Tell the children that they are going to play
a word game with two groups of words
that they already know, such as animals
and clothes, etc. Explain that on saying a
word that belongs to one of the word
groups, the children have to do a specific
action. For example, if you say the name
of an animal, the children have to stand
up; and if you say the name of an item of
clothing, the children have to touch their
heads. Repeat the game with as many
word groups as the children know.
Resources
Multi-ROM
Unit 1, Activity 2
Extension worksheet 2, page 24
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6 In the library
2 3
9 13
4 5
Lesson 4
14
6 Listen to the story.
CLIL Objective: Literacy: character recognition.
10 8
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11 15
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7
Lesson 5
7 Listen, repeat and point to the pictures; then match the words with the same sound.
CLIL Objective: Literacy: phonics.
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UNIT 1 LESSON 4
Work with the book

CLIL Objective
Character recognition. Students Book, page 8, Activity 6
Say: Open your books to page 8.
Curricular link: Literacy; Social Science.
Play Track 1.7 again. Children look at the pictures.
Stop the recording at random and ask the children to
Langauge Objectives supply the next line.
Story language: witch, cat, hat, mat, chair, pig, wig, Show the children the pop-outs. Ask: Whats this? Is it the
magic, book witch?
Ask the children about the order in which the characters
Join-in language: Look! (A cat) look! There is nothing
appeared to Dotty. Hold up a pop-out and say: First the
there. Shh, shh Dotty! Be quiet in the library. Be quiet
(pigs). Is that right? SS: No! The witch.
and read your book!
Point at picture three. Ask: Can you see the witch? SS: No!
Resources: CD; poster (side B); story pop-outs T: What can you see? SS: The hat.
T: Is it a magic book? SS: Yes!
T: Look at picture seven. Can you see the wig? Where is it?
SS: On the shelf.
STORY: IN THE LIBRARY T: Can you see the witchs hat? Where is it? SS: Under the
chair.
Presentation P: Can you see the mat? Where is it? SS: Under the chair.
Say: Its story time! Show the children the poster. Ask them
questions to help them predict the story. T: Is this Dottys
classroom? Is this the canteen? SS: No! Its the library.
T: Wheres Dotty? SS: In the library. Point to Dottys book
and say: Its a book of Fairy Tales. Its a very special book!
Transcript
Point to the librarian and say: This is the librarian. Track 1.7
Explain that we must be quiet when were in the library. Story: In the library
T: Shhh! Be quiet in the library. See page 47.
Say: Lets listen to the story.
Play Track 1.7. Enact the story using the pop-outs and the
poster. As the pop-out items are named show them to the
class. Point to the characters as they speak. Add mime exercises
and facial gestures to support meaning. See page 47.
Ask four children to come to the poster and give them
each a pop-out. Play Track 1.7 again. Children enact the
story using the pop-outs. Encourage all the children to join
in.
Practice
Divide the class into groups of eight. Assign a child to be
Dotty in each group. The other children in each group are
Flo, the librarian and the characters from the book.
Play Track 1.7. Children raise a hand when they hear their
part of the story.
Play Track 1.7 again. Children join in with their lines except
the children who are the characters, who mime placing the
wig, the hat and the mat in the correct place. Encourage
the children to add facial gestures in order to model
suitable expressions.
44
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UNIT 1 LESSON 5
Play Track 1.8. Children listen and point to the pictures in

CLIL Objective the right-hand column.
Play Track 1.8 again. Children listen and repeat the key
Literacy: phonics /a/ /i/ (mat, cat, hat, pig, wig, big)
sounds and words.
Curricular link: Literacy (Phonics) Children match the pictures that have the same sound
using different colours.
Resourcs: CD; poster (side B) story pop-outs Ask volunteers to say the words with the /a/ sound.
Materials: crayons (2 colours) Ask the children if they can think of any more words in
English that include /a/.
Ask volunteers to say the words with the /i/ sound.
Ask the children if they can think of any more words in
PHONICS English that include /i/.
Retell the story

Show the children the poster and ask: Do you remember
the story?
You can also use the story cards so the children can order Transcripts
them according to the story. Track 1.7
Ask questions about the pictures to help the children recall Story: In the library
the story. Ask: Wheres Dotty? What is she doing? Is it a
magic book? See page 47.
Play Track 1.7. Children listen to the story.
Play Track 1.7 again. Children join in when the characters Track 1.8 Phonics
appear from Dottys book.
See page 49.
Work with the book Optional Activity Book exercises

See page 49.
Clap your hands to ensure that the children are watching
you.
Write the letter a several times on the board. Explain that
you are going to look at words with an a in the middle.
Then write cat and ask a child to come out and find the a.
Say the phonemes clearly for c-a-t exaggerating the a in
the middle.
Point to the letter a as you say: a... a cat. Repeat several Act out the story
times. Articulate the /a/ sound very clearly.
Divide the class into groups of eight. Assign a child to
Note: All the vowel sounds are made by leaving the mouth be Dotty in each group. The other children in each
open in different positions. group are Flo, the librarian and the characters from the
book.
Children repeat: a... a... cat. Play Track 1.7 again. Children join in with their lines.
Repeat with the items from the story (mat, hat). Ask groups to come to the front of the classroom to act
Write the letter i several times on the board. Explain that out the story. Use the recording when necessary.
you are going to look at words with an i in the middle. Ask the children about their favourite fairy stories. Help
Then, write pig and ask a child to come out and find the i. them with the words they do not know.
Say the phonemes clearly for p-i-g exaggerating the i in
the middle. Collect the childrens books and correct their work.
Point to the letter i as you say: i i i pig. Repeat
several times. Articulate the /i/ sound very clearly by
opening your mouth wide as if you were smiling.
Children repeat: i i i pig.
Repeat with the items from the story (big, wig).
45
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4
31 5 9
4witc1 ca
pig 01
51 11
6
ma ha
wig
Lesson 4
61
4 Match the pictures; then trace over the words. 21
8
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Activity Book Picture 2

Narrator: Dotty opens the book. Dotty reads the book.
Page 8, Activity 4 Then, suddenly...
Ask the children to think about the story In the library Dotty: Look! A witch! Look!
again. Ask them if they can remember what came out of Librarian: Be quiet and read your book.
Dottys book. Add a few details if necessary. Then, tell
the children to draw a line between each character and
their corresponding object. Then, they trace over the Picture 3
words. Librarian: What is it?
Dotty: Theres a witch in a hat under my chair!
Librarian: Oh no, there isnt! Theres nothing there.
Dotty: But, but...
Librarian: Shh, Dotty! Be quiet in the library.
Lets play!
Picture 4
Pictionary
Narrator: Dotty sits down and opens the book again.
Divide the class into groups of six children. She reads and she reads and then
Put some flashcards in a bag. Ask a child
Dotty: Look! A cat in a wig! Look!
from one of the groups to take out a
flashcard and to draw a picture of it on the Librarian: Be quiet and read your book.
board. The other children from that group
have to try to guess the word within a Picture 5
minute. If they guess the word correctly, Narrator: Dotty opens the book again. Shes very careful
they get two points. If not, the other this time. She reads and then, suddenly
groups can try to guess the word.
Dotty: Look! Three pigs with a mat! Look!
Continue playing until all the flashcards
have been taken out. Librarian: Be quiet and read your book.
Picture 6
Librarian: What is it?
Dotty: Theres a cat in a wig. And there are three fat pigs.
And theres a witch under my chair.
Librarian: Oh no, there isnt! Theres nothing there.
Dotty: But, but
Resources Librarian: Be quiet in the library!
Multi-ROM Picture 7
Unit 1, Story
Narrator: Dotty is very confused and so is Flo. They cant
understand it.
Flo: Where are the three pigs, Dotty?
Dotty: I dont know.
Flo: And where is the witch and where is the cat?
Transcript
Dotty: I dont know. Is it a magic book, Flo?
Track 1.7 Flo: Lets have a look.
Story: In the library
Picture 8
Picture 1 Narrator: Flo and Dotty look around the library.
Narrator: Dotty is in the library. Flo: Look, Dotty. Theres a hat under the chair and theres
Dotty: Wow! What a big book and what pretty pictures. a mat, as well.
Librarian: Sit down, Dotty, and read the book. Dotty: And look! Theres a wig on the bookshelf.
Dotty: I like fairy tales. Flo & Dotty: So, it is a magic book.
47
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5 9
a i@
i@ a
i wi@
i
01 bac
a a@
i a
1 1i>
6
I> Dott book, ther witch
hat an cat
i> wig an 3 pigs .
21 Lesson 5
5 Complete the words with the letters a or i.
6 Complete the sentence.
9
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Activity Book
Page 9, Activity 5
Resources
Multi-ROM
Unit 1, Phonics
Activity 5.
Write the words hat and sit on the board. Say them as
you write them, putting emphasis on the a sound in hat
and the i sound in sit.
Tell the children to look at the other incomplete words in
the activity. Ask volunteers to choose one of them and
to write it on the board under sit or hat.
Continue until all the words have been classified. Transcript
Then, ask other volunteers to read out the lists of
words. Make sure they pronounce the sounds correctly. Track 1.8 Phonics
Tell the children to complete the words in their book.
a a a cat
Page 9, Activity 6
a a a mat
Tell the children to look at Activity 6. Point to the picture a a a hat
of the witch in the sentence. Ask: Whats this? pointing
i i i pig
to the word witch at the same time. Tell the children to
complete the sentence, using the pictures to help them. i i i big
Ask a volunteer to read the complete sentence for the i i i wig
class.
Lets play!
Find your family
Choose flashcards or pop-outs that
illustrate the words with the same central
sound, for example: pig, big, pink; cat,
black, dad. Hand out the flashcards so
that each child has one. Tell the children to
find classmates who have another card
with the same sound. The children walk
around the classroom saying the word out
loud and form groups with children who
have cards with the same sounds. To
finish off, each group repeats the sound
and says the words for the rest of the
class.
49
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UNIT 1 LESSON 6
CLIL Objective
Identifying school activities.
Transcript
Track 1.9 The school song
Curricular link: Social Science
See page 53.
Language Objectives Optional Activity Book

Vocabulary: draw, read, write, play, sing, talk exercises
Structures: We + verb. What do you do at school?
See page 53.
Resources: CD; poster (side A)
SCHOOL ACTIVITIES
Presentation
Practice
Say: Today we are going to learn about the things we do at
school.
Continuous assessment
Present the verbs we use to describe actions at school.
Point to the children reading on the poster. Say: Look, we Children can identify school activities.
read at school.
Continue with the other verbs (write, draw, play, sing and talk). Explain to the children that you are going to call out the
Ask volunteers to come to the poster. They point to a picture name of a room in the school and that they are going to
and say (with your help): We (read) at school. mime the activity.
Say: Lets learn a song about what we do at school. T: Library. The children mime reading. T: Playground.
Play Track 1.9, point to the pictures on the poster and mime The children mime playing. T: Classroom. The children
the actions. mime writing or drawing.
Play Track 1.9 again. The children join in and mime the Then explain to the children that they are going to take
actions. turns miming an activity and the other children are going to
say where this activity is usually done. S1 mimes playing
with a ball. SS: We play in the playground. S2 mimes
Work with the book reading. SS: We read in the library. S3 mimes singing.
SS: We sing in the classroom.
Students Book, page 10, Activity 8 Play Track 1.9 again. The children join in and mime the
Say: Open your books at page 10. Look at Activity 8. actions
Hold up your book and point to the first speech bubble.
Read it out loud. Repeat with the other speech bubbles.
Play Track 1.9 again. Children listen and trace the lines on
the page with their fingers to join the speech bubbles to
the correct picture.
Play Track 1.9 again. Children listen and match the
pictures to the speech bubbles.
Ask a volunteer to come to the board to mime one of the
activities. Ask: What do we do at school? SS: We (read) at
school. Continue with the other activities.
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8 9
W sin@.
W rea.
W tal.
W writ. 10
W draw.
W pla.
Lesson 6
8 Sing The school song; then match the speech bubbles with the pictures.
CLIL Objective: Identifying school activities.
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7 9
drawreadwriteplaysingtal
My favourite school activity
Childs own drawing
W a schoo.
Lesson 6
7 Find the words and match them with the pictures.
8 Draw you and a friend doing your favourite school activity; then complete the sentence.
10
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Activity Book Transcripcin

Page 10, Activity 7 Track 1.9 The school song
Activity 7. Its time for school. Its time for school.
Ask the children if they can remember The school song Theres lots to do at school.
and ask: What do you do at school? Encourage the
At school we... read.
class to name different activities, asking: Do you read/
draw/play/write/sing? Theres lots to do at school.
Point to the word snake and tell the children to identify At school we... read and we write.
the words. Then, they relate each vocabulary item to its Theres lots to do at school.
corresponding picture. At school we... read and we write and we draw.
Theres lots to do at school.
Page 10, Activity 8 At school we... read and we write and we draw and we sing.
Ask: What is your favourite school activity? Theres lots to do at school.
Tell the children to draw themselves with a classmate. At school we... read and we write and we draw and we sing
The picture shold show them doing their favourite and we talk.
activity. Then, they complete the sentence. Do a survey
Theres lots to do at school.
and put the answers on the board to show which
activities are the most popular. At school we... read and we write and we draw and we sing
and we talk and we play.
Theres lots and lots to do at school.
Lets play!
Its mine
Tell the children to choose a key
vocabulary pop-out. Name one of the
pop-outs. Tell the children who have that
pop-out to stand up. They show the pop-
out to the rest of the class and name it.
Continue playing until all the pop-outs
have been named.
Resources
DVD
Unit 1, The school song
Ready to write worksheet, page 95
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UNIT 1 LESSON 7

CLIL Objective
Say: Now look at Activity 10.
Making an inventory list. Say: Look at your inventory poster. Tell me how many
things are in your room. The children read their inventories.
Curricular link: Art; Maths.
S1: In the canteen there are (five) tables and ten (benches).
Continue with the other groups.
Language Objectives
Vocabulary: classroom equipment: table, chairs,
computers, bookshelves, benches, ropes, mats, trays
Structures: How many (chairs) are there in the
(classroom)? There are... Optional Activity Book
Materials: notebook, pencil, crayons, ruler, white card, exercises
a felt tip pen
See page 57.
BUSY HANDS: INVENTORY POSTERS

Present the project
Say: Today we are going to make an inventory poster.
Explain that an inventory is a list of equipment. Say: I am
going to make an inventory of the classroom. Write the
Display the project
word Classroom at the top of the board. Ask: How many Continuous assessment
chairs are there in the classroom? SS: (Twenty). Write the
number 20 and the word chair next to it. Draw a picture of Children can identify equipment and furniture in
a chair. Say: There are twenty chairs in the classroom. different places in the school.
Continue with the other equipment (tables, bookshelves,
board, computers). When you have finished say: This is an Collect the finished inventory posters and display them on
inventory of our classroom. the board.
Encourage the children to come to the front to look at each
others work.
Work with the book Point to different lists and ask: How many chairs are there
Students Book, page 11, Activity 9 in the canteen? How many chairs are there in the
classroom?
Tell the children to look at page 11 of their Students Books. Hang the inventory posters on the doors of the correct
Read the title of the project out loud: Inventory posters. rooms.
Point to the pictures of the materials and say: This is what
we need. Ask children to identify the pictures.
Tell the children to work in groups, and assign each group
a different room (canteen, gym, music room, ICT room,
English room, library, classroom). Supply any extra
vocabulary they need.
Point to the stages and describe what to do.
Take the children on a walk around the school and ask the
children to take their notebooks to make an inventory of the
equipment in the rooms.
The children count the objects, write the words (if they can),
and draw a picture of the object.
Return to the classroom and give each group a large sheet
of card.
The children write the name of their room at the top of the
card and then draw up their inventories with numbers,
words and pictures.
54
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9 Inventory posters
1 2
10
I> th cantee>
ther ar fiv table
an te> benche.
Lesson 7
9 Count the equipment in a room at school and make an inventory poster for the door.
10 Use the poster to talk about the room.
CLIL Objective: Making an inventory list.
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9 KEY
g = gree> b = blu
r = re y = yellow
gtal
g g g g
g
g g
g g
g y
y
g g
g y y y
g g y
g g
g g
g
b
b
b
b
r r
r b
r r r b
r
b b
r b
r
r
r r r
b
r
r r
r r b
b b r
b b b
b
r b r
b
b
Lesson 7
9 Follow the code and colour the picture. What is there in the classroom?
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Activity Book
Pgina 11, actividad 9
Say: Open your books at page 11. Look at activity 9.
Point to the colour key. Tell the children to colour the
picture of the class according to the key. Then, ask:
What is there in the classroom?
The children name the things in the classroom.
Lets play!
Mime a word or an action. The children try
to guess the word or action. The child who
guesses correctly can mime the following
word/action. Repeat several times.
Resources
Multi-ROM
Unit 1, Activity 3
Ready to read worksheet, page 53
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UNIT 1 LESSON 8
Objective
Assessment. Optional Activity Book
Curricular link: Social Science exercises
Language objectives: All the language for unit 1 See page 61.
Resources: CD; flashcards (shelf, computer, tray,

rope, mat, table, chair, bench); stickers (canteen, gym,
library, playground, classroom)
BUSY MINDS Round up

Lets remember! Ask: What do you do in your English class?
Mime the following activities and ask the children to say
Say: Today we are going to remember all the work we have the words: read, draw, sing, write, talk and play. SS: In our
done in Unit 1. English class we....
Ask: Do you remember the places in the school? Ask the Point to a child and say: Show me what you do in your
children to name the places. English class. The child mimes and the rest of the class
Say: Do you remember the classroom equipment? guesses. Repeat until all the activities have been reviewed.
Prompt them by holding up the flashcards of the school Play Track 1.9 again
equipment. Ask: Whats this? Where can I find a (table) in Tell the children to join in with the words and actions.
the school? The children offer suggestions.
Work with the book
The children open their books at page 12.
Show the children the stickers in the middle of the
Students Book. The children find and place the stickers
for Unit 1.
Check the activity by asking the children to name the
stickers they have placed.

Point to the pictures for Activity 12. The children colour the
boxes next to each word to show which room these
objects are found in. (Some words may appear in more
than one room and in this case, they can divide the box
into two) Then, they trace over the words.
Walk around checking and correcting as they work.
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11
cantee> gy
librar playgroun
classroo
12
benc bookshelve ma
compute rop boar
Lesson 8
11 Complete the picture with the stickers; then trace over the words.
12 What school areas are these objects in? Colour the squares next to the pictures;
then trace over the words.
Objective: Assessment.
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Model answer
10
I> m classroo...
1 Ther ar 10 table.
Ther ar 22 table.
2 Ther ar 30 chair.
Ther ar 23 chair.
3 Ther i a compute.
4 Ther ar 3 bookshelve.
Ther i bookse.
5 Ther i boar.
11
ca pi@
ma fis
fa si
blac si
ha wi@
Lesson 8
10 Tick ( ) the true sentences; then correct the false sentences.
11 Classify the words.
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Page 12, Activity 10 Track 1.10. Unit 1 Test. Activity 1
Tell the children to look at Activity 10 and to read the
sentences. They tick the correct sentences. Finally, they Listen and match the characters to the places in the school.
correct the inaccurate sentences and write the correct
answers. Narrator: Flo? Flo? Where are you?
Flo: Im in the gym.
Page 12, Activity 11 Narrator: Stretch? Stretch? Where are you?
Say: Look at the drawings. Point to the (fish) asking: Stretch: Im in the canteen.
What is this? The children answer. Explain that some Narrator: Smiley? Smiley? where are you?
words have the same sound: /a/ or /i/. Tell the children
Smily: Im in the classroom.
to classify the words according to their sounds. You can
also ask the children if they know any other words that Narrator: Dotty? Dotty? Where are you?
have the same sounds. Dotty: Shhh! Im in the library.
ASSESSMENT CRITERIA
Lets play! CLIL Objective
Jump Children can recognise places in the school and the
Say a word from one of the flashcards. equipment we use.
Then, show all the flashcards one by one. Children identify activities that take place at school.
When the children see the flashcard that
you have just mentioned, they have to Language Objectives
jump.
Children can name places in the school.
Children can describe what is in a room and count
objects.
Resources
Unit 1 Test, page 69 y 70
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UNIT 2 LESSON 1 AUTUMN IN THE FOREST
The Universe
Work with the book
CLIL Objective
Recognising the changes in nature associated with the
seasons. Say: Open your books at page 13.
Play Track 1.12. The children listen and point to the
Curricular link: Science; Social Science
pictures.
Write the words: spring, summer, autumn and winter on
Language Objectives the board, naming them as you write. Ask the children to
chant them several times.
Vocabulary: summer, autumn, winter, spring Point to the words at random and ask the children to read
Structures: Its (summer). them out loud.
Tell the children to look at the pictures and to complete the
Resources: CD; poster (side A); poster pop-outs sentences for each picture: Its (spring).
Materials: a large sheet of white paper Check the activity. Play Track 1.12 again. Stop after each
character and ask: Whos that? SS: (Dotty). T: So, which
season is it? SS: (Spring).
AUTUMN IN THE FOREST
Presentation
Show the children the poster. Show them the pop-outs.
Tell them this is the same tree at different times of the year. Transcripts
Point at the picture of the summer, say: Phew! And wipe Track 1.11 Activity
your hand over your forehead. Ask: Is it hot? SS: Yes! Say:
Yes, its hot. Its summer. See page 65.
Do the same with winter. Say: Brrr! Blow on your hands
and rub them together. Ask: Is it cold? SS: Yes! Say: Yes, Track 1.12 Activity
its cold! Its winter. See page 65.
Point at the picture of spring and ask: Can you see the
flowers? SS: Yes! T: Can you see the butterflies? SS: Yes!
T: There are flowers and butterflies. Its spring. Optional Activity Book
Point at the picture of autumn and say: Look! Its windy. exercises
Can you see the leaves falling? SS: Yes! T: Its windy and
the leaves are falling. Its autumn. See page 65.
Play Track 1.11 and place the pop-outs of the tree tops on
the poster.
Point to the picture of spring and repeat the lines from the
rhyme: Spring is here. Repeat with the other seasons:
Summer is here. Autumn is here. Winter is here.
Practice
Ask four children to come to the board and hand each one Draw a chart on a large sheet of paper with the four
a pop-out. seasons. Ask the children to complete the chart. Say: My
Play Track 1.11 again. The children place the tree tops on birthday is in the (winter). When is your birthday? S1: My
the poster. birthday is in the (summer). Ask: Whose birthdays in the
Repeat with four more children. summer? The children whose birthday is in the summer
Ask a volunteer to come to the board. Ask: Which season put their hands up. Count how many children have
is it now? S1 Points to the correct picture. Say: Yes, thats birthdays in the summer and write the number on the
right. Its (autumn) now. chart.
Then ask the children to come and write their names in the
season when they have their birthdays.
Hang the birthday chart on the wall.
Note: Some children may need help with this activity

because they may know the month of their birthday but
not necessarily the season. Others may not know when
their birthday is.
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2
1
I sprin@ . I sume .
I autum> . I wine .
Lesson 1
1 Listen and point to the pictures; then complete the sentences.
CLIL Objective: Recognising the changes in nature associated with the seasons.
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Childs own drawings
2
1
sprin@ summe
9 13
14
10
autum> winte
11 15
Lesson 1
1 Draw the trees for the seasons of the year; then trace over the words.
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12 16
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Look at the pictures. Tree: The trees in the forest change through the year.
Ask the children to tell you about the typical features of Look at me now!
each season. The children complete the pictures of the
Dotty: Spring is here!
seasons and trace over the words.
Tree: The trees in the forest change through the year.
Look at me now!
Stretch: Summer is here!
Look at me now!
Lets play! Flo: Autumn is here!
New words
Look at me now!
You can use the puppet to present the Smiley: Winter is here!
new vocabulary or structures. The puppet
can also be used for practising the
pronunciation of words. Track 1.12 Activity

Look at me now!
Stretch: Summer is here!
Look at me now!
Smiley: Winter is here!
Resources
Multi-ROM Look at me now!
Unit 2, Activity 1 Flo: Autumn is here!
Unit 2, Song
Look at me now!
Dotty: Spring is here!
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UNIT 2 LESSON 2

CLIL Objective
Point to the cross-section of the tree trunk on the poster.
Understanding the permanent structure of a tree. Explain that if we cut through a tree trunk we can see lots
of rings inside the trunk. We count the rings to find out
Curricular link: Science
how old the tree is. Each ring is one year. You can also
explain that when the rings are close together the weather
Language Objectives was very dry that year; and when the rings are far apart
the weather was very wet.
Vocabulary: branches, twigs, trunk, roots, rings Ask volunteers to come and count the rings on the tree.
Structures: Ive got. Im ... years old. Ask: How many rings are there? So, how old is the tree?
Tell the children to count the rings and to complete the
Materials: slips of paper in sets of 4, with the following
sentences.
words: roots, branches, trunk and twigs (1 slip per child)
Preparation: Write these words in different colours on
slips of paper: roots, trunk, branches and twigs.
PERMANENT PARTS OF A TREE Transcript

Track 1.13 The tree song
Presentar
See page 69.
Say: Today we are going to learn about the parts of a tree.
Point to the tree in the poster. Say: Here are the roots.
They go under the ground. Use gestures to show the
children the roots going underground. exercises
Say: Here are the branches. They go up in the air. Use
See page 69.
gestures to show the children the branches going up in the
air.
Say: Heres the trunk. The trunk is very big. Use gestures
to show how big the trunk is. Say: Here are the twigs.
Ask a group of children to come to the board to show you
different parts of the tree. Say: Wheres the (trunk)?
Play Track 1.13. Sing the song and point to the parts of Practice
the tree on the poster as you hear the parts of the tree
mentioned. Use gestures to illustrate the meaning. Continuous assessment
Play Track 1.13 again. Tell the children to listen and point
to the parts of the tree. Children can recognise the parts of the tree.
Play Track 1.13 again. Tell the children to sing the song
and point to the parts of the tree. Write the four parts of the tree that the children have learnt
Ask a volunteer to come to the front of the class to point to on slips of paper. Write the four words on four slips in blue
the correct part as the rest of the class sing the song. ink, on four slips in red ink and so on. Each tree has a
colour. Make sure there is a slip for each child. At random,
hand out a slip of paper to each child. The children walk
Work with the book around the class looking for the parts of the tree in the
same colour as theirs. When they have completed their
Students Book, page 14, Activity 2 tree, the group shouts: STOP!
Say: Open your books to page 14. Say: We are going to
sing the tree song. Collect the childrens books and correct their work.
Play Track 1.13 and sing the song with the children.
Tell the children to match the pictures to the parts of the
tree.
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2 4
trun
root
branche
twig
Iv go 19 ring.
I 19 year ol.
Lesson 2
2 Sing The tree song; then match the pictures with the tree.
3 Count the rings and complete the sentences.
CLIL Objective: Understanding the permanent structure of a tree.
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2 3
31
41
51
Lesson 2
2 Match the pictures.
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61
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Page 14, Activity 2 Track 1.13 The tree song
The children open their books at page 14. Remind them
of the relationship between the age of a tree and the Look at me! Im a very old tree!
size of its trunk and the length of its roots. The children Ive got long roots. They go under the ground
draw a line between each tree and the corresponding
Ive got a strong trunk. It goes round and round.
pictures of the roots and trunk.
Ive got long branches. They go up in the air.
Ive got little green twigs. Here and there!
Look at me! Im a very old tree!
Lets play!
Charades
Mime a word or action. The children try to
guess the word or action. The child who
guesses correctly mimes the following
word or action. Repeat several times.
Resources
DVD
Unit 2, The tree song
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UNIT 2 LESSON 3
CLIL Objective
Recognising the changing elements of a tree.
Work with the book
Language Objectives Tell the children to look at the pictures of the characters.
Ask the children to identify the characters in the picture.
Vocabulary: flower, fruit, leaves (light green, dark Tell the children to find their pop-outs.
green, red), nuts Hold up the student pop-outs and ask: What can you see
Structures: Ive got/I havent got. in this pop-out? SS: Fruit and leaves! T: So, what season is
Resources: CD; poster (side A); flashcards (flower, it? SS: Summer!
fruit, leaves, nuts); poster pop-outs; students pop-outs Say: Were going to listen to Dotty, Stretch, Flo and Smiley
Materials: an autumn leaf, music to play Pass the again.
leaf and slips of paper. Play Track 1.14 again. Stop after each character has
spoken and ask the children to hold up the correct pop-
Preparation: Write the words summer, spring,
out.
autumn and winter on the slips of paper (1 per child)
Play Track 1.14 again. The children glue the pop-outs on
the characters.
Hand out the slips of paper with different seasons on
them.
CHANGING PARTS OF A TREE Students describe themselves following the model in
Track 1.14. The other students have to guess the season.
Presentation
Use side A of the poster and point to the diagram of the
tree. Point to the different elements in the permanent
structure and ask: Whats this?
Show the children the flashcards of the leaves, flowers,
fruit, and nuts. Name the elements as you show them and
place them around the tree.
Point to the tree in winter (use the pop-out) and say: Its Transcript
winter (mime shivering). Ask: Are there any leaves on the Track 1.14 Activity
tree? Point to the flashcard of the leaves. SS: No!
Repeat for: fruit, flowers and nuts See page 73.
Repeat the procedure for the other seasons, each time
pointing to a different tree. Optional Activity Book exercises
Note: Some trees have flowers before leaves but the fruit See page 73.
is always formed after the flowers. You can also explain
that some trees have leaves in the winter. They are
evergreen. Explain that some trees produce fruit and
others produce nuts.
Then, ask: Which picture is (spring)? Point to the leaves.

Explain that the new leaves are light green.
Ask: Which is summer? What colour are the leaves now? Practice
S1: Green. Explain that the leaves are now dark green.
Play some music and give the first child in row 1 a leaf. The
Ask: Which is autumn? What colour are the leaves now?
children pass the leaf around the class, while you look
S2: Brown.
away.
Ask: Can you see the fruit? Which season is it? S1:
When you stop the music, try to guess who has the leaf.
Summer!
T: (Ana)! Show me your hands! S1: I havent got it!
Play Track 1.14. Point at the flashcards to illustrate the
Continue trying until the child with the leaf says: Ive got it.
new vocabulary.
Ask four volunteers to come to the board.
Play Track 1.14 again. The children point to the leaves, the
fruit, the flowers and nuts as they hear them.
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4
Lesson 3
4 Listen and use the pop-outs to dress the characters as trees; then play a guessing game.
CLIL Objective: Recognising the changing elements of a tree.
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3
frui leave flowe twig branche
trun nut tre root
1 2
31
3
9
2
T R E E 1
9
5
3
F R U I T B 4O 1
O 4
L R T
O L E A V E S
6 4
W N
E 8
C
8
7
01
T R U N K
U
H
E 51 5
TW I G S
9
S
7 6
11 61
Lesson 3
3 Use the words to complete the crossword.
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21
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Read out the vocabulary from the box at the top. Tell Narrator: Listen to Dotty.
the children to point to the corresponding pictures in Dotty: Ive got flowers and new green leaves but I havent
their books as you say them. The children do the
got fruit.
crossword.
Narrator: Now, listen to Stretch.
Stretch: Ive got fruit and lots of green leaves. I havent got
flowers.
Narrator: Now, listen to Flo.
Flo: Ive got red, yellow and brown leaves and Ive got nuts.
I havent got flowers or green leaves.
Lets play!
Narrator: Listen to Smiley
Hidden drawing Smiley: Ive got branches and twigs but I havent got
Hide a flashcard behind a book and start leaves, flowers or fruit.
showing it little by little. Encourage the
children to try to identify the flashcard. The
child who names it correctly takes on the
role of the teacher. Repeat several times
with different flashcards.
Resources
Multi-ROM
Unit 2, Activity 2
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5 Flo's new autumn hat
2 3
4 5
Lesson 4
CLIL Objective: Literacy: sequencing.
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6
BUSY
SPARKS
BUSY
SPARKS
Lesson 5
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UNIT 2 LESSON 4
CLIL Objective
Transcript
Sequencing actions through the movement of the hat.
Track 1.15 Story: Flos new autumn hat
Curricular link: Literacy; Science
See page 79.
Language Objectives
Story language: Ive got... Please, dont do that!
Optional Activity Book exercises
Join-in language: Blow and blow. Now Ive got your
hat. Come on! Up, up you go! Please Wind! Please dont See page 79.
do that! Dont take my new autumn hat!
Resources: CD; poster (side B); story pop-outs
Story: FLOS NEW AUTUMN HAT

Practice
Presentation
Divide the class into groups of three. Assign a child to be
Say: Its story time! Flo, another to be the Wind, and another to be the Tree.
Show the children the poster. Say: Flos got a new hat. Play Track 1.15. Children raise a hand when they hear
Hold up the pop-outs of Flo and the hat. Ask questions: their part of the story.
How many leaves are there? SS: Four! T: And how many Play Track 1.15 again. Children join in with their lines.
leaves are there now? SS: Three! T: And now? SS: Two! Encourage them to add facial gestures by modelling
T: And now? SS: One! suitable expressions.
Play Track 1.15. Enact the story using the pop-outs and
the poster. Hold up the pop-outs as they are named and
place them on the poster. Add mime to support meaning.
Ask five children to come to the poster and give them each
a pop-out. Play Track 1.15 again. The children enact the
in.
Work with the book

Students Book, pages 16 and 17, Activity 5
Say: Open your books at pages 16 and 17.
supply the next line.
Show the children the pop-outs. Ask: Whats this? SS: Its
Flos new hat.
Each time the hat loses a leaf ask: How many leaves are
there now? Show the children the pop-out.
The children join in with the rhymes.
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UNIT 2 LESSON 5
several times. Articulate the /u/ sound very clearly by

CLIL Objective dropping down your jaw and opening your mouth to
Literacy: phonics e (wet, red) or (stop, top), produce the sound.
u (fun, up) Children repeat: u u u up.
Repeat with fun.
Curricular link: Literacy (Phonics) Tell the children to look at Activity 6 on page 17.
Language Objectives pictures in the right-hand column.
Story language: Ive got... Please, dont do that! Play Track 1.16 again. The children listen and repeat the
key sounds and words.
Join-in language: Blow and blow. Now Ive got
The children match the pictures which contain the same
your hat. Come on! Up, up you go! Please Wind!
sound, using a different colour for each sound.
Please dont do that! Dont take my new autumn hat!
Ask for volunteers to say the words that contain the
Resources: CD; poster (side B); story pop-outs; sound /e/.
story cards Ask for volunteers to say the words that contain the
Materials: crayons (three colours) sound /o/.
Ask for volunteers to say the words that contain the
sound /u/.
English that contain the sound /e/, /o/ or /u/.
PHONICS
Re-tell the story
the story?
Ask questions about the pop-outs to help the children
recall the story. Ask: Is Flo happy? SS. Yes. T: Has Flo got Transcript
a new hat? SS: Yes. T: Is Flo happy now? SS: No! T: How
Track 1.16 Phonics
many leaves are there in Flos hat? SS: Three.
Play Track 1.15. Children listen to the story. See page 81.
Play Track 1.15 again. Children join in with: Ha ha ha! I
blow and I blow! Now Ive got your hat! Oh come on Flo!
This is fun! Up, up you go! Please Wind! Please dont do Optional Activity Book
that! Please dont take my new autumn hat!
exercises
See page 81.
Work with the book
you.
Write the letter e several times on the board.
Point to each letter as you say: e e e red. Repeat Act out the story
several times. Articulate the /e/ sound very clearly by Divide the class into groups of three. Assign a character to
opening your mouth and producing the sound from the each child
back of your throat. Play Track 1.15 again. The children join in with their lines.
Children repeat: e e e red. Tell the children to close their eyes. Play a random piece of
Repeat with wet. the story and ask the children to tell you which picture it
Write the letter o several times on the board. describes. Do this several times.
Point to each letter as you say: o o o top. Repeat Tell the groups to come to the centre of the class to act out
several times. Articulate the /o/ sound very clearly by the story. Use the recording if necessary.
pushing your mouth forward.
Children repeat: o o o top. Collect the childrens books and correct their work.
Repeat with stop.
Write the letter u several times on the board.
Point to each letter as you say: u u u up. Repeat
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4 6
6 1
4
3
7
2
5
7
5
Lesson 4
4 Draw a line to sequence the pictures.
5 Circle the correct ending to the story.
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Page 16, Activity 4 Track 1.15 Story: Flos new autumn hat
Ask: Do you remember what happened to Flos new Narrator: Look at Flos new autumn hat! Isnt it beautiful?
autumn hat? Flo wants to show her new hat to Smiley.
Explain that the pictures are all mixed up. Tell the Flo: Ive got a new autumn hat!
children to draw a line from the first picture to the last
Red and yellow and brown.
one, following the chronological order of the story.
Ive got a new autumn hat!
Page 16, Activity 5 Its the best hat in town!
Flo: Oh no! My new hat! Please, Wind! Please dont do
Say: Look at Activity 5. Ask: Do you remember how Flo
that! Please dont take my new autumn hat!
felt at the end of the story? Point to the first picture and
ask the children what they think Flo is doing and how Wind: I blow and I blow! Now, Ive got your hat! Oh, come
they think she feels. Repeat with the other pictures. on Flo! This is fun! Up, up you go!
Then, tell the children to draw a circle around the Narrator: The wind blows Flos new autumn hat to the top
picture that represents the end of the story. of a big tree.
Wind: I blow and blow! Now, Ive got your hat! Oh, come
on Flo! This is fun! Up, up you go!
Flo: Please, Wind! Please dont do that! Please dont take
my new autumn hat!
Narrator: Then the wind blows Flos new autumn hat down
again.
Lets play! Wind: I blow and blow! Now, Ive got your hat! Oh, come
Read it on Flo! This is fun! Down, down you go!
Hand out the key vocabulary pop-outs to
the children. Tell them to choose three and my new autumn hat!
to place them face up on their desks. On Narrator: Then, the wind blows Flos new autumn hat into
the board, write the name of one of the the river.
objects from the pop-outs. Tell the children Wind: I blow and blow! Now, Ive got your hat! Oh, come
to read out the word. The children who on Flo! This is fun! In, in you go!
have the corresponding pop-out hold it up.
Continue playing until all the children have
had a chance to show their pop-outs. my new autumn hat!
Wind: I blow and blow! Oh, come on Flo! This is fun!
Flo: Oh, no it isnt! It isnt fun at all! Stop! Stop! Stop! Look
at my new hat! You horrible wind!
Wind: Oh! Im sorry Flo!
Tree: Whats the matter Flo?
Flo: Look at my hat. Its broken and its wet. Boo Hoo! Now
I havent got a new autumn hat to show Smiley!
Tree: Shhh! Hush now! Dont cry. Ive got a good idea.
Resources Stand up and close your eyes.
Multi-ROM Tree: There! Now youve got another new autumn hat!
Unit 2, Story Flo: Oh, thank you, Tree!
Red and yellow and brown.
Its the best hat in town!
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31 9
6
41
1 Th i w .
01
2 S o ! Flo! Th i a th o
o th ..
3
5 1
Com o> Flo! u, u you go! 11
Thi i fun.
61 21
s lve f o @ u
o@ Mu @
ubbe o l
Lesson 5
6 Complete the sentences with the letters o, e or u and colour the spot; then read the sentences
out loud.
7 Complete the words with the letters e, o or u.
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Page 17, Activity 6 Track 1.16 Phonics
Tell the children to look at the first sentence and help e e e red
them complete the words. e e e wet
Do the same with the other two sentences. o o o top
Read out the sentences, emphasising the sounds /e/, o o o stop
/o/ and /u/. Tell the children to repeat the words that
u u u up
have those sounds.
u u u fun
Page 17, Activity 7
Tell the children to look at the pictures in Activity 7. Write
the letters e, o and u on the board. The children
complete the words using the letters from the board.
Ask volunteers to pronounce the words for the rest of
the class. Correct their pronunciation if necessary.
Lets play!
Sound hunt
Divide the class into two teams. Assign a
sound to each team. The teams have to
collect objects or flashcards which have
that sound.
Resources
Multi-ROM
Unit 2, Phonics
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UNIT 2 LESSON 6

CLIL Objective Place the flashcards in a column on the board in the same
Associating the clothes we wear with different seasons. order as they appear in the book. Write the words: spring,
summer, autumn and winter across the top. Point to the
Curricular link: Science; Social Science skirt and ask: Whats this? SS: A skirt. Then ask: Is the
skirt for spring? Continue asking about the other seasons
Language Objectives and complete the chart.
Vocabulary: clothes: skirt, trousers, wellies, T-shirt, Note: the children will probably disagree. Encourage them
shorts, hat, dress, jumper to discuss this.
Structures: Ive got...
The children fill in the chart in their books.
Resources: flashcards (skirt, trousers, wellies, T-shirt,
shorts, hat, dress, jumper)
Materials: a selection of real clothes and a large, black
rubbish bag
CLOTHES AND SEASONS exercises
See page 85.
Presentation
Use the flashcards to remind the children of the clothes
vocabulary they learnt in Level 1. T: What are these?
SS: Wellies. T: Whats this? SS: A hat.
Place the other flashcards up on the board. Point to each
Practice
item of clothing and say: Look! These are (trousers). This is
a (dress).
Children can name the clothes.
Note: Trousers and shorts are always plural.
Play Guess the clothes.
Point to one of the flashcards and ask: Whos got a (dress) Put some different clothes in a large bag. Ask the children
on today? The children who have got this item of clothing to put their hands into the bag and to feel a piece of
raise their hands. Then ask: Whos got (trousers) on today? clothing. They have to guess what it is.
The children who have got this item of clothing raise their S1: Its a T-shirt! Tell the child to take the garment out of
hands. the bag to check.
Ask for 2 volunteers to come to the board. Remove two of SS: Yes, its a T-shirt. / No, its a dress.
the flashcards and hand them to the volunteers. Ask: What Repeat with different children.
have you got? S1: Ive got a (skirt). S2: Ive got (trousers).
Do the same with other volunteers.
Work with the book
Note: Tell the children that for the next lesson they need to
Students Book, page 18, Activity 7 bring in things they can collect from outside which are
Say: Open your books at page 18. associated with autumn, such as leaves (different colours),
Tell the children to look at the picture. acorns, twigs, seed pods, nuts, mushrooms, etc. Tell the
Say: Look at Flo. What has she got? SS: A skirt and children to be very careful with mushrooms; they must
trousers. wash their hands after handling them and must NOT eat
Repeat for the other characters. them.
Play the Guessing game. Say: Ive got a dress and a
jumper. Who am I? SS: Dotty.
Repeat for the other characters. The children take turns
describing the clothes and guessing the characters.
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7 Iv go... Iv go... 9
Iv go...
Iv go...
Iv go skir an
trouser. Who a I? Flo!
Model answer
8 sprin@ summe autum> winte 10

skir
trouser
wellie
T-shir
short
ha
dres
jumpe
Lesson 6
7 Play a guessing game.
8 Classify and talk about the clothes: The skirt is for summer
CLIL Objective: Associating the clothes we wear with different seasons.
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8 10
ha dres
wellie short
h i r tr ouser jumpe
T-s skir
Childs own drawing

9
11
I . Iv go
.
Lesson 6
8 Match the labels with the clothes; then trace over the words.
9 Choose a season and draw yourself in your favourite clothes; then complete the sentences.
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Activity Book
Page 18, Activity 8
Ask: What is (Antonio) wearing? The children name all
the items of clothing that their partner is wearing. Tell the
children to describe other classmates clothing. The
children look at the picture of the clothes shop and
match the items of clothing with the corresponding
words. Then, they trace over the words.
Page 18, Activity 9

Tell the children to look at the silhouette and ask: What is
your favourite season? Do you wear (a scarf)
in (spring)?
Tell the children that they have to draw themselves in the
same clothes that they usually wear in their favourite
season. Complete the sentences with the correct
information.
Lets play!
Teacher
Divide the class into five groups. Assign the
role of teacher to one of the children in
each group and give them a stick puppet.
Hand out several key vocabulary pop-outs
to each group. Each group revises the
vocabulary using the pop-outs and the
puppets. Continue playing until all the
children in each group have had a chance
to be the teacher.
Resources
Multi-ROM
Unit 2, Activity 3
Sparks DVD
Unit 2, Real Kids
Unit 2, DVD worksheet, page 10
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UNIT 2 LESSON 7
Hand out the materials.

CLIL Objective Follow the stages to make the autumn tray and get the
children to copy each stage.
Making an autumn tray.
Prepare the labels.
Curricular link: Science Stick the labels to the tray using the toothpicks and the
plasticine
Language Objectives
Vocabulary: leaves, nuts, twigs, mushrooms Say: Now look at Activity 10.
The children take turns describing their tray: Ive got red
Resources: poster (side A), poster pop-outs
leaves, nuts, twigs and mushrooms on my autumn tray.
Materials: a selection of objects associated with
autumn, collected from the park or countryside,
plasticine, labels, glue, toothpicks, white card
Preparation: Make an autumn tray to show the class.

BUSY HANDS: AN AUTUMN TRAY exercises
See page 89.
Present the project
Children can name the changing elements in a tree.
Dispay the project
Show the children the poster with the poster pop-outs of Encourage children to come to the front to look at each
the different trees for each season. Point to each picture others work. Ask volunteers to describe their trays and see
and ask the children to name the elements of the tree. Then if the rest of the class can guess which tray it is: Ive got 3
point to the autumn tree and ask: Are there any flowers? red leaves and 1 brown leaf. Ive got 2 nuts, 4 acorns and 2
Are there any leaves? Etc. twigs. SS: That one!
Say: Today were going to make something. Were going to
make an autumn tray.
Show the children the tray you have already made. Remind
them of the names of the different things: leaves, nuts,
twigs.. Name any new items you have included: acorns,
mushrooms, pine cones...
Ask the children to place the things they have brought in on
their desks and ask them to say what they have got:
Ive got a red leaf...
Give children who have forgotten or who only have very few
items some of the items you have brought in.
Work with the book

Say: Open your Students Book to page 19.
Read the title of the project out loud: An autumn tray.
we need. Ask the children to identify the pictures.
Point to the stages one by one and explain using the
materials you have brought to class to clarify meaning.
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9 An autumn tray
1 2 3
4 5
10
Iv go re leave,
nut, twig an
mushroom o> my
autum> tra.
Lesson 7
9 Make an autumn tray.
10 Talk about your tray.
CLIL Objective: Making and labelling an autumn nature tray.
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10

A chestnu tre
11
9 13
Lesson 7
10 Tick ( ) the things that are made from wood.
14
11 Which leaf is a chestnut leaf? Circle the correct leaf.
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11 15
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Activity Book
Page 19, Activity 10
Explain that we can make a lot of useful things with the
wood from trees. Ask the children to give you examples
of objects that are made of wood.
Ask: Are (computers) made of wood? They look at the
picture and tick the things that come from trees.

Tell the children to look carefully at the three types of
leaves. Ask: Have you ever seen a chestnut leaf? Tell the
children to look at the leaves from the trees in Activity 10
and to circle the correct leaf.
Lets play!
Pelmanism
Tell the children to play in pairs. Hand out
12 key vocabulary pop-outs to each pair
and tell them to place them face down on
their table. Explain that they have to turn
over two of the pop-outs in turns. If the
two pop-outs they turn over are the same,
they keep them. If not, they put the pop-
outs back in the same place. Continue
playing until the children have formed all
the pop-out pairs.
Resources
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UNIT 2 LESSON 8
Objective
exercises
See page 93.
Language Objectives
All the language for Unit 2.
Resources: poster (side A); flashcards; stickers
Round up
Draw the structure of a tree on the board. Point to the
BUSY MINDS roots and ask: What are these? SS: Roots. Repeat for the
other main elements: trunk, branches, twigs.
Lets remember! Say: Lets imagine its spring. Ask a child to come to the
board to draw the elements associated with spring (some
Say: Today we are going to remember all the work we have leaves and flowers).
done in Unit 2. Do the same for summer and autumn.
Say: Do you remember the tree song? Play Track 1.13.
Sing the song and ask the children to join in. Point to the Collect the childrens books and correct their work.
different parts of the tree on the poster.
Remind the children of the different seasons. Say: Ive got
brown leaves. Which tree am I? SS: Autumn! T: Ive got
green leaves and flowers. Which tree am I? SS: Spring!
Hold up the flashcards and ask the children to identify the
clothes.
Ask: Whats this?/What are these? SS: (Trousers)! Practise
with all the clothes flashcards.
Work with the book

Children open their books at page 20.
Students Book. The children find and place the stickers
for Unit 2. Then, they trace over the words.
Write the following words on the board: autumn and
spring. Tell the children to look at the left-hand side of the
tree. Ask: Is it spring or autumn? SS: Its spring. Repeat
with the other side. The children complete the sentences.

Point to the pictures and say: Lets think about clothes.
Look at Stretch.
Point to the first picture and say: Look at Stretchs shorts
and T-shirt.
Write the words: summer and winter on the board.
Then ask: Is it summer or winter? SS: Its summer.
T: Good! Now look at Smileys coat and hat. Is it summer
or winter? SS: Its winter.
The children complete the sentences.
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11
nut
flower
branche
leave trun
root
I sprin@ . I autum> .
12
Iv go short Iv go coa
an T-shir. an ha.
I sume . I wine .
Lesson 8
11 Use the stickers to complete the tree. Trace over the words and complete the sentences.
12 Look and complete the sentences.
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12
Iv go trouser an coa.
Iv go short an T-shir.
Iv go skir, wellie an jumpe.
Iv go dres an ha.
13
Lesson 8
12 Read the sentences and match them with the characters.
13 Look at the pictures and say the words; then match the pictures with the same sounds.
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Point to one of the characters and ask: Who is this? Listen and number the trees.
What is (Dotty) wearing? Read out the four sentences
and tell the children to draw a line between each Narrator: One.
sentence and the corresponding character.
Tree: Ive got new, green leaves and flowers.
Narrator: Two.
Tree: I havent got any leaves or flowers or fruit.
Tell the children to look at the pictures. Emphasize the Narrator: Three.
sounds /e/, /o/ and /u/ as you are naming the objects,
Tree: I havent got any flowers or fruit. My leaves are falling.
exaggerating the pronunciation of (beeeed) if necessary.
The children repeat it with you. The children match the Narrator: Four.
objects that have the same sound. Tree: Ive got leaves and lots of fruit.
ASSESSMENT CRITERIA
CLIL Objectives
Children can recognise the changes in nature
Lets play! associated with the four seasons of the year. They relate
this information to the changes that occur to trees and
Mistake
the different types of clothing to different seasons of the
The children play in pairs or in small year.
groups. One child holds the puppet and
points to a flashcard or object and Language Objectives
deliberately says the wrong word. The
other child has to correct the puppet. The children can name the parts of a tree and the
changes that occur to trees during each season.
They can also name the seasons of the year, and the
types of clothing that are necessary for each season.
Resources
Multi-ROM
Unit 2, Activity 4
Unit 2, Test, pages 71 and 72
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UNIT 3 LESSON 1 LOOK WHAT I CAN DO!
People and human activities
Work with the book
CLIL Objective
Recognising changes as we grow.
Say: Open your books at page 21. Can you see Sally?
Curricular link: Maths; Social Science
SS: Yes! T: Who else can you see? SS: Ben, Lola, Stretch,
Belinda and Charlie.
Language Objectives Play Track 1.18 again. Stop after each character and ask:
How old is (Sally)? How tall is (she)?
Vocabulary: revision: numbers Play Track 1.18 again. The children listen and complete
Estructuras: How old are you? Im (7) years old. the sentences. Stop the recording after each character to
Im tall. Im / hes / shes... give them time to complete the information.
Correct the activity with the whole class.
Resources: CD; poster (side A); pop-outs T: How old is Sally? SS: Shes one year old. T: Good! And
Materials: a sheet of continuous paper how tall is she? SS: Shes 20 cm tall. Continue with the
Preparation: Draw a vertical line on the sheet of other characters.
continuous paper. Mark the line off into 10cm sections
with small lines for each centimetre.
LOOK WHAT I CAN DO! Transcript

Presentation Track 1.18 Activity
Present the main topic. Say: Today we are going to talk See page 97.
about growing up.
Show the children the poster. Point to the giraffes neck
and the numbers. Optional Activity Book
Point to numbers at random and ask the children to count
in 10s from 10 to 100.
exercises
Explain that these numbers represent centimetres. There See page 97.
are 100 centimetres in 1 metre. We use centimetres and
metres to measure how tall we are.
Show the children the pop-outs. Say: Sally is Stretchs
baby sister. Can you find Sally?
Repeat for the other pop-outs: Lola (Dottys sister), Belinda Practice
(Smileys sister), Ben (Smileys brother), Charlie (Flos
brother) and Stretch. Put the sheet of paper with the measuring line on the wall.
Point to the marks on the giraffes neck and say: This is Ask the children to come and be measured.
how tall all the children are. Write their names next to the line indicating their height
Play Track 1.18 and place the pop-outs as they are and say: Stand against the wall! (130) cm. You are tall!
mentioned.
Point to the characters as they speak and add gestures to Collect the childrens books and correct their work.
clarify meaning.
Remove the pop-outs. Ask five children to come to the
poster. Play Track 1.18 again. The children place the pop-
outs.
Repeat with five different children. Play Track 1.18 again.
This time, encourage the children to join in and give them
the pop-outs so that they can place them in the correct
place on the poster.
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3
1 I 3 year ol
Gagagag...! an I 30 c tal.
Sh 1 yea ol I 6 year ol
an sh 20 c tal. an I 55 c tal.
I 7 year ol I 11 year ol
an I 99 c tal. an I 75 c tal.
I 9 year ol
an I 70 c tal.
Lesson 1
1 Listen and complete the sentences.
CLIL Objective: Recognising changes as we grow.
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Childs own answer
3
1
I> m famil ther ar peopl.
I a year ol.
I a 1 c tal.
M i year ol.
M i year ol.
M i year ol.
1
2 Childs own drawing
2
I 1 c tall. i c tal
an i c tal.
Lesson 1 3
1 Complete the information about your family.
2 Draw yourself and two of your friends; then write the names and complete the sentences.
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Ask questions about the childrens families. Tell them to Nurse: Next, please
complete the box with the information about their age Charlie: Hello
and height, as well as the ages of members of their Nurse: Whats your name?
family. The children complete the sentences. Charlie: Im Charlie.
Ask volunteers to read out their answers. Nurse: How old are you?
Page 21, Activity 2 Charlie: Im eleven.
Nurse: Go and stand against the wall. 75 cm. You are tall!
Tell the children to look at the silhouettes. Tell each child
to choose two classmates. They write their classmates Nurse: Next, please.
names and their own name. The children ask their Belinda: Hello
classmates: How tall are you? Then, they write the Nurse: Whats your name?
answers and complete sentences in the box. Belinda: Im Belinda.
Nurse: How old are you?
Belinda: Im nine.
Nurse: Next, please.
Lola: Hello
Nurse: Whats your name?
Lets play! Lola: Im Lola.
Bingo Nurse: How old are you?
Hand out three key vocabulary pop-outs Lola: Im six.
to each child. Tell the children to place Nurse: Go and stand against the wall. 55 cm. You are tall!
their pop-outs face up on their desks. Nurse: Next, please.
Explain that when you name one of the Ben: Hello.
pop-outs that the children have, they must Nurse: Whats your name?
turn it over. The first child to put all their
Ben: Im Ben.
pop-outs face down says BINGO and is
the winner. Nurse: How old are you?
Ben: Im three.
Baby: Gagagaga...
Nurse: Whats your name?
Stretch: Shes Sally.
Nurse: How old is she?
Stretch: Shes one.
Resources
Multi-ROM Stretch: Hello.
Unit 3, Activity 1 Nurse: Whats your name?
Stretch: Im Stretch.
Nurse: How old are you?
Stretch: Im seven.
Nurse: Go and stand against the wall. 99cm. Now, you
really are tall!
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UNIT 3 LESSON 2
Put the flashcards up on the board. Put a tick next to the

CLIL Objective corresponding flashcard as you listen to the track again.
Recognising that skills develop as we grow. Check the activity. Say: Can Sally (read)? SS: Yes, she can.
/ No, she cant!
Language Objectives
Transcript
Vocabulary: read, write, talk, sit, stand, walk, jump,
skip, hop, swim Track 1.19 The I can do it song
Structures: I can (run). Can you (run). No, I cant. Yes, See page 101.
I can. (She) cant (run). Can you do it, too?
Resources: CD; poster (side A); flashcards (action Optional Activity Book exercises
verbs: read, write, talk, sit, stand, walk, jump, skip, hop,
swim, run) See page 101.
ABILITIES DEVELOP AS WE GROW

Presentation
Use the flashcards to review and present the action verbs Practice
(read, write, talk, sit, stand, walk, jump, skip, hop, swim,
run).
Put the flashcards on the board. Point to a flashcard and Continuous assessment
say: I can read! Can you read? SS: Yes! The children can name the things we learn as we grow.
Repeat for all the verbs. Use actions to clarify meaning
where necessary.
Ask two volunteers to come to the front of the class. Ask: Draw two columns on the board. Write the words Can and
Can you run? SS: Yes, Look! The children perform or mime Cant at the top of the columns.
the actions to show that they can. Repeat with other
Ask: Can Sally read? SS: No, she cant. Write the verb
volunteers.
read in the Cant column. Then ask: Can she sit? SS: Yes,
Explain that these are all things that we are able to do as
she can. Write the verb sit in the Can column. Then, place
we get older. Some things such as sitting and standing
the flashcards on the board around the columns and ask
come naturally and other things such as swimming and
the children to come to the board to write the words in the
reading are things we have to learn.
correct columns according to their own abilitities. They
Say: Lets learn a song. Play Track 1.19. Hold up the
make sentences and read them out to the rest of the class:
correct flashcards as they are mentioned in the song.
I can run. I cant swim.
Play Track 1.19 again. Children join in with the key
Explain that these are all things that we learn how to do.
language.
We cannot do them when we are born.
Work with the book Collect the childrens books and correct their work.

Children open their books at page 22 and look at the
pictures.
Ask: Who can you see in the picture? SS: Stretch and
Sally. Say: Is Sally big or small? Is she a baby? Can she
(run)? What do you think?
Ask the children to speculate about what Sally can do.
Play Track 1.19 again. The children listen and tick the
pictures that represent the things that Sally can do.
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2 3
Lesson 2
2 Listen and sing The I can do it song; then listen again and tick the things Sally can do.
CLIL Objective: Recognising that skills develop as we grow.
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3 4
ski
31
rea
ru>
4 1rit
w
swi
ho
Childs own answer
51 5
I ca>
.
I ca>
.
Lesson 2
61
3 Match the puzzle pieces and trace over the words; then use the words
to write about yourself.
22
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Page 22, Activity 3 Track 1.19 The I can do it song
Point to the words and the pictures in the puzzle pieces, I can swim and I can skip.
explaining that they are actions. The children match the Can you do it too?
illustrations with their corresponding words. Ask: No, you cant! No, you cant!
(Antonio), can you (read)? So, what can you do?
The child answers. Ask other children more questions.
The children complete the box, writing the actions that I can run and I can hop.
they can and cannot do. Can you do it too?
No, you cant! No, you cant!
So, what can you do?
I can read and I can write.
Can you do it too?
No, you cant! No, you cant!
So, what can you do?
Lets play!
I can sit and I stand.
What is it? Can you do it too?
Ask a volunteer to come to the middle of Yes, you can! Yes, you can!
the class. Give the child a flashcard and You can do it too!
tell the child to mime the word on it. The
rest of the class has to identify the
flashcard. The child who guesses correctly
can mime the next flashcard. Continue
playing until everyone has had a turn
miming a flashcard.
Resources
Multi-ROM
Unit 3, Song
Unit 3, Activity 2
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UNIT 3 LESSON 3
Check the activity by asking: What can (Flo) do? Repeat

CLIL Objective for the other characters. Children glue the pop-outs in
Recognising that some skills have to be learnt. place.
Then ask: What can you do? The children draw
Curricular link: Social Science themselves and tick the chart.
Ask volunteers to say what they can do: I can (play chess)
and (dive).
Language Objectives
Vocabulary: play the piano, play chess, ski, Students Book, page 23, Activity 4
ice-skate, climb, dive The children look at the chart in Activity 4.
Structures: Can (Flo) ski? No, (she) cant. Yes, (she) Ask: Can Flo ski? SS: No she cant. T: Can Flo play chess?
can. SS: Yes she can.
Resources: CD; poster (side A); stick puppets; Tell the children to take turns asking and answering
student pop-outs questions with a friend.
TALKING ABOUT ABILITIES

Presentation
Transcript
Say: Today we are going to learn about other activities.
Show the children the poster. Point to the activities one at Track 1.20 Activity
a time and say: I can/cant (play the piano). Can you (play
See page 105.
the piano)? The children who know how to do this raise
their hands.
Write the names of the activities across the top of the
board. Optional Activity Book
Write your name on the left-hand side and say: I can/cant exercises
(play the piano). Each time put a tick next to the activities
at the top of the board that you can do. See page 105.
Point to a child and ask: Can you (play the piano)? Put a
tick next to the activities at the top of the board that they
can do. Continue asking children and marking their replies
on the board.
Ask volunteers to come to the front of the class to ask
questions.
Then, hold up the Flo stick puppet and ask: Can Flo play Practice
the piano? Say: I dont know!
Repeat for other characters and activities. Encourage the Continuous assessment
children to reply: I dont know!
Children can name special skills.
Say: Lets listen and find out.
Play Track 1.20. Hold up the stick puppets and point to
the activities on the poster as they are mentioned. Say: We can all do special things. What can you do?
Prompt the children by asking questions, for example: Can
you ride a bike? Can you play the guitar? Etc. You can also
Work with the book focus on other languages, especially if you know that there
are children in the class whose home language is not the
Students Book, page 23, Activity 3 same as the other members of the class.
Say: Open your books at page 23. Look at Activity 3. The children may want to tell you about other things they
Say: Every day the Twiggles go to an after-school club. can do. Encourage them to do this supplying the language
They go to different classes and they do different things. they need.
Tell the children to find their pop-outs.
Play Track 1.20. The children place the pop-outs of the Collect the childrens books and correct their work.
characters on the chart.
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3
pla th pla ski ic-skat climb div

piano ches
Ca> Flo sk^?

No, sh ca>.
Lesson 3
3 Glue the activity pop-outs; then listen and place the pop-outs of the characters on the chart.
What can you do? Draw yourself and tick the chart.
4 Ask questions about the characters.
CLIL Objective: Recognising that some skills are specially learnt.
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4
div pla th piano pla ches
sk^ ic-skat clim
1 ca> di an sh ca>
pla ces .
2
31
ca> pla t piano , bu h
ca> i - ska .
3 ca> 0sk^1 , bu h ca>
4ca>1
pla ces .
4 clim an sh ca> 01
pla t piano .
5 1
Childs own answer
I
11
pla .
2
3
51
I
I
pla the
pla .
.
11
Lesson 3
21
4 Use the words to complete the sentences; then read the sentences out loud.
5 Complete the sentences about yourself with can or can't.
23
61 21
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Ask a volunteer to read the actions in the box. The The Twiggles all go to after school clubs. They go to
rest of the class look carefully at the sentences different classes and they can do different things.
illustrated in the activity. Ask: Do you think (Smiley) can Flo can dive and she can play chess.
(play the piano)? The children reply. Ask more Stretch can play the piano and he can climb.
questions until the children have discovered the Dotty can ice-skate and she can ski.
actions that the four characters can do. The children
Smiley can play chess and he can ice-skate.
complete the illustrated sentences.
Page 23, Activity 5

Tell the children to look at Activity 5. They complete
the sentences with can or cant according to their own
abilities with respect to the illustrated activities.
Lets play!
Jump!
Name a flashcard. Then, show all the
flashcards one by one. When the children
see the flashcard that you named, they
have to jump. Repeat several times with
different flashcards .
Resources
Multi-ROM
Unit 3, Activity 1
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5 The Christmas song
2 3
4 5
Lesson 4
CLIL Objective: Literacy: identifying abilities in different characters.
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6
Ti
La
Fa So
Re Mi
Do
Lesson 5
6 Listen, sing the notes and point to the pictures; then match the words with the same sound.
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UNIT 3 LESSON 4
CLIL Objective
Literacy: Identify features in different characters.
Curricular link: Literacy; Music Transcript
Track 1.21
Language Objectives Story: The Christmas song
Story language: recorder, drum, piano, guitar. Can See page 111.
you play the (drum)? Are you all ready? Remember!
Thats terrible! Optional Activity Book
Join-in language: Ok Stretch. Thanks! Remember! exercises
Try and try and try again. You can do it if you try!
See page 111.
Resources: CD; poster (side B); story pop-outs (guitar,
drum, recorder).
Story: The Christmas song

Presentation Practice
Say: Its story time! Divide the class into groups of four. Assign a child to be
Show the children the poster. Ask questions to help them Stretch in each group. The other children in each group
predict the story. T: Is this Flos classroom? Is it the music are the other characters.
room? Play Track 1.21. The children raise a hand when they hear
Point to the characters and ask the children to name them. their part of the story.
T: Whats her name? SS: Flo. Play Track 1.21 again. The children join in with their lines.
Point to the Christmas decorations and say: Its Christmas. Encourage them to add facial gestures by modelling
Point to Stretch and say: Stretch is organising the suitable expressions.
Christmas concert.
the poster. As the instrument pop-out items are named
place them next to the correct character. Add mime and
facial gestures to support meaning.
Ask three children to come to the poster and give them
each a pop-out (guitar, drum, recorder). Play Track 1.21
again. Children enact the story using the pop-outs.
Encourage all the children to join in.
Work with the book

Say: Open your books at page 24.
Ask the children to join in with: Try and try and try again.
You can do it if you try! Stop the recording at random and
ask the children to supply the next line.
Show the children the pop-outs. Ask: Whats this? Its a
(guitar). Ask: Can Dotty play the guitar? SS: No, she cant!
Continue with the other instruments and the other
characters. Ask the children to look at the last picture and
ask: Can Dotty play the recorder? SS: Yes, she can!
Continue with the other instruments and the other
characters.
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UNIT 3 LESSON 5
Repeat for Re (tray, play, eight).

CLIL Objective Play Track 1.22.
Literacy: phonics oa (Do, Flo, no, blow), ay (Re, tray, Tell the children to join the words with the same sounds
eight, play) using a different colour for each group of words.
Ask volunteers to name the words that have the sound
Curricular link: Literacy (phonics); Music /oa/.
Ask volunteers to name the words that have the sound
Language Objectives /ay/.
Tell the children to think of other words in English that have
Story language: recorder, drum, piano, the sounds /oa/ or /ay/.
guitar. Can you play the (drum)? Are you all ready? Ask volunteers to sing the note and to name the words
Remember! Thats terrible! that have the same sound: Do, do do, Flo, blow, no.
Join-in language: Ok, Stretch. Thanks! Remember!
Try and try and try again. You can do it if you try!
Resources: CD; poster (side B)
Materials: crayons (two colours)
Transcript
PHONICS Track 1.22 Phonics
Re-tell the story See page 113.
Show the children the poster and ask: Do you remember Optional Activity Book
the story? exercises
Ask questions about the pictures to help the children
remember the story. Ask: Can Dotty play the guitar? Can See page 113.
she play the recorder? Can Smiley play the recorder? Can
he play the drums? What instrument can Flo play? What
instrument can Stretch play?
Play Track 1.21. Children listen to the story.
Play Track 1.21 again. Children join in with: Try and try
again. You can do it if you try.
Work with the book Act out the story

Students Book, page 25, Activity 6 Divide the class into groups of four. Assign a character to
Clap your hands to ensure that the children are watching each child
you. Play Track 1.21 again. Children join in with their lines.
Write the names of the notes on the board: do, re, mi, fa, Ask groups to come to the front the classroom to act out
so, la, ti. the story. Use the recording when necessary.
Point to each note and sing it. Point out to the children that
some of the notes have the same sound: do and so; mi Collect the childrens books and correct their work.
and ti; fa and la. Write the notes do and so and repeat the
sound several times. Articulate the sound very clearly by
pushing your lips forwards.
Children repeat. Do, so. Do, so.
Repeat with the other notes. Say: Do, Re, Mi, Fa, So, La,
Ti. Then, repeat them individually: Do. Do. Do. The children
repeat the sound.
Say: Look at Activity 6 on page 25.
Play Track 1.22. Children listen and sing the notes.
Tell the children that there are three words which have the
same sound as the notes Do and Re.
Ask: Which words sound like Do? SS: Flo, blow, no.
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6 8
dru
recorder
piano
guita
3 1 2
Lesson 4
6 Match the puzzle pieces and trace over the words.
7 Number the pictures in the correct order.
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Page 24, Activity 6 Track 1.21
Story: The Christmas song
Point to the words and the pictures in the puzzle pieces. Picture 1
The children match the illustrated pieces with their Stretch: Listen, everybody! Listen to me! Lets practice
corresponding words and trace over the words. for our Christmas show. I can play the piano.
Dotty, you play the recorder.
Page 24, Activity 7 Dotty: Ok, Stretch. Thanks!
Ask the children: Do you remember The Christmas Picture 2
song story? Encourage the children to tell the story Stretch: Smiley, you play the guitar.
using their own words. If they cant remember the story,
Smiley: Ok, Stretch. Thanks.
help them by asking questions with the story cards:
Stretch: And Flo you play the drum.
How does (Stretch) feel at the end? Which instrument
does (Dotty) play (first)? The children look carefully at Flo: Ok, Stretch. Thanks!
the pictures and then number them according to the Stretch: Good! Are you all ready? One, two, three!
order in the story. They can colour them once they have Picture 3
ordered them correctly. Stretch: No, no, no! Thats terrible! Remember! Do, Re,
Mi, Fa, So, La, Ti. Ti, La, So, Fa, Mi, Re, Do. Try
and try and try again. You can do it if you try!
Ready? One, two, three!
Picture 4
Stretch: No, no, no! Stop! Oh dear! Dotty, can you play
Lets play! the guitar?
Families Dotty: Mmm. I think so.
Stretch: Remember! Do, Re, Mi, Fa, So, La, Ti. Ti, La, So,
Give each child a flashcard. Tell the
Fa, Mi, Re, Do. Try and try and try again. You can
children to walk around the class looking
for other children who have flashcards do it if you try!
from the same semantic group as them. Picture 5
They form a group with those children. In Stretch: Oh dear, Smiley, can you play the recorder?
order to hurry things along, you could set Smiley: Mmm. I dont know.
a time limit for the children to get into
groups.
do it if you try!
Are you all Ready? One, two, three!
Picture 6
Stretch: No, no, no! Stop! Dotty, thats very good. Oh
dear! Flo, can you play the recorder?
Flo: Mmm. I think so.
Resources Stretch: Remember! Do, Re, Mi, Fa, So, La, Ti. Ti, La, So,
Multi-ROM do it if you try!
Unit 3, Story
Picture 7
Teachers Resource Book Stretch: Smiley, can you play the drum?
Smiley: Mmm. I think so.
do it if you try!
Picture 8
Stretch: Are you all ready? One, two, three!
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8
coa Flo
rop so
tra snak
cak trai>
Lesson 5
8 Read the words out loud.
9 Look at the pictures, say the words and circle the odd one out.
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Tell the children to look at the pictures and to read the Do Re Mi Fa So La Ti
words. Say: (Antonio), look at the (first) picture and read Do Re Mi Fa So La Ti
the word. Repeat with another child and with the next
picture or word. Do Do Do Flo
Do Do Do blow
Page 25, Activity 9 Do Do Do no
Say: Look at Activity 9. Say the words as the children Re Re Re tray
look carefully at the corresponding pictures. Exaggerate Re Re Re play
the pronunciation of the sounds /oa/ and /ay/. Ask: Re Re Re eight
Which is the odd one out? The children draw a circle
around the pictures whose phonemes include a different
sound.
Lets play!
Instructions
Explain to the children that they have to
follow the instructions that you are going to
give them. For example: If your name
starts with F, touch your left ear.
Make sure you mention all the letters that
correspond to the first names of all the
children in the class.
Resources
Multi-ROM
Unit 3, Phonics
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UNIT 3 LESSON 6
T: Look at the lights on the zebra crossing. Can Katie see

CLIL Objective the lights? SS: No!
Recognising that physically-impaired people can do T: Mmm... thats a problem, too.
many things. Say: Now look at the other pictures, can you find the
solutions?
Curricular link: Science Encourage the children to find the pictures that offer
solutions: Picture c Katie can read Braille.
Then, say: Look at Tom. Can Tom walk? SS: No, he cant.
Language Objectives Say: Look at the steps. Can Tom go up and down the
Vocabulary: blind, wheelchair, steps, ramp, messy, steps? SS: No! T: Mmm... thats a problem.
tidy, light, sound, use, Braille, read, move, cross, shelf, T: Look at the single door. Can Toms wheelchair go
high, low, double, single, door through the single door? SS: No! T: Mmm... thats a
Structures: Can (he) (read the letters)? Yes, (he) can/ problem, too.
No, (he) cant. T: Look at the books on the high shelf. Can Tom reach the
books (use gestures to help clarify meaning). SS: No!
Resources: CD; poster (side A); pop-outs T: Mmm... thats a problem, too.
Materials: red sticky notes or stickers; empty Say: Now look at the other pictures, can you find the
medicine boxes with Braille on them; a blindfold solutions?
Encourage the children to find the pictures that present
solutions: Picture b Tom can use a ramp.
SKILLS OF THE DISABLED

Presentation
Say: Some people cannot do some of the things we do Optional Activity Book
every day. But they can do lots of special things. exercises
Explain that some people cannot see. They are blind.
Some people cannot walk. They move around in See page 117.
wheelchairs.
Explain that this does not mean that they cannot do
anything!
Say: Blind people learn a special way to read. They learn
Braille. They read by touching dots on the paper.
Call a child to the front and blindfold him/her. Ask the rest
of the class: Can (he) see? SS: No! T: Can (he) read? Practice
SS: Yes!
Show the children the empty medicine boxes and let them
feel the Braille.
Ask several questions to point out that blind people can do Children recognise that physically impaired people can
most of the things that sighted people can do. do many things.
Work with the book Explain to the children that they are going to look at their
classroom and see if they can find any problems for a blind
student or a student in a wheelchair.
Say: Open your books at page 26. Look at the pictures. Hand out the red stickers or sticky notes. Tell the children
When the children have had enough time looking at all the to walk around the classroom, looking carefully at the
pictures, say: Look at Katie! (point at the character in the objects in the classroom. They put a red sticky note or
book). Can Katie see? SS: No, she cant! sticker to indicate a problem.
Say: Look at the library door. Read the notice out loud Some possible examples are: bookshelves, board and
to me. Can Katie read it? SS: No! T: Mmm... thats a poster too high up, narrow aisles, narrow doorways,
problem. obstacles, steps.
T: Look at the messy classroom. Can Katie see the Discuss what you can do to improve the situation.
schoolbags on the floor? SS: No! T: Mmm... thats a
problem, too. Collect the childrens books and correct their work.
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7 8
1 2 3
Hello! I Kati.
letter mess light
classroo
a b c
tid light Braill

classroo an soun
1 2 3
Hello! I To. 9
step singl doo hig shelve

a b c
low shelve ram doubl doo
Lesson 6
7 Find the solutions to the problems and match the pictures.
CLIL Objective: Recognising that physically impaired people can do many things.
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KEY
10 A B C D E F G
12
!
H I J K L M N
.
O P Q R S T U
V W X Y Z
LOOK WHAT I CAN DO!

I CAN READ BRA I L L E.
11
Lesson 6
10 Use the key to find out what Katie says.
11 Look at the picture and colour the problems for Tom.
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Activity Book
Page 26, Activity 10 Resources
Say: Open your books to page 26. Look at Activity 10.
Multi-ROM
Point to the girl with her dog and explain that she cant
Unit 3, Activity 3
see because she is blind, and thats why she reads using
Braille. The children look at the key. Explain that they Teachers Resource Book
have to discover what Katie is saying in Braille. The Ready to write worksheet, page 97
children decipher the message and they write it in the
speech bubble.

Point to the child in the wheelchair in Activity 11. Explain
that Tom cant walk and thats why he could bump into
obstacles in the street. Tell the children to give examples
of his potential difficulties and to talk about it. Then, the
children colour the obstacles that are in Toms path in
the picture.
Lets play!
Flash!
Show a flashcard and turn it around really
quickly so the children only see it briefly.
Tell the children to tell you what the
flashcard is. If they dont get it, turn the
flashcard around again, but this time do it
a bit more slowly. Keep doing this until the
children can identify it. Repeat several
times with different flashcards.
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UNIT 3 LESSON 7

CLIL Objective
Say: Babies can see but they cant talk.
Making a poster to show the relationship between age Ask a spokesperson from each group to show the poster
and ability. and talk about what the people in this group can and
Curricular link: Art; Social Science cant do.
Language Objectives
Vocabulary: verbs: read, write, talk, sit, stand, walk,
jump, skip, hop, swim, play the (piano), dive, ski,
ice-skate, climb. Optional Activity Book
People: Babies, children, teenagers, adults, elderly exercises
people.
See page 121.
Structures: (Babies) can see but they cant talk.
Materials: glue, scissors, magazine photos of people

of different ages, large sheets of cardboard
BUSY HANDS: LOOK WHAT WE CAN DO! Dispay the project

Present the project Continuous assessment
Say: Today we are going to make a poster. Children can distinguish between what people can and
Write on the board: Group 1; Group 2; Group 3; Group 4; cannot do.
Group 5.
Under each group write one of the categories of people:
babies, children, teenagers, adults, elderly people. Collect the finished posters and display them.
Ask the children to identify the age groups: How old are Encourage children to come to the front to look at each
(babies)? Write the approximate ages underneath - 0-1, others work.
2-12, 13-19, 20-65, 66 + - in each column. Point to the different groups and ask: Can children drive?
Ask: Have you got a baby brother or sister? SS: Yes. / No. Can babies swim? Can elderly people skip? Encourage the
Ask the children to put their hands up if they have a baby children to ask each other questions.
brother or sister. Ask one of them: Can he/she talk?
S1: Yes he/she can. / No he/she cant.
Ask: Who has got an elderly grandad or granny? Ask
questions, for example: Can he/she run very fast? Can he/
she read?
Work with the book

Children look at page 27 of their Students Books.
Read the title of the project out loud: Look what we can do.
we need. Ask children to identify the pictures.
Divide the class into five groups and assign an age group
to each group.
The children find a picture for their age group. Then, they
make a list of all the things this age group can and cant do.
Tell the children to make their posters.
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8 A poster: Look what we can do!
1 2
9 Babie ca> se, bu

the ca> tal.
doubl doo
Lesson 7
8 Make posters for different ages.
9 Talk about your poster.
CLIL Objective: Making a poster to show the relationship between age and ability.
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12
! The animal quiz
.
1 Ca> monkey swi? 4 Ca> snake ski?
2 Ca> tiger ho? 5 Ca> frog jum?
3 Ca> dog rea? 6 Ca> rabbit ru>?
Lesson 7
12 Read and answer the questions with a classmate; then check your answers with the teacher.
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Activity Book
Tell the children to work in pairs. They read the
Unit 3, DVD Real Kids
sentences and discuss their answers. Each group
shares their answers with the rest of the class.
Lets play!
Action!
Place four flashcards of the same
semantic field (food, animals, classroom
objects, etc.) in the playground or in the
classroom. Tell the children to go towards
one of the groups of flashcards doing
actions: walking, jumping, hopping on one
leg, etc.
The first children to get to the group of
flashcards that you called out have to
name each of the flashcards. Repeat
several times.
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UNIT 3 LESSON 8
CLIL Objective
Assessment.
exercises
Curricular link: Maths
See page 125.
Language Objectives
All the vocabulary for unit 3.
Resources: CD; flashcards (read, write, talk, sit,
stand, walk, jump, skip, hop, swim, run); stickers (jump,
skip, swim, walk, stand, hop)
Round up
Ask: What can I do? Mime the following actions: reading a
BUSY MINDS book, skipping, jumping, hopping, swimming. SS: You can
Lets remember! read. You can skip. You can jump etc.
Play a chain game. Say: I can swim. Point to the first child
Say: Today we are going to remember all the work we have in row 1 and tell them to add to the sentence: S1: I can
done in Unit 3. swim and I can run.
Say: Do you remember the song we sang about what we The next child adds another action and so on. Continue
can do? What was it about? until a child repeats an action, makes a mistake or cannot
Prompt them by holding up the flashcards. Ask: Can you think of another action.
(skip)? Start the chain again.
Say: Shall we sing the song again? Play the same game but this time say: I cant (speak
Listen to Track 1.19 again (The I can do it song, page Chinese).
101). The children join in with actions and words.
Work with the book
Children open their books at page 28.
Students Book. Children find and place the stickers for
unit 3. Then, they trace over the words.

Ask the children to identify the characters. Say: Whos
this? The characters are: Flo, Dottys mum, Stretchs dad,
Smileys brother, (Ben), Flos grandma, Dottys sister (Lola).
Write the heights up on the board.
Ask: Who is the smallest? Gesture with your hands to
clarify meaning. Ask a child to come to the board to write
the smallest height on a new line. Then ask: Who is the
next one? Continue until the children have sequenced the
heights from the smallest to the tallest.
Then ask: Who is 30 cm tall? SS: Ben!
Repeat for the other heights and characters.
Check the activity by asking: How tall is (Flo)?
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10
jum ski
stan
wal ho
swi
11
55 c 30 c 65 c 90 c 95 c 85 c
Lesson 8
10 Use the stickers to complete the picture; then trace over the words.
11 Match the characters with the heights; then answer the teacher's questions.
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13
recorde dru guita piano 13
14recorde
10
piano
guita dru
11 14
Childs own answer
1 I 15
pla th recorde.
2 I swi.
3 Babie pla th piano.
4 Adult rea an writ.
12 Lesson 8
13 Use the words to label the instruments.
16
14 Complete the sentences with can or can't.
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Ask: Do you play an instrument? Tell the children to look Listen and number the trees.
at the pictures of the instruments and to write the words
in their correct places. Narrator: Flo! What can your mum do?
Flo: Well... my mum can play the piano and she can play
the drum. She can skip, but she cant swim.
Tell the children to look at the sentences from Activity Narrator: Dotty! What can your mum do?
14. They complete the sentences with can or cant. Ask Dotty: Well... my mum can play the piano, but she cant
questions about the activities that the children can or
play the recorder. She can hop and she can swim.
cant do.
ASSESSMENT CRITERIA
CLIL Objective
Lets play! Children recognise that they are growing up and all that
this implies: improved abilities and personal
The puppet says..! development.
Play this game in small groups. The game
is similar to Simon says, but the children Language Objectives
use the stick puppet instead. For example: Children can associate their age with their height and
(Flo) says, Sit down). The children in each can describe the things they can and cannot do.
group take turns using different stick
puppets.
Resources
Multi-ROM
Unit 3, Activity 4
Unit 3, Test Activity, pages 73 and 74
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UNIT 4 LESSON 1 THE WORLD AROUND ME
Landscapes and habitats
CLIL Objective
Recognising the impact of human activities on the
landscape.
Transcripts
Curricular link: Geography
Track 1.24 The building song
Language Objectives See page 129.
Vocabulary: shops, playground, street, houses
Track 1.25 Song activity
Structures: Hip, hip hoorray! The Twiggles are
building, There is a /are some... See page 129.
Recursos: CD; poster (side A); poster pop-outs Optional Activity Book exercises
See page 129.
THE WORLD AROUND ME

Presentation
Say: Today we are going to talk about Twiggle Town. Show
the children the poster.
Point to the poster and say: Look at this landscape. Can Practice
you see any (trees) on the poster? SS: Yes! Repeat the Point to the poster with the pop-outs in place. Ask the
question with the other natural elements in the poster. children to name other objects that they would expect to
Hold up the pop-outs, but do not place them on the poster see in a town.
yet. Ask: Can you see any (streets) on the poster? SS: No! Prompt them by asking: Is there usually a (school) in a
Repeat the question with the other artificial elements in the town? Repeat with other elements such as: library, bus
pop-outs. station, toy shop, sweet shop, hospital, supermarket.
Then say: The Twiggles are building their town today. Write the words on the board around the poster and ask
Use the pop-outs to remind the children of the vocabulary. the children to come and point to the place where they
Hold up each pop-out and ask: Whats this? / What are would like to put these new elements.
these?
Play Track 1.24 and place the pop-outs as they are Collect the childrens books and correct their work.
mentioned.
Remove the pop-outs. Ask four children to come to the
front and play Track 1.24 again. The children place the
pop-outs.
Repeat with four different children. Play Track 1.24 again.
This time encourage the children to join in.
Work with the book

Say: Open your books to page 29. Look at the first picture.
Are there any houses? SS: No! T: Is there a street?
SS: Yes. Continue asking about the other pictures.
Tell the children that this time they are going to listen, look
at the pictures and add the missing words.
Play Track 1.25. Pause after each verse and help the
children reproduce the verse.
The children trace over the words in their book and match
the words to the pictures.
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4
1
house shop playgroun stree
Lesson 1
1 Sing The building song with the missing words; then match the words with the pictures.
CLIL Objective: Recognising the impact of human activities on the landscape.
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4
1 1 2
3 4
I> thi pictur ther i stree. 2

I> thi pictur ther i stree an ther
ar som house. 4
I> thi pictur ther i stree, playgroun
an ther ar som house. 1
I> thi pictur ther i stree, playgroun
an ther ar som house an som shop. 3
Lesson 1
1 Look at the pictures and number the sentences.
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Page 29, Activity 1 Track 1.24 The building song
Say: Open your Activity Books to page 29. Look at
Activity 1.
The Twiggles are building their town today.
Read out the first sentence. Tell the children to identify
the picture that you are describing. Lets help the Twiggles! Hip, hip, hooray!
Repeat with the other sentences. The Twiggles are building their town.
Tell the children to read the sentences again and to
The Twiggles are building a street today.
write the number of the picture in the boxes at the end
of each sentence. Lets help the Twiggles! Hip, hip, hooray!
Ask volunteers to read out their sentences and to say Now there is a street.
what picture they correspond to.
The Twiggles are building some houses today.
Lets help the Twiggles! Hip, hip, hooray!
Now there are some houses.
The Twiggles are building a playground today.
Lets play! Now there is a playground.
The Twiggles are building some shops today.
Picture memory!
Show the class a mural or some flashcards
Now there are some shops.
for two or three minutes. Then, take away
the mural or the flashcards and tell the
children to name the things that they can
remember. Repeat with other flashcards. Track 1.25 Song activity

The Twiggles are building their town.
The Twiggles are building a today.
Now there is a .
The Twiggles are building some today.
Resources Now there are some .
Multi-ROM The Twiggles are building a today.
Unit 4, Song
DVD Now there is a .
Unit 4, The building song
The Twiggles are building some today.
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UNIT 4 LESSON 2
CLIL Objective Pause the recording and explain that they now have to
Identifying the natural elements of a landscape. answer on their own. Pause after each question to give
them time to answer.
Language Objectives Ask the children to look at Flos picture again and ask
questions using the vocabulary from the pop-outs: Is
Vocabulary: mountain, valley, river, tree, lake, rock, there a (supermarket)? SS: No, there isnt. T: Is there a
forest mountain? SS: Yes, there is.
Structures: Is there a / are there any? Yes, there is/ Tell the children to find their pop-outs and make two piles:
are. No there isnt/arent. one pile for the things they can see in Flos picture; and
another pile for the things they cannot see.
Resources: CD; students pop-outs; flashcards
Tell the children to glue their pop-outs into the
(mountain, river, rock, forest)
corresponding column. Ask volunteers to use the
Materials: glue completed chart in order to describe Flos picture: There is
a mountain. There isnt a supermarket...
NATURAL ELEMENTS OF THE LANDSCAPE *Note: The children will also be using this picture in the
next lesson to establish the contrast between natural and
Presentation artificial elements in a landscape.
Draw a background scene of a natural landscape on the
board. Include a mountain and a valley. Describe as you
draw saying: Look! There is a mountain and there is a
valley. Transcript
Show the flashcards of the natural elements so that the
children can name them. Track 1.26 Activity
Draw small pictures of other natural elements to one side of
See page 133.
the main picture and name them as you draw them: river,
trees, rock, lake...
Ask a child to come to the board, to choose one of these Optional Activity Book
elements and to draw it in the main picture. Say: Very exercises
good. Now there is a mountain, a valley and a (river).
Continue until all the elements have been drawn into the
See page 133.
main picture.
Ask questions about the final picture: Are there any trees?
SS: Yes! T: Is there a river? SS: Yes! T: Are there any
shops? SS: No! T: Are there any houses? SS: No!
Ask two children to come to the board to ask questions
about the picture. Prompt them so that they use any in the Practice
questions. The rest of the class answers using the full form:
No, there (arent). Yes, there (is).
Children can identify the natural elements of a
Work with the book landscape.
Students Book, page 30, Activity 2 Write a list of natural elements on the board: mountain,
Children open their books to page 30 and look at the valley, river, lake, trees, rocks, flowers, forest.
picture. Ask the children to choose three of the elements and to
Say: Look at Flos picture. Is there a mountain? SS: Yes! draw a picture of the countryside.
Ask other questions to elicit Yes, there is and No, there When they have finished, ask them questions. T: Is there a
isnt. lake in your picture? S1: Yes, there is. / No, there isnt.
Then ask: What can you see in the picture? SS: There is a Continue asking other children. Then ask volunteers
(river). Say: Listen. Play Track 1.26. The children listen to to describe their picture. S1: In my picture there is a
the first four questions about Flos picture and join in with mountain, there is a river and there are some trees.
the answers. .
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2 4
5
3
Lesson 2
2 Listen and answer the questions about Flo's picture.
3 Classify the pop-outs and glue them to the chart.
CLIL Objective: Identifying the natural elements of a landscape.
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2 4
I> thi pictur ther ar som mountain
1 an valley. Ther rive an lak.
Ther ar som tree, bu ther is>
fores. Ther are> an rock.
6 7
3 1 2 5
R I V E R
1
A O 5
F L C
6
3 4 O L A K E 2
T R E E S
3
E Y
7
S
4
M O U N T A I N
Lesson 2
2 Read and tick ( ) the correct picture.
3 Use the pictures to complete the crossword.
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Activity Book
Page 30, Activity 2
Say: Open your Activity Books to page 30. Look at Resources
Activity 2.
Say: Listen very carefully and tell me which picture I am
Multi-ROM
Unit 4, Activity 3
describing. Read out the text. The children choose the
picture that corresponds to the text and tick the box. Sparks DVD
Ask four volunteers to read out the four sentences. Unit 4, Real Kids
Page 30, Activity 3 Teachers Resource Book
Explain that the pictures are clues to help them do the
crossword. Ask: What can you see in picture 1? SS: A
river. Tell them to find number 1 in the crossword and to
write the word river.
Tell the children to complete the crossword.
Explain to the children that if they cant remember how Transcript
to write the words, they can find them in the text at the
top of the page. Track 1.26 Activity
Narrator: Look at Flos picture. Is there a mountain?

Children: Oh yes, there is!
Narrador: Is there a supermarket?
Children: Oh no, there isnt.
Narrator: Are there any rocks?
Children: Oh yes, there are.
Lets play! Narrator: Are there any houses?
Board game Children: Oh no, there arent.
Divide the class into groups of four.
Hand out four key vocabulary pop-outs to Narrator: Is there a valley?
each child. Tell each group to place their Narrator: Is there a bus station?
pop-outs face up on the floor so that they Narrator: Are there any trees?
make a big 4 x 4 square, with four rows Narrator: Are there any shops?
and four columns. This acts as a board for
a game.
The children in each group take turns to
throw the dice and move the
corresponding number of squares on the
board. The children have to name the pop-
out that they have landed on. If they name
it correctly, they can throw the dice again.
If not, it is someone elses turn. The first
child to get to the end of the board is the
winner.
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UNIT 4 LESSON 3
CLIL Objectives
Identifying the artificial elements of a landscape.
Curricular link: Geography Optional Activity Book
exercises
Vocabulary: road, bridge, building, railway line, wall,

gate
Structures: theres a / there isnt a / there are / there
arent any
Resources: poster (side A); pop-outs; flashcards
(road, bridge, building, railway line, wall, gate, Practice
playground)
Materials: crayons (two colours) Continuous assessment
Children can identify the artificial elements of a
landscape.
ARTIFICIAL ELEMENTS OF THE LANDSCAPE
Write the word Artificial as a heading on the board.
Presentation Ask the children to think about the things in their school.
Present the new vocabulary using the flashcards. Ask volunteers to come to the board to write words. Help
Place the pop-outs on the poster. Then, hold up the them with unknown words or spellings.
flashcards one by one and ask: Is there a (railway line) Challenge the children to think about the difference
here? SS: No! Encourage the children to use: No, there between artificial and natural.
isnt.
When you have introduced the new words, ask the Collect the childrens books and correct their work.
students about the immediate surroundings near the
school. Ask: Is there a railway line near the school?
SS: Yes, there is. / No, there isnt.
Work with the book

Say: Look at Stretchs picture. Is there a mountain?
SS: Yes, there is! T: Is there a railway line? SS: Yes, there
is! Ask other questions so the children answer: Yes there is
and No there isnt.
Then, tell the children to describe the picture: What can
you see in the picture? S1: Theres a (bridge).
Say: Lets compare Flos picture and Stretchs picture.
Are they the same? SS: No! The children compare the
two pictures and write same (S) or different (D) next to the
elements on Stretchs picture.

Prompt the children to make statements about Flos and
Stretchs pictures. Say: Look at Flos picture. Is there a
railway line in Flos picture? S1: No, there isnt. Go through
the activities again by asking questions: T: Is there a
(mountain) in both pictures? SS: Yes, there is. T: Are there
(houses) in both pictures? SS: No, there arent.
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Model answer
4
S
S
D
D
S S
S
5
There rive
i> bot picture.
Ther are> an
building i> Flo pictur.
Lesson 3
4 Compare Flo's and Stretch's pictures. Write same (S) or different (D) on Stretch's picture.
5 Talk about the pictures.
CLIL Objective: Identifying the artificial elements of a landscape.
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4
rive bridg roa
Natura
fores Artiicia wal
buildin@ gat lak
mountai> railwa lin

rock
Lesson 3
4 Match the pictures with the words in the middle.
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Activity Book
Say: Open your Activity Book to page 31. Look at Multi-ROM
Activity 4. Unit 4, Activity 1
Read the words in the circle in the middle of the page. Teachers Resource Book
Say: Natural. Look at the pictures. Which things are Extension worksheet 1, page 29
natural? SS: forest, mountain, etc.
Then, say: Artificial. Which things are artificial?
SS: railway line, building, etc.
The children classify the elements and match them to
the corresponding words in the circle.
Tell the children to use one colour for the natural
elements and another colour for the artificial elements.
Correct the activity by asking the children to name the
elements that they have matched with each word.
Lets play!
Top secret!
Tell the children to choose one of the key
vocabulary pop-outs, but to keep it a
secret. Make sure that all the children can
name the picture on the pop-out. Tell the
children to walk around the class as they
say the word from their pop-out out loud.
Each child must find other children who
are saying the same word and form a
group with them. At the end, tell each
group to show their pop-outs to the class
as they name the corresponding word.
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6 A river adventure
2 3
9 13
4 5
Lesson 4
14
CLIL Objective: Literacy: observing visual clues.
10 32
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11 15
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7
Lesson 5
7 Listen, repeat and point to the pictures; then match the pictures with the same sound.
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UNIT 4 LESSON 4
there are some flowers. SS: Picture 2.

CLIL Objective Continue with the other pictures. Then, ask a volunteer to
Observing visual clues. describe a picture. S1: There are 2 trees. Theres a river.
Theres a boat and theres a cow.
Curricular link: Literacy
SS: Picture 5.
Continue with other volunteers.
Language Objectives
Story language: Look! Theres a (fish)!
Be careful! Dont fall in.
Join-in language: Row, row, row the boat./Steady
and slow./Down the river we float and float./Down the Transcript
river we go. Track 1.27
Resources: CD; poster (side B); story pop-outs (Dotty Story: A river adventure
and Stretch rowing; Flo and Smiley rowing; Smiley and
See page 143.
Stretch; Flo and Dotty; the baby)

STORY: A RIVER ADVENTURE exercises
See page 143.
Presentation
Say: Its story time!
Show the children the poster. Ask questions to help them
predict the story. T: What can you see in the poster? SS: A
river! T: Can you see a rock? SS: Yes! T: And can you see a
tree? SS: Yes.
Ask: Is there a cow in the picture? SS: Yes, there is.
T: Are there any flowers in the picture? SS: Yes, there are. Practice
T: Is there a fish in the river? SS: Yes, there is.
Divide the class into groups of six. Tell four children in each
Ask a volunteer to come to the board, to describe the
group to be one of the characters. The other two children
picture and to point to the elements. S1: Theres a river.
play the parts of the baby and the narrator.
Theres a tree. Theres a fish. Theres a cow.
Play Track1.27 again. The children raise their hands when
Say: The Twiggles are going to have a picnic by the river.
they hear their part of the story. Play Track1.27 again. The
Where are the Twiggles today? SS: In a boat./On the river.
children participate with their lines. Encourage them to add
facial gestures and to model suitable expressions.
Play Track1.27. Enact the story using the pop-outs and
the poster. Add mime and facial gestures to support
meaning. Ask five children to come to the poster and give
each one a pop-out. Play Track1.27 again. The children
enact the story using the pop-outs. Encourage all the
children to join in.
Work with the book

Play Track1.27 again. The children look at the pictures.
Tell the children to join in with: Row, row, row the boat.
Steady and slow. Down the river we float and float. Down
the river we go. Stop the recording at random and tell the
children to supply the next line. Tell the children to look at
the pictures in the book. Describe a picture and ask them
to tell you which picture it is. Say: Theres a river. Theres
a tree. Theres a cow. Theres a fish. Theres a boat and
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UNIT 4 LESSON 5
Tell the children to match the pictures that have the same
CLIL Objective sounds. They use a different colour for each sound.
Literacy: phonics oo (look / foot / book); ow (brown / Ask volunteers to name the words that have the /oo/
cow / down) sound.
Ask volunteers to say the words that have the /ow/ sound.
Curricular link: Literacy (Phonics)
Ask the children to think of other words in English that have
Story language: Look! Theres a (fish)! the sounds /oo/ or /ow/.
Be careful! Dont fall in.
Join-in language: Row, row, row the boat./Steady
and slow./Down the river we float and float./Down the
river we go.
Transcript
Resources: CD; poster (side B)
Track 1.28 Phonics
See page 145.
PHONICS
Re-tell the story exercises
the story? See page 145.
You can also use the story cards. The children order them
according to the order in the story.
Ask questions about the pictures to help the children
remember the story.
Play Track1.27. The children listen to the story.
Play Track1.27 again. The children join in saying: Row,
row, row the boat. Steady and slow. Down the river we Act out the story
float and float. Down the river we go. Divide the class into groups of six. Assign a character to
each child, including the narrator and the baby. Play Track
1.27. The children join in with their lines.
Work with the book Ask groups to come to the front of the classroom to act
Students Book, page 33, Activity 7 out the story. Use the recording when necessary.
Clap your hands to ensure that the children are watching Collect the childrens books and correct their work.
you. Write the following words on the board: look, foot,
book, brown, cow and down.
Point to each word and repeat it. Point out to the children
that some of the words have the same sound. Point to the
words look, foot and book, and repeat the sound several
times. Articulate the sound very clearly. The children repeat:
oo... oo... oo... look. oo... oo... oo... foot. oo... oo... oo...
book.
Point to the words brown, cow and down, and repeat the
sound several times. Articulate the sound very clearly. The
children repeat: ow... ow... ow... brown. ow... ow... ow...
cow. ow... ow... ow... down.
Play Track1.28. The children listen and point to the
pictures.
Play Track1.28 again. The children repeat the sounds and
join in with the words.
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5 1 2 6
Smie Stetc
3 4
Flo Dott
Lesson 4
5 Use a red pencil and circle the Twiggles in danger; then write the names.
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Activity Book Picture 2

Narrator: First, Dotty and Stretch row the boat.
Page 32, Activity 5 Row, row, row the boat.
Say: Open your Activity Books to page 32. Look at Steady and slow.
Activity 5. Down the river we float and float.
Say: Look at picture 1. Look at Smiley! Be careful, Down the river we go.
Smiley! Dont fall in! Flo: Look! Theres a brown cow!
Say: Now look at picture 2. Ask a volunteer to continue: Baby: Cow!
S1: Look at Stretch! Be careful, Stretch! Smiley: And look! Theres a fish!
Dont fall in! Dotty: Be careful! Dont fall in.
Repeat with the other pictures and the other characters.
Ask the children to circle the Twiggles who are in danger Picture 3
and to write their names. Narrator: Then, Smiley and Flo row the boat
Row, row, row the boat.
Steady and slow.
Down the river we float and float.
Down the river we go.
Stretch: Look! There are some flowers!
Dotty: Be careful! Dont fall in.
Lets play! Picture 4
Charades Narrator: The boat floats under a big branch.
Dotty: Be careful with the branch.
Mime a word or action. The children have
Stretch: Heads down, everyone.
to try to guess the word or action.
Narrator: Flo and Smiley row on.
The child who guesses correctly can mime
the following word or an action. Row, row, row the boat.
Repeat several times. Steady and slow.
Picture 5
Narrator: Finally, they reach a perfect place for a picnic.
Dotty: Look! Lets have the picnic by the tree.
All: Yes, lets!
Resources Picture 6
Narrator: Dotty ties up the boat on the river bank and
Multi-ROM
Unit 4, Story then
Flo: Wheres the baby? She isnt in the boat.
Picture 7
Narrator: Stretch and Smiley run back along the river
bank.
Transcript Flo: Quick! Run!
Track 1.27 Stretch: Look at that tree!
Story: A river adventure Dotty: Can you see her?
Smiley: Yes! I can see her foot.
Picture 1
Picture 8
Narrator: Today the Twiggles are going on a boat trip.
Narrator: Stretch sits on the rock in the river.
Dotty: Ready, Stretch?
Flo: Can you reach her, Stretch?
Stretch: Yes! Lets go!
Stretch: Yes, I can! Ive got her now. Safe and sound!
Row, row, row the boat.
Baby: Safe and sound!
Steady and slow.
Others: Hurray!
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6
pu co
loo flo
boo mou
foo hou
loo boo mous
flowe foo hous
7
L o o a Flo u th b o o o> he f o o .
The b ow> c ow walk ow>

to the ow>.
Lesson 5
6 Classify the words; then add more words to the table.
7 Complete the words; then match the sentences with the correct picture.
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Activity Book
Page 33, Activity 6
Say: Open your Activity Books to page 33. Resources
Look at Activity 6.
Read the word at the top of the first column. Ask: Can
Multi-ROM
Unit 4, Phonics
you find any other words that have the same sound as
put? Help the children find the words: book, look, foot. Teachers Resource Book
Repeat the process with cow: house, mouse, flower. Ready to read worksheet, page 56
Encourage the children to think about some other
words with the same sounds. You can prompt them
by writing the following words on the board and telling
the children to classify them according to their principal
sound: bush, mountain.
Page 33, Activity 7 Transcript

Track 1.28 Phonics
Tell the children to look carefully at the first picture and
to write what they can see. Then, ask if anyone can
complete the words in the sentence. Repeat with the oo oo oo look
second picture. The children complete the words with oo oo oo foot
the letters that are missing and match the pictures to oo oo oo book
the sentences. ow ow ow cow
ow ow ow down
ow ow ow brown
Lets play!
Jump to it
Take the children to the playground.
Draw big circles on the ground with a
piece of chalk.
Write the letters of the sounds you have
been studying in each circle. Say a sound
out loud. The children have to jump inside
the circle that has the letters that
correspond to that sound. Continue
playing until you have named all the
sounds.
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UNIT 4 LESSON 6

CLIL Objective
Identifying appropriate behaviour in a park. Say: Look at Activity 9. The children use the key to put a
cross or tick in the boxes next to the pictures.
Curricular link: Social Science
Language Objectives
Vocabulary: park, path, bush, lake, tree, fountain, bin,
bench, flower
Transcript
Structures: Lets (pick some flowers). Yes, lets! Dont
do that! Track 1.29 Activity
Resources: CD; poster (side A) See page 149.

BEHAVIOUR IN A PARK exercises
Presentation See page 149.
Say: Today we are going to talk about the things we can
see in our towns and parks. Ask: Are there any trees in x (x
being the name of the town/city)? SS: Yes. Ask: Are there
any fountains in (x)? SS: Yes/No. T: Is there a lake in (x)?
SS: Yes./No.
Explain that a lot of the natural things we can finding a city
are in parks. Ask: Is there a park in (x)? SS: Yes, there is. Practice
Present the new vocabulary using the poster.
Point to the first picture and ask: Is there a fountain in
the park? SS: Yes, there is. / No, there isnt. Repeat the Continuous assessment
question with the other pictures. Ask the children: Do you Children can express their disagreement with certain
go to the park? actions.
Explain to the children that we must behave in a certain

Work with the book way in public places. Focus on the school.
Students Book, page 34, Activity 8 Mime an action that is not acceptable, such as dropping
litter on the floor. Ask the children to respond accordingly:
Say: Open your books at page 34. Look at the pictures. Dont do that!
When the children have had time to look at all the pictures, Supply the language that they need: Thats right. Dont
ask: Are there any flowers? drop litter.
SS: Yes! T: Is there a football? SS: Yes! T: Are there any Other possibilities include: Dont write on the furniture!
benches? Repeat the question with: trees, bushes, lake. Dont write on the walls! Dont push the small children!
Then, say: Now look carefully at the children. Dont play with a ball inside! Dont run down the corridors!
Oh dear! Some children are not behaving very well Dont shout!
(shake your head disapprovingly).
Play the first part of Track 1.29. Tell the children to point to Collect the childrens books and correct their work.
the objects as they hear them. Play the first part of Track
1.29 again.
The children join in with the responses. This time, the
children number the objects in their books as they listen.
Play the second part of Track 1.29 and tell the children to
supply the responses this time.
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8 10
31 6
41
1 4
11
5 51 2
9 KEY
= Ye, le!
61
= No! Do> do tha!
Lesson 6
8 Listen and number the pictures; then listen and respond.
9 Use the key to mark the pictures.
CLIL Objective: Identifying appropriate behaviour in a park.
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8 10
swim the flower
climb the tree
pick in the bushe
hide on the benche
draw football
play in the lake
9
Do> clim t t .
Do> swi i> t la .

Lesson 6
8 Match the words in the columns.
9 Complete the speech bubbles.
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Activity Book
Page 34, Activity 8
Resources
Activity 8. Teachers Resource Book
Read out the first verb: Swim. Tell the children to read Extension worksheet 2, page 30
the text in the right-hand column and to find the rest of
the expression.
Help them by offering incorrect suggestions: Swim (on
the benches)! Is that right? SS: No!
Repeat this process until the children have found all the
correct sentences. Transcript
Tell the children to read the text again and to match the
verbs to the words on the right. Track 1.29 Activity
Page 34, Activity 9 What can we do in the park?

Say: Now look at Activity 9. Lets pick the flowers!
Point to the boy in the first picture and shake your head
No! Dont do that! Dont pick the flowers!
disapprovingly. Say: Oh dear! Thats not good. Whats
she saying to him? SS: Dont climb the trees! Lets hide in the bushes!
Repeat with the second picture. Yes, lets! Lets hide in the bushes!
Tell the children to complete the speech bubbles. They Lets climb the trees!
can use the previous sentences to help them spell the No! Dont do that! Dont climb the trees!
words. Lets draw on the bench!
No! Dont do that! Dont draw on the bench!
Lets swim in the lake!
No! Dont do that! Dont swim in the lake!
Lets play football!
Yes, lets! Lets play football!
Lets play!
Odd one out! Now you respond.
Lets pick some flowers!
Place six flashcards on the board. Five
of them from the same semantic field Lets hide in the bushes!
and one other flashcard from a different Lets climb the trees!
semantic field. Tell the children to identify Lets draw on the bench!
the odd one out. Repeat the game with Lets swim in the lake!
other flashcards. Lets play football!
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UNIT 4 LESSON 7

CLIL Objective Say: Now look at Activity 11.
Making a poster of a park and classifying objects. Say: Use your checklist to talk about your favourite corner
of the park.
Curricular link: Geography; Art
The children use the example in the book to help them.
Language Objectives S1: In my favourite corner of the park there are some trees.
There is a river. There isnt a bridge.
Vocabulary: bench, bin, fountain, path, bridge, tree, Ask volunteers to tell the rest of the class about their
flower, lake, bush, river favourite corner of the park.
Structures: there is, there are
Resources: poster (side A)
Materials: crayons, a pen, paper, coloured paper,
clipboard

BUSY HANDS: exercises
MY FAVOURITE CORNER OF THE PARK See page 153.
Present the project

Say: Today we are going to make a checklist about our
favourite corner of the park.
Draw two columns on the board. At the top of one, write
Natural, and at the top of the other, write Artificial.
Using the poster, ask questions about the things you can
find in a park. Point to the fountain and ask: Is a fountain Display the project
artificial? SS: Yes, it is. T: Is a bench natural? SS: No, it isnt. Collect the finished checklists and display them.
Write fountain and bench in the column marked: Artificial. Encourage the children to come to the front to look at each
Ask: Are flowers natural? SS: Yes, they are. T: Is a bush others work. Point to the different checklists and ask: Are
artificial? SS: No, it isnt. Write flowers and bush in the there trees in (Davids) favourite corner of the park? SS:
column marked: Natural. Yes./No. T: Is there a bridge in (Davids) favourite corner?
SS: Yes./No.
Work with the book
Tell the children to look at page 35 of their Students Books.
Read the title of the project out loud: My favourite corner of
the park.
we need. Tell the children to identify the pictures.
Go through the steps, one by one, and explain using the
materials that you have brought to class to help them
understand.
Tell the children to make a checklist of natural and artificial
elements that you can find in a park.
Then, take the children to the local park, let them choose
a corner in the park. They mark off their checklist the
elements that they find; or, tell them to work from memory.
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10 My favourite corner of the park
1 2
9
3
01
11
I> m favourit
corne o th par
11 ther ar som tree.
Ther i rive.
Ther is> bridg.
Lesson 7
21
10 Make a checklist; then think of your favourite corner of the park and mark the list.
11 Use the checklist to talk about your favourite corner of the park.
CLIL Objective: Making a poster of a park and classifying objects.
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10
21 20 19 18
22
24 17
23
25
16
15
26
14
13
27
12
11
34
33 35 10
28
32 36 9
1
31 37 8
29 38
2
30 7
39
40
41 42 6 5 3
4
43 44 45
46
47
49
48
50
51
58 57 56 55
100 60 59
61 52
62 54 53
63
64
99 65
98 97 96
66
67 70 71 72
95 69 73
68
74 75
94 93 86 85
92 84 76
87
91 83 77
88
82
89 78
90
81
79
80
Lesson 7
10 Follow the numbers to complete the picture; then colour the picture.
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Activity Book
Say: Look at the picture. Can you see the numbers? Resources
Tell the children to count out loud with you the numbers
from 1 to 100.
Multi-ROM
Unit 4, Activity 7
Tell the children to join the dots by following the order of
the numbers. Teachers Resource Book
The children colour their pictures. Ready to write worksheet, page 98
Tell the children to describe what they can see in their
pictures.
Lets play!
Noughts and crosses
Draw a 3 x 3 table on the board. In each
square, draw or stick a picture. Divide the
class into two teams: the noughts and
the crosses . Tell a child from one of the
teams to name one of the pictures. If the
child says it correctly, they get a nought or
a cross in this square.
The first team to get three noughts or
crosses in a row is the winner.
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UNIT 4 LESSON 8
CLIL Objective
Curricular link: Geography; Social Science exercises
All the vocabulary for Unit 4.

(buildings, bridge, trees, wall and gate, road, rocks)
BUSY MINDS Round up

Divide the board into two halves. Ask the children to call
Lets remember! out elements which are natural and write the words on
both sides of the board in random order. The same words
Say: Today we are going to remember all the work we have
should be on both sides of the board. Do the same for
done in Unit 4.
artificial elements. Prompt the children where necessary
Hold up the flashcards and identify the things. Ask: Whats
using the poster and the flashcards.
this? SS: Its a road.
Divide the class into two teams.
Shout: Natural! A member from each team comes to the
Work with the book board to circle a natural element.
The first child to circle a correct word wins a point for their
team.
The children open their books at page 36. Repeat the procedure until all the words are circled.
Show the children the stickers in the middle of the book. The team with the most points is the winner.
The children find and stick the stickers for Unit 4. Then,
they match the words with the stickers and trace over Collect the childrens books and correct their work.
the words.

Ask the children to look at the pictures. Ask them if they
remember the rules for the park. Write on the board: Lets
and Dont.
Point to the first picture and ask: What do we say?
Lets play football or Dont play football in the park?
SS: Lets play football. Repeat with the other pictures.
Tell the children to write Lets or Dont in the correct places.
Ask volunteers to read their sentences out loud and correct
the activity.
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12
building wal an gat road
bridg rock tree

13
1 Le pla footbal.
2 Do> climb th tre.
3 Do> pla i> th fountai>.
4 Le pla i> th playgroun.
Lesson 8
12 Complete the picture with the stickers, then match the words with the pictures and trace
over the words.
13 Complete the sentences with lets or dont.
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11
i is> ar are>
I> thi pictur ther a bi@ mountain an
ther i fores, bu ther ae> an rock.
Ther i rive, bu ther is> bridg and
ther is> lak. Ther a som wall an
ther a som gate. Ther i roa an
ther i buildin@, bu ther is> railwa
lin. Ther a som path bu ther ae>
an flower. Thi is> tow> an ther ae>
an shop an ther ae> an house.
12
l o o h ous
b o o c ow
f o o fl oe
b us m ountai>
Lesson 8
11 Look at the picture and complete the sentences.
12 Complete the words.
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Activity Book
Say: Open your Activity Books at page 36. Resources
Look at Activity 11.
Tell the children to look at the picture. Ask questions: Multi-ROM
Are there any mountains? Is there a railway line? Unit 4, Activity 4
Explain that they are going to complete a text wtih the Teachers Resource Book
words: is, isnt, are or arent. Write the words on the Unit 4, Test, pages 75 and 76
board.
Start reading the text and stop where there is a blank
space. Tell the children to say the missing word. Correct See Transcript Track 1.30
them if necessary. Continue reading until you have
finished the text.
Tell the children to read the text again and to write in the
missing words.
Page 36, Activity 12 Transcript

Say: Now look at Activity 12. Track 1.30. Unit 4 Test. Activity 1
Tell the children to say the complete words out loud.
Correct any pronunciation errors. Tell the children to Listen and match the characters to their favourite corner of
write the missing letters in order to complete the words. the park.
Narrator: Tell me about your favourite corner of the park,

Flo.
Flo: Well... in my favourite corner of the park, there are
three trees and there are lots of flowers. Theres a river and
a bridge over the river, and a bench.
Lets play! Narrator: What about you, Smiley?
Stories Smiley: In my favourite corner of the park there are three
trees and lots of flowers, too. Theres a fountain and a
The children can use the stick-puppets to
tell stories to one another. They should try to bench.
speak in English only. Divide the class into Narrator: What about you, Stretch?
groups. Hand out a puppet to each group. Stretch: In my favourite corner of the park there is a river
Tell the children to use the puppets to tell and a lake. There are two trees and a fountain.
the stories to one another. Walk around
the class to make sure that all the children
Listen again and draw the missing picture.
are joining in and that they are speaking in
English.
If necessary help them by supplying the
necessary vocabulary. ASSESSMENT CRITERIA
CLIL Objective
Children can recognise the impact of human activities
on the landscape. They can identify the artificial
elements of the landscape and appropriate behaviour in
a park and the countryside.
Language Objectives
Children can describe the elements in a landscape and
classify them. The children can also distinguish between
singular and plural forms of nouns and verbs.
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UNIT 5 LESSON 1 IM HUNGRY!
The human body
CLIL Objective
Transcripts
Recognising that our bodies need food and liquid
Track 2.1 Activity
See page 161.
Language Objectives Track 2.2 Activity
Vocabulary: tired, cross, happy, hungry, thirsty, tea See page 161.
Structures: Go away! Im (tired). Whats the matter?
Resources: CD; poster (side A); pop-outs
exercises
IM HUNGRY! See page 161.
Presentation
Tell the children that you are going to talk about the
importance of food and drink. Show the children the pop-
outs of the characters and ask: Is (Flo) happy? SS: No!
Say: Thats right. (Flo) is very cross! Use gestures to clarify
the meaning of cross. Practice
Repeat for the other characters. Then, ask: Whats the Explain to the children that Flo, Dotty, Stretch and Smiley
matter? are cross and tired because they are hungry and thirsty.
Ask the children if they feel happy when theyre hungry. They need their tea. Explain that if we go for long periods
Show the children the pop-out of the Twiggles having tea. of time without food and drink we get cross and tired.
Ask: Is (Flo) cross now? SS: No! Repeat with the other Make sure the children understand that tea is the snack
characters and say: Thats right. The children arent cross that we have in the afternoon. It is also a drink (a cup of
now because they are having tea. tea) which people have at any time of the day, but in this
Point to the food on the table. Ask: What can you see on context it is the snack.
the table? SS: Juice, sandwiches and biscuits. Ask: What do you have for tea? Help the children name the
Help the children to remember the vocabulary if necessary. food and drink that they usually have for tea. Write the
Play Track 2.1 and place the pop-outs of the Twiggles on words on the board.
the poster. Play Track 2.1 again and encourage the Tell the children to draw and label their favourite tea.
children to join in with: Go away! Im tired and Im cross Ask volunteers to show the rest of the class their pictures
and I dont want to play. and to describe their favourite tea:
Ask six children to come to the board and hand each one My favourite tea is a (cheese) sandwich, a glass of (milk)
a pop-out. Play Track 2.1 again. The children put the and a banana.
different Twiggles in the right place on the poster.
Repeat with six more children. The rest of the class joins in Collect the childrens books and correct their work.
with: Go away! Im tired and Im cross and I dont want to
play.
Work with the book

Ask the children to look at the pictures.
Point to the pictures one by one and ask about the
characters: Are the children happy here? SS: Yes! T: Thats
right. They are having their tea. I think theyre very hungry!
Play Track 2.2. The children number the pictures. Play
Track 2.2 again but this time pause after the questions in
pictures 1 and 2.
Encourage the children to provide the answers.
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5
GoodDogCool
cpo 36
110%esc horizontal
trac 10
3 1
2 4
Lesson 1
1 Listen and number the pictures.
CLIL Objective: Recognising that our bodies need food and liquid.
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5
1
1 5
1 Flo i happ/cros.
2 Smile i tire/cros.
2 6
3 Stretc i thirst/hungr.
4 Dott i happ/thirst.
3 5 Th Twiggle ar happ/cros. 7
Lesson 1
1 Look and read; then trace over the words and circle the correct word in each sentence.
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4 8
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Look at Activity 1. Narrator: Its playtime, but the Twiggles arent very happy.
Point to the picture of Flo and ask: Is Flo happy? Narrator: Whats the matter Flo?
SS: No! T: Is she cross? SS: Yes! Flo: I dont know. Go away! Im tired and Im cross and
Tell the children to trace over the words and to circle the I dont want to play.
correct word. Narrator: Oh!
Repeat with the other pictures. Ask for volunteers to
Narrator: Whats the matter Smiley?
read out the complete sentences.
Smiley: I dont know. Go away! Im tired and Im cross
and I dont want to play.
Narrator: Oh!
Narrator: Whats the matter Stretch?
Stretch: I dont know. Go away! Im tired and Im cross
and I dont want to play.
Lets play! Narrator: Oh!
Narrator: Whats the matter Dotty?
Snap!
Dotty: I dont know. Go away! Im tired and Im cross
Hand out key vocabulary pop-outs, but and I dont want to play.
make sure all the children have exactly the
same pop-outs. Put the children into pairs. Narrator: I know! The Twiggles are hungry and theyre
Each pair shuffles their pop-outs. At the thirsty.
same time, they both place their cards Mum: Teatime!
down on the table on by one. If they both
Narrator: Now, the Twiggles are happy.
put down the same card, they say SNAP!
The first child to say SNAP!, keeps all the Narrator: They arent hungry and they arent thirsty now.
cards that there are on the table. The Flo: Come on everybody! Lets Play!
winner is the person who gets all the All: Hooray!
cards.
Track 2.2 Activity
Narrator: Whats the matter Flo? Whats the matter

Smiley?
Flo and Smiley: We dont know. Go away! Were tired and
were cross and we dont want to play.
Resources Narrator: Oh!
Narrator: Whats the matter Dotty? Whats the matter
Multi-ROM
Unit 5, Song Stretch?
Dotty and Stretch: We dont know. Go away! Were tired
and were cross and we dont want to
play.
Narrator: Oh!
Mum: Teatime!
Narrator: Now, the Twiggles are happy.
Narrator: They arent hungry and they arent thirsty now.

Flo: Come on, everybody! Lets Play!
All: Hooray!
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UNIT 5 LESSON 2
Explain that a good meal involves a balance of different

CLIL Objective food types. The children write their lunch menus.
Classifying food into types. Ask volunteers to read the menus to the rest of the class.
Language Objectives
Vocabulary: meat, fish, vegetables, fruit, cereals, Optional Activity Book
sweet food, dairy: chicken, sausages, tuna fish, exercises
sardines, beans, potatoes, apples, bananas, rice, bread,
cake, biscuits, milk, cheese. See page 165.
Structures: eat/dont eat
Resources: poster (side A); flashcards (chicken,
sausages, tuna fish, sardines, beans, potatoes, apples,
bananas, rice, bread, cake, biscuits, milk, cheese);
students pop-outs (chicken, sausages, tuna fish,
sardines, beans, potatoes, apples, bananas, rice, bread,
cake, biscuits, milk, cheese)
Practice
FOOD TYPES
Presentation Continuous assessment
Say: Today we are going to talk about different types of Children can name the different food types.
food.
Point to the food on the poster and say: These are all
Make a copy of the school menu for the week and write it
different types of (meat). Show the flashcards and ask the
on the board. Ask the children to classify the food on the
children to name them. Help with with any words that they
menu into types. Say: Come and circle the (meat)
have difficulty with. Once they have named each flashcard,
in (red) chalk.
place them next to the corresponding group of food on the
Tell them to count the number of times per week that they
poster.
have the different food types. Make a small chart on the
Play a game. Say: sausages, chicken and green beans.
board with the headings: Meat, fish, vegetables, fruit,
Which is the odd one out? SS: Green beans! Say: Thats
cereals, dairy, sweet food. Ask the children to copy the
right! Why? SS: Sausages and chicken are meat. Green
chart and to write the appropriate numbers in the correct
beans are vegetables.
columns. Then, ask the children to choose their favourite
Repeat with other food items.
meal from the weeks menu.
Work with the book Collect the childrens books and correct their work.
Say: Open your books to page 38. Say: Find your
pop-outs for Unit 5. Now, look at the picture of the shop.
Tell the children to read the names of the types of food in
the pictures. Then, ask them to name possible examples
of these food types.
Tell the children to look at their pop-outs. Name the food
items out loud and tell them to hold up the corresponding
pop-out. Then, ask: Where do you put the (sausages)?
SS: On the (meat) shelf.
Tell the children to glue their pop-outs in the correct
places. Tell the children to choose food to complete their
lunch menu. Ask the children to tell you what they have
chosen for their lunch menu before they write anything.
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2 3
M lunc menu
Childs own answer 4
Lesson 2
2 Glue the pop-outs onto the shelves to classify the food; then choose your food
and complete your lunch menu.
CLIL Objective: Classifying food into types.
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2 3
bean sardine potatoe appl cak
mil ric chees tuna fis chicke>
banan brea biscuit sausage
brea
biscuit tuna fis
banan sardine
chicke>
mil
appl
chees
potatoe
bean
ric
sausage cak
KEY
mea = re cereal = yellow
fis = blu swee foo = pin
vegetable = gree> dair = whit
frui = orang
Lesson 2
2 Use the words to label the food on the trays; then use the key to colour the food.
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Activity Book
Multi-ROM
Look at Activity 2.
Unit 5, Activity 1
Tell the children to name the items of food that they can
see on the trays Multi-ROM
Tell the children to use the words to label the items of Unit 5, Activity 2
food.
Explain the meaning of the key to the children. Teachers Resource Book
The children should colour the food according to the Extension worksheet 1, page 31
key. Correct the activity by asking questions such as:
What colour is the (chicken)? SS: Red.
Lets play!
Surprise bag!
Put some items of food (such as pieces of
different fruit, a potato, a packet of
biscuits, etc.) in a bag without letting the
children see.
Ask a child to come to the front to feel one
of the objects in the bag without looking
inside it. The child tries to guess what type
of food it is. Repeat several times with
other volunteers.
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UNIT 5 LESSON 3

CLIL Objective Ask the children questions: Do you like (sardines)?
SS: Yes./No.
Expressing food preferences
Ask: How many people like (sardines)?
Curricular link: Social Science Explain that it is important to eat food that is good for you.
Explain that sometimes we have to eat food that we dont
Language Objectives like because it is good for us. Say: (Apples) are not my
favourite (fruit), but I eat (apples) because they are good for
Vocabulary: rice, beans, sausages, bananas, me.
sardines, apples, cheese, milk, cake, healthy diet
Structures: Do you like...? I like... I dont like...
Transcript
FOOD PREFERENCES Track 2.3 Activity
Children can name different items of food.
exercises
See paga 169.
Use the poster to explain to the children your food
preferences. Use facial expressions and gestures so that
they understand. Point at the (banana) and say: Mmmm. I
like bananas. Point at the (sardines) and say: I dont like
(sardines). Say: I like (bananas). The children who like
bananas stand up and say: I like bananas, too! Practice
Ask for volunteers to come to the board to pick something
they like. The rest of the class has to discover what they Start by saying to the first child in the front row: I like
have chosen by asking questions: Do you like (bananas)? (sardines). Do you like (sardines)? S1: Yes, I do./No, I dont.
S1: No, I dont. S2: Do you like sausages? S1: Yes, I do! This child then repeats the statement and asks a question,
choosing a different food item, to the child sitting next to
them. The children continue asking and answering in a
Work with the book chain around the class.
Students Book, page 39, Activity 3 Collect the childrens books and correct their work.
Tell the children that they are going to hear what Smiley
likes and doesnt like.
Play Track 2.3. Tell the children to put a tick () or a
cross (x) in Smileys column on the chart.
Listen to Track 2.3 again and encourage the children to
join in with: Eat your (rice)!
Ask questions: Does Smiley like (sardines)?
Tell the children to draw themselves and two friends in the
silhouettes. The children have to put a tick or a cross in
their column according to their preferences. Then, they ask
their friends what they have drawn and about their
preferences. They mark the results in the chart.
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3
Childs
own
answer
4
Do you lik...?
Lesson 3
3 Listen and put a cross ( ) or a tick ( ) in the chart; then complete the chart for yourself and two
friends.
4 Listen to your teacher and answer the questions.
CLIL Objective: Expressing preferences for food.
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3
I lik sausage, bean, ric, an cak.
I do> lik sardine, apple o mil.
I lik sausage, bean, apple, an mil.
brea I do> lik sardine, cak o ric.
tuna fis
sardine I lik sardine, ric, cak, an mil.
I do> lik sausage, bean o apple.
I lik sausage, sardine, an cak.
I do> lik bean, apple, ric o mil.
Stretc Dott Flo Smile
Lesson 3
3 Read the speech bubbles and look at the chart; then match the bubbles with the characters.
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Look at Activity 3. Narrator: Its lunch time and Smileys mum is cross!
Tell the children to look at the table and to find Flos Smiley is such a fussy eater.
favourite food. Ask questions: Does Flo like (sausages)?
Mum: Come on, Smiley eat your lunch!
SS: Yes! Repeat with the other items of food and then
summarise the information: So, Flo likes sausages, Smiley: Oh, but Mum! I dont like rice.
beans, apples and milk. She doesnt like sardines, rice Mum: You need a healthy diet. Eat your rice!
or cake. Can you find Flos speech bubble? Tell the Smiley: Ohh!
children to read the speech bubbles and to match Flo Mum: Come on, Smiley eat your lunch!
with the corresponding speech bubble. Repeat with the Smiley: Oh, but Mum! I dont like beans.
other characters.
Mum: You need a healthy diet. Eat your beans!
Smiley: Ohh!
Mum: Come on, Smiley, eat your lunch!
Smiley: Oh, but Mum! I dont like sausages.
Mum: You need a healthy diet. Eat your sausages!
Smiley: Ohh!
Lets play! Mum: Come on, Smiley eat your lunch!
Memory Smiley: Oh, but Mum! I dont like apples.
Show the class the food flashcards or Mum: You need a healthy diet. Eat your apple!
bring in real pieces of food. Show the Smiley: Ohh! Finished!
flashcards or items for two or three Mum: Lets see. Yes! Good boy! Now, you can play with
minutes. Then, take the flashcards or food your friends.
away and tell the children to name the
things that they can remember. Narrator: Now, its dinner time and Smileys mum is very
cross! Smiley is such a fussy eater.
Mum: Come on, Smiley eat your dinner!
Smiley: Oh, but Mum! I dont like cheese.
Mum: You need a healthy diet. Eat your cheese!
Smiley: Ohh!
Mum: Come on, Smiley eat your dinner!
Smiley: Oh, but Mum! I dont like sardines.
Resources
Mum: You need a healthy diet. Eat your sardines!
Multi-ROM Smiley: Ohh!
Unit 5, Activity 3 Mum: Come on, Smiley eat your dinner!
Teachers Resource Book Smiley: Oh, but Mum! I dont like bananas.
Extension worksheet 2, page 32 Mum: You need a healthy diet. Eat your banana!
Smiley: Ohh!
Mum: Come on, Smiley drink your milk!
Smiley: Oh, but Mum! I dont like milk.
Mum: You need a healthy diet. Drink your milk!
Smiley: Ohh! Finished!
Mum: Lets see. Yes! Good boy! Now, you can play with
your brother.
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5 Smiley is a fussy eater
2 3
4 5
Lesson 4
CLIL Objective: Literacy: reaching conclusions.
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6
Lesson 5
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UNIT 5 LESSON 4
CLIL Objective
Reaching conclusions.
Transcript
Track 2.4
Curricular link: Literacy Story: Smiley is a fussy eater
See page 175.
Language Objectives
Story language: Remember, Mum! I dont like Optional Activity Book
(beans). Yes, yes Smiley, I remember. Here you are, exercises
heres some (soup). This (soup) is delicious! So you see
you like beans, after all. I suppose I do. See page 175.
Join-in language: I like (rice) after all.
STORY: SMILEY IS A FUSSY EATER

Practice
Presentation
Divide the class into groups of 4. Assign one child to be
Say: Its story time! Dad, one to be Mum, one to be Smiley and the other to be
Show the children the poster. Hold up the pop-outs of Ben.
Smiley and Ben. Ask: Whos this? SS: (Smiley). Play Track 2.4. The children raise a hand when they hear
T: Thats right. And whos this? SS: (Ben). their part of the story.
T: Thats right. Ben is Smileys brother. Where are they? Play Track 2.4 again. Children join in with their lines.
SS: In the kitchen! Encourage the children to add facial gestures by modelling
Hold up the pop-outs of the food and identify the different suitable expressions. All the children should join in with the
dishes. Say: Whats this? SS: Soup. song.
Red the title of the story: Smiley is a fussy eater.
Say: Smiley doesnt like many things. He says, Mum!
I dont like (sardines)! Oh dear, Smiley is a fussy eater.
place them on the poster. Add mime and facial gestures to
support meaning.
Ask 6 children to come to the poster and give four of them
a pop-out of the different food and the other two the pop-
outs of Ben and Smiley.
Play Track 2.4 again. The children enact the story using
the pop-outs. Encourage all the children to join in with: I
like (rice), after all.
Work with the boook

Play Track 2.4 again. The children look at the pictures in
their books.
Tell the children to join in with as much of the recording as
they can. Stop the recording at random and ask the
children to supply the next line. Tell the children to look at
the pictures in their books. Describe a picture and ask
them to tell you which picture it is. Say: Smiley doesnt like
beans. SS: Picture 2. Continue with the other pictures.
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UNIT 5 LESSON 5
CLIL Objective
Transcript
Literacy: Phonics: oi (boy, toy, point) / ee (cheese,
beans, sardines) Track 2.5 Phonics
Curricular link: Literacy (phonics) See page 177.
Story vocabulary: Remember, Mum! I dont like
(beans). Yes, yes Smiley, I remember. Here you are Optional Activity Book
heres some (soup). This (soup) is delicious! So you see exercises
you like beans, after all. I suppose I do.
See page 177.
Join-in vocabulary: I like (rice) after all.
PHONICS
Retell the story Act out the story
Show the children the poster and ask: Do you remember Divide the class into groups of four. Assign a character to
the story? each child. Play Track 2.4. The children join in with their
You can also use the story cards. The children can order corresponding parts.
them according to the order in the story. Tell the children to close their eyes. Play a part of the story
Ask questions about the poster to help them remember at random and tell them to try to guess which picture it is
the story. describing.
Ask: Does Smiley like beans? SS: No. T: Does he like bean Tell the groups to come to the board to act out the story.
soup? SS: Yes. Ask: Does Smiley like carrots? Use the recording to help them if necessary.
SS: No. T: Does he like carrot cake? SS: Yes.
Play Track 2.4. The children listen to the story. Play Track Collect the childrens books and correct their work.
2.4 again. The children join in with: I like (rice), after all.
Work with the book

you. Say: oi... oi... oi... boy. Repeat several times.
Articulate the /oi/ sound very clearly by pushing your mouth
forward as you produce the sound.
The children repeat: oi... oi... oi... boy.
Repeat with toy and point.
Say: ee... ee... ee... beans. Repeat several times. Articulate
the /ee/ sound very clearly.
The children repeat: ee... ee... ee... beans.
Repeat with cheese and sardines.
The children look at Activity 6 on page 41.
Play Track 2.5. The children listen and point to the pictures
in the right-hand column.
Play Track 2.5 again. The children listen and repeat the
key sounds and words. Then, they match the pictures of
the words that have the same sounds.
Ask for volunteers to list the items that contain /oi/.
Ask for volunteers to list the items that contain /ee/.
English that contain these sounds.
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4 5
banan carro ic crea puddin@ sou
ric bean bea> banana cak carrot
1 A firs I do> lik bean . I lik
th sou . Th sou i bea>
sou . So i> th en I lik bean .
2 A firs I do> lik ric . I lik
th puddin@. Th puddin@ i
ric puddin@. So i> th en I lik
ric .
3 A firs I do> lik carrot . I lik
th cak . Th cak i 6
carro cak . So i> th end I lik

carrot .
4 A firs I do> lik banana. I lik
ic . Th crea
th crea ic i
banan crea ic . So i> th en I lik
banana.
Lesson 4
4 Read the sentences out loud; then write the missing words.
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Story: Smiley is a fussy eater
Look at Activity 4. Narrator: IIts lunch time at Smileys house. Smiley is such
Explain to the children that they are going to summarise a fussy eater.
the story about Smiley and the food.
Mum: Put away your toys, boys! Its lunch time. Come and
Start reading the text and stop when you get to the
wash your hands.
picture. Tell the children to say the missing word.
Emphasise the expression, So, in the end... so they Bem: Yum, yum! Im hungry!
realise that it is a conclusion. Mum: Good! Sit on your chair.
Tell the children to complete the text with the missing Smiley: Im not hungry, mum.
words. Dad: Dont be a silly boy, Smiley! Wash your hands and sit
Ask volunteers to read out the complete sentences. down.
Smiley: Remember, Mum! I dont like beans and I dont
like...
Mum: Yes, yes, Smiley, I remember. Here you are! Heres
some soup.
Smiley: Yum! This soup is delicious, Mum. I like soup!
Mum: Good! Thats bean soup, Smiley. So you see, you
Lets play! like beans, after all.
Right side Smiley: Oh! Yes, I suppose I do. I like beans, after all.
Smiley: But remember, Dad! I dont like rice, and I dont
Divide the board into two halves. Write
Yes, it is. on one side, and No, it isnt. on like...
the other side. Then, hold up a flashcard Mum: Yes, yes, Smiley, I remember. Here you are! Heres
and ask: Is it a ? some pudding.
The children put themselves on the side of Smiley: Yum! This pudding is delicious, Dad. I like pudding!
the board that corresponds to the correct Dad: Good! Thats rice pudding, Smiley. So you see, you
answer to the question. Ask a volunteer to like rice, after all.
come forward to take on the role of the
Smiley: Oh! Yes, I suppose I do. I like rice, after all.
teacher. They show the flashcard to the
rest of the class and ask a question. Narrator: INow, its teatime at Smileys house.
Continue playing until all the children have Smiley: But remember! I dont like carrots and I dont like
had a chance to hold up a flashcard and bananas, and I dont like...
ask a question. Mum: Yes, yes, Smiley, we remember. Here you are! Heres
some cake.
Dad: And some ice cream.
Smiley: Yum! This cake is delicious. I like cake!
Mum: Good! Thats carrot cake, Smiley. So you see, you
like carrots, after all.
Smiley: Oh! Yes, I suppose I do. I like carrots, after all.
Smiley: And this ice cream is delicious! I like ice cream.
Resources Mum: Good! Thats banana ice-cream, Smiley. So you see,
Multi-ROM you like bananas, after all.
Unit 5, Story Smiley: Oh! Yes, I suppose I do. I like bananas, after all.
Mum: So, Smiley, you like beans, you like carrots, you like
rice and you like bananas.
Smiley: Yes, I suppose I do.
Mum: What a silly boy you are Smiley!
Smiley: Yes, Mum. I suppose I am! I am a silly boy! Can I
have some more please?
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5
5 1
I lik bean, sardine
an ic crea.
6 Loo a th bo wit 2
th noisy to!
6
toy cheese
7 point ski 3
beans boy
read noise
8 4
Lesson 5
5 Match the pictures with the sentences; then underline the words that sound
the same in each sentence.
6 Match and colour the words that sound the same.
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Activity Book
Resources
Page 41, Activity 5
Multi-ROM
Say: Open your Activity Books at page 41. Unit 5, Phonics
Look at Activity 5.
Read out the first sentence, emphasising the sounds of Teachers Resource Book
the vowels. Tell the children to find the picture that goes Ready to read worksheet, page 57
with the sentence and to match them. Then, the
children underline the words that have the same sound.
Repeat with the other sentence. Ask for volunteers to
read out the sentences. Correct their pronunciation.
Page 41, Activity 6

Transcript
Ask for volunteers to read the words. Correct their Track 2.5 Phonics
pronunciation. Tell the children to identify the four words
with the same sound /oi/. Then, do the same with the
sound /ee/. oi oi oi boy
The children colour the words that have the /oi/ sound oi oi oi toy
with one colour and the words that have the /ee/ sound oi oi oi point
in another colour. ee ee ee beans
ee ee ee cheese
ee ee ee sardines
Lets play!
Same as me
Divide the children into small groups and
hand out several flashcards to each group.
Say a word and hold up the corresponding
flashcard. The children have to show you a
flashcard whose name contains or starts
with the same sound as the word that you
have just said.
Repeat several times with different
sounds.
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UNIT 5 LESSON 6
Ask: What have the other children got? SS: Sweets and
CLIL Objective chocolate. Ask: Which children are happy? Point to the
Undersanding that fruit and vegetables are important for picture with the happy children.
a balanced diet.
Language Objectives Transcript

Vocabulary: beans, potatoes, apples, bananas, Track 2.6 The five a day song
tomatoes, strawberries, carrots, peas, spinach, oranges
Structures: eat / dont eat See page 181.
Resources: CD; poster (side A); flashcards (bananas,
apple, potatoes, beans)
exercises
See page 181.
THE IMPORTANCE OF FRUIT AND VEGETABLES
Presentation
Ask: Is it healthy to eat lots and lots of sweets?
SS: No, it isnt.
T: Is it healthy to eat vegetables? SS: Yes, it is. T: Is it Practice
healthy to eat fruit? SS: Yes, it is.
Say: Today were going to sing a song about a healthy diet: Talk about the different colours of the fruit and vegetables
The five a day song. and explain that the colours can help us balance our diet:
Explain that it is important to eat five pieces of fruit and the brighter the colour, the healthier the food.
vegetables a day. Play a game. Say a colour and then a fruit or vegetable
Point to the food on the poster and hold up the fruit and word. The children call out the corresponding answer.
vegetable flashcards (bananas, apple, potatoes, beans). T: Yellow fruit. SS: (Banana)!
Ask two children to come and place the flashcards on the T: Green vegetable. SS: (Beans)! Ask for volunteers to read
correct part of the poster. Then, point to the vegetables, out other descriptions.
one by one, and ask: Whats this? / What are these? Make a list of the fruit and vegetables that you ate
Play Track 2.6. The children listen to the song. yesterday (make sure that the list includes at least five
Play Track 2.6 again. The children join in with the food different pieces of fruit or vegetable).
words. Draw two columns on the board and write Vegetables
and Fruit at the top of the columns. Ask for volunteers to
come to the board and to write the fruit and vegetables
that they ate yesterday. Supply any words that they might
Work with the book need.
Tell the children to look at the pictures on the page. Go *Note: Ask the children to bring items of fruit and
through the vocabulary with the children. Ask questions vegetables to the next class. To ensure that there is a good
like: What vegetables are (green)? What fruit is (yellow)? variety of food, give the children a list of the food that youd
Play Track 2.6. The children sing the song and tick the like them to bring, for example: an apple, a kiwi, two
correct picture. spoonfuls of peas, a carrot, etc. Give a different list to each
Tell the children to look at the key. Say: Now circle all the child. They should bring the items of fruit or vegetables
fruit in red. And all the vegetables in green washed and cut up in a plastic bag. Make sure they bring
fresh produce and not frozen food.
*Note: Tomatoes are a fruit, but we normally refer to them
as a vegetable.
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31
7 8
41
51

KEY 9
= frui
= vegetable
Lesson 6
61
7 Sing The five a day song and tick the correct picture; then classify the fruit and vegetables.
CLIL Objective: Understanding that fruit and vegetables are important.
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7 Childs own drawings 8
apple carrot
tomatoe
bean orange
spinac
9
banana potatoe
r i e
be r
w
stra
Lesson 6
5
7 Trace over the words; then draw and colour more fruit and vegetables in the boxes.
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Page 42, Activity 7 Track 2.6 The five a day song
Look at Activity 7. Eat five a day, seven days a week.
Ask: What fruit can you see? SS: Apples, oranges, etc. Dont stuff your face with nasty sweets!
Then, ask: What vegetables can you see? SS: Spinach,
Yellow, orange, red and green.
carrots, etc.
Ask questions about the fruit and the vegetables: What Tomatoes and carrots and long, green beans.
colour are oranges? SS: Orange! Spinach and potatoes and tiny, green peas.
Tell the children to draw more pictures of fruit and Oranges, bananas and strawberries.
vegetables and to colour them. Five a day! Seven days a week!
Lets play!
Memory chain
Tell the children to form a circle. Ask a
volunteer (S1) to say a sentence. The child
who is next to this child, S2, says the same
sentence, but adds another item, for
example: S1: I like soup; S2: I like soup and
apples.
Continue like this until all the children have
had a turn.
Resources
DVD
Unit 5, The five a day song
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UNIT 5 LESSON 7

CLIL Objective
Making a tasting table.
The children in each group ask one another questions:
Curricular link: Science S1: Do you like (peas)? S2: Yes, I do. Theyre delicious!
Language Objectives
Vocabulary: fruit and vegetables
Structures: Do you like peas? Yes, I do. Theyre
delicious.
Materials: portions of a variety of fruit and vegetables, Optional Activity Book
paper plates, coloured pencils, white paper
Preparation: Make a tasting table to show the class.
exercises
See page 185.
BUSY HANDS: TASTING TABLES
Present the project

Say: Today we are going to make a tasting table.
Show the children the portions of fruit and vegetables.
Display the project
Remind the children of The five a day song.
Play Track 2.6 again (page 181) and sing the song with
the children.
Explain to the children that five pieces of fruit or vegetables Children can express their food preferences.
does not mean one pea or one bean, etc.. A portion of fruit
is a piece of fruit such as an apple or an orange or two
spoonfuls of strawberries. For peas and beans they should Tell the children to come forward with their lists. Ask
calculate about 2 spoonfuls as being a portion. questions: Do you like (kiwis)? Who doesnt like (beans)?
Work with the book

Read out the title of the project: Tasting tables.
we need. Ask the children to identify the pictures.
Point to the stages one by one and explain how to do it.
Use the materials you have brought to class to clarify
meaning.
Divide the class into groups of 4. Put plates on each
groups table and tell the children to put their fruit and
vegetables on the plates.
Tell each child to make a chart with all the fruit and
vegetables on their table and to include a column in the
chart where they can draw a face to express their opinion
of the fruit or vegetable. The children make their tasting
tables and taste the fruit and vegetables.
Encourage the children to pass each other the plates,
asking: Can I have the (beans), please?
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9
8 Tasting tables
1 2
01
3 4
9
Do yo lik pea?
11 Ye, I do.
Ther deliciou!
Lesson 7
21
8 Make tasting tables and food charts; then taste the fruit and vegetables and complete your chart.
9 Talk to your friends.
CLIL Objective: Making a tasting table.
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8 Fruity fun!
Lesson 7
1
8 Complete the sequences.
9 Match the fruit that is the same.
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Activity Book
Resources
Page 43, Activity 8
DVD
Say: Open your books at page 43. Unit 5, Real Kids
Look at Activity 8. Tell the children to look at the three
sequences of fruit in the boxes and ask: What is the Teachers Resource Book
(first) fruit? Then, ask about the other pieces of fruit. Unit 5, DVD worksheet, page 13
Explain that the sequence of pictures is repeated in the
same order. Ask: Which fruit comes after the apple? The
children answer and complete the sequences.
Page 43, Activity 9

Tell the children to say the names of the pictures of the
fruit. Ask: How many apples are there?
The children answer. Explain that among each variety of
fruit there is one piece of fruit that is different. They have
to match the two pieces that are the same.
Lets play!
Hot hands
Draw four big hands on the board. Assign
a food group to each big hand, for
example: vegetable, meat, dairy, cereal.
Divide the class into two teams and give a
number (1-12) to each child so that each
child has a partner in the other team. Call
out a word and a number (sausages, four!).
The first child to put their hand on the big
hand on the board that corresponds to the
correct food group gets a point for their
team. The team that has the most points
at the end of the game is the winner.
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UNIT 5 LESSON 8
CLIL Objective
exercises
See page 189.
Language Objectives
All the vocbaulary for Unit 5.
Round up
BUSY MINDS
Write the title A healthy diet on the board.
Lets remember! Tell the children to name the food groups. Write them on
the board.
Say: Today we are going to remember all the work we have Say: To have a healthy diet we need to eat vegetables.
done in Unit 5. Tell the children to give you examples and write them on
Say: Do you remember The five a day song? Lets sing it the board. Repeat with all the food groups, leaving the
again (page 181). group that has sweets in it until last.
Play Track 2.6. The children sing The five a day song. Point to the words sweet food and ask: Do we need to eat
Use the flashcards and the poster to remind the children a lot of sweet food? SS: No! Tell the children to give you
how to classify the different types of food. examples. Write these on the board, reminding the children
Place the flashcards on the board and ask the children to that we should only eat a little bit from this food group.
come and write examples of food items under each
category. Collect the childrens books and correct their work.
Then, point to the words and ask questions: Do you like
(vegetables)? S1: Yes, I do. T: What (vegetables) do you
like? S1: I like (peas and beans).
Work with the book

The children open their books to page 44.
Students Book. The children find and stick the stickers for
Unit 5 in order to complete the picture. Then, they write the
words. Check the activity by asking the children to read
out the words for each group. Write the words eat and
dont eat on the board. Say: Look at the sentences in your
books. Now use these words to complete the sentences.
Ask for volunteers to read out the complete sentences.
Walk around the class checking and correcting while the
children are working.
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10
chice> sausa@e an carrot
tun sardi>e app banan mil chees
ca biscuit bea ri
eado> ea
1 Ea five piece o frui
o vegetable ever da.
2 Do> ea swee foo ever da.
Lesson 8
10 Complete the picture with the stickers and write the words; then complete the sentences.
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10
tire hungr happ cros thirst
I cros .
I hungr .
I thirst .
I tire .
Wr happ .
Model answer
11 1 I li vegetabl sou.
2 I do> li appl cak.
3 I li strawberr ic crea.
Lesson 8
10 Use the words to complete the speech bubbles.
11 Complete the sentences with like or don't like.
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Activity Book
Recursos
Multi-ROM
Say: Open your Activity Books at page 44. Unit 5, Activity 4
Ask a volunteer to read out the words at the top of the Teachers Resource Book
page: tired, cross, etc. Unit 5, Test, pages 77 and 78
Say: Now look at the pictures and use these words to
complete the speech bubbles. See Transcript Track 2.7
Ask volunteers to read out the sentences. Correct them
if necessary.

Say: Now look at Activity 11. Transcript
Read out the complete sentences, adding your own
personal information. Say: I like vegetable soup. Then, Track 2.7. Unit 5 Test. Activity 1
point to a child and ask: Do you like vegetable soup?
S1: Yes, I do./No, I dont. Listen and match the characters to the food.
Repeat with the other sentences.
Tell the children to complete the sentences according to
their own personal preferences. Narrator: What do you like Flo?
Flo: I like sausages, beans, rice and cake.
Narrator: What about you, Smiley?
Smiley: I like sausages, sardines and cake.
Narrator: What do you like Dotty?
Dotty: I like sardines, rice, cake and milk.
Lets play! Narrator: And what do you like Stretch?
Stretch: I like sausages, beans, apples and milk
Stick it on
Tell the children to stick the key vocabulary
pop-outs on a piece of paper or card. Tell ASSESSMENT CRITERIA
them to write the following beside each
pop-out: Its a CLIL Objective
They complete the sentence with the Children learn and recognise that the human body
correct word. Then, once they have needs food and drink; they can classify the different
finished, ask some of the children to show types of food, and understand why it is important to eat
their work to the rest of the class and to fruit and vegetables every day.
read out the sentences.
Language Objectives
Children can describe the food and classify it; they can
distinguish between what they like and what they dont
like.
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UNIT 6 LESSON 1 MY DAY
Culture and civilization
Play Track 2.9 again. The children number the pictures
CLIL Objective and then match the sentences to the pictures.
Observing the differnce between day and night. Check the answers. Ask: Is it light or dark in picture 1?
SS: Its light. T: Is it bedtime or breakfast time? Repeat for
Curricular link: Maths; Science; Social Science picture 2. Then, say: Look at picture 1. Its bedtime but its
light. So, is it summer or winter? SS: Summer. Say: Now
Language Objectives look at picture 2. Its breakfast time but its dark. So, is it
summer or winter? SS: Winter.
Vocabulary: dark, light, bedtime, breakfast time
Structures: Its bedtime! Its breakfast time!
Resources: CD; poster (side A); pop-outs; flashcards
(day, night, breakfast)
MY DAY
Transcripts
Presentation
Track 2.8 Activity
Tell the children that you are going to talk about the day and
the night, in summer and winter. Show the day and night See page 193.
flashcards. Ask: Is it light or dark during the day? If necessary,
switch the light on and off to clarify the meaning of light and Track 2.9 Activity
dark. Then, ask: Is it light or dark at night? Is it the same See page 193.
in summer and winter? Help the children understand and
remember that there is a difference in the length of the day in
the summer and the winter.
Place the flashcard showing breakfast time on the board. Optional Activity Book
Ask: Is it light or dark when you have breakfast in the exercises
summer? What about in the winter?
Show the children the poster and the pop-outs of Flo, See page 193.
Stretch, Dotty and Smiley. Ask the children to identify the
characters. Point to the parents and ask:
Is this (Flos) (dad)? SS: Yes, it is./No, it isnt.
Place the characters on the poster to show that they are
playing outside. Say: The Twiggles are playing outside. But
its getting late.
Play Track 2.8 and move the characters inside their
houses as their parents call them. Practice
Play Track 2.8 again and encourage the children to join in
Say: Its light and its bedtime. Ask: Is it summer or winter?
with: Oh! Is it day or is it night? It isnt dark, its still light.
SS: Its summer. Say: Its dark and its bedtime. Ask: Is it
Ask four children to come to the board and hand each
summer or winter? SS: Its winter.
one a pop-out. Play Track 2.8 again. The children put the
Say: Its light and its breakfast time. Ask: Is it summer or
Twiggles to bed on the poster.
winter? SS: Its summer. Say: Its dark and its breakfast
Repeat with four more children. The rest of the class joins
time. Ask: Is it summer or winter? SS: Its winter.
in with either: Oh! Is it day or is it night? It isnt dark, its still
Explain to the children that it is very important to get
light or But its bedtime!
enough hours sleep at night. Ask: How many hours do you
Work with the book sleep?
Explain that children need 10 hours sleep every night. This
Students Book, page 45, activity 1 is why they have to go to bed in the summer even if it is still
Say: Open your books to page 45. light!
Tell the children to look at the pictures. Say: Look at the
first picture. Is it dark or light? SS: Its dark. T: Look at the Collect the childrens books and correct their work.
second picture. Is it dark or light? SS: Its light.
Play Track 2.9. The children point to the right picture.
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6
1
2 1
I bedtim. I dar.
I ligh. I breakas tim.
Lesson 1
1 Listen and number the pictures; then match the sentences with the pictures.
CLIL Objective: Observing the differences between day and night.
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6
1
dar da stil ligh is> nigh
Model answer
I i da o i i nigh ?
I stil ligh . I is> dar .
Childs own drawing
Lesson 1
1 Choose words and complete the verse; then draw a picture.
10
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12 12/11/12 11:28
Activity Book Mum: Smiley! Bedtime!

Smiley: What! Im not tired. I dont want to go to bed.
Page 45, Activity 1 Mum: Its late.
Say: Open your Activity Books at page 45. Smiley: Oh! Is it day or is it night?
Look at Activity 1. It isnt dark, its still light.
Remind the children about the rhyme in the activity from
Mum: But its bedtime!
the poster in which they had to join in saying: Is it day or
is it night? It isnt dark, its still light. Smiley: (grumpily) Ohh, all right!
Then, tell them to remember what Flo said in winter: Is it
day or is it night? Its still dark, it isnt light. Dad: Stretch! Bedtime!
Tell them to choose one of the rhymes and to complete Stretch: What! Im not tired. I dont want to go to bed.
it on the page. Ask for volunteers to read out the rhyme. Dad: Its late.
Then, tell the children to do a drawing to illustrate the
Stretch: Oh! Is it day or is it night?
rhyme.
It isnt dark, its still light.
Dad: But its bedtime!
Stretch: (grumpily) Ohh, all right!
Lets play! Mum: Dotty! Bedtime!

Guess the drawing! Dotty: What! Im not tired. I dont want to go to bed.
Start drawing a picture on the board. Mum: Its late.
Tell the children to try to guess what it is. Dotty: Oh! Is it day or is it night?
Continue drawing it bit by bit and ask: It isnt dark, its still light.
Whats this? Mum: But its bedtime!
Try not to make the picture too obvious at Dotty: (grumpily) Ohh, all right!
first. When a child guesses it correctly, this
child starts drawing another picture.
Track 2.9 Activity
Dad: Flo! Bedtime!

Flo: What! Im not tired. I dont want to go to bed.
Dad: Its late.
Flo: Oh! Is it day or is it night?
Resources It isnt dark, its still light.
Multi-ROM Dad: But its bedtime!
Unit 6, Song Flo: Oh, all right!
Narrator: Now, its winter.
Dad: Flo! Time to get up!
Transcripts Flo: What! Im still tired. I dont want to get up .
Dad: Its late.
Track 2.8 Activity Flo: Oh! Is it day or is it night?
Its still dark, it isnt light.
Narrator: Its summer. The Twiggles are outside, but its Dad: But its breakfast time!
getting late. Its bed time. Flo: Oh all right!
Dad: Flo! Bedtime!
Flo: What! Im not tired. I dont want to go to bed.
Dad: Its late.
Flo: Oh! Is it day or is it night?
It isnt dark, its still light.
Dad: But its bedtime!
Flo: (grumpily) Ohh, all right!
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UNIT 6 LESSON 2

Recognising the divisions of the day. Students Book, page 46, Activity 2
Curricular link: Maths Say: Open your books to page 46. Say: Find your
pop-outs for Unit 6. Now, look at the chart.
Ask: What do you do in the morning? Ask for volunteers to
Language Objectives hold up two pop-outs and say: In the morning I...
Vocabulary: morning, afternoon, evening, night, sleep, Repeat for the other times of the day and pop-outs.
work, school, have breakfast, have lunch, watch TV, Stick the pop-outs in their correct place and ask questions
play, do homework about the completed charts: Do you (play) in the (morning)?
Structures: I (have breakfast) in the (morning). I sleep SS: Yes, I do./No, I dont. Encourage the children to ask
(at night). each other questions.
Resources: poster (side A); students pop-outs;

flashcards (day, night, sleep, breakfast, lunch, watch TV,
play, do homework)

DIVISIONS OF THE DAY exercises
Say: Today we are going to talk about the divisions of the

day.
Point to the times of the day on the poster and say: Look!
Its morning. What do we do in the morning? Hold up a
flashcard showing breakfast and say: We have breakfast in
the morning. Place the flashcard next to the picture on the
poster. Point to the next division of the day and ask: What Practice
do we do in the afternoon? Hold up the flashcard showing
lunch and say: We have lunch in the afternoon. Place the Continuous assessment
flashcard next to the picture on the poster.
Repeat for the other times of the day using the flashcards. Children can name routine actions and the parts of the
Ensure that the children notice that we say: in the morning, day.
afternoon and evening, but at night.
Point to the divisions of the day and explain that we have Say: Lets think about the other things we do on
special greetings for these times: Good morning, good school days.
afternoon and good evening. Explain that we only say Draw a chart on the board similar to the one in the Practice
good night when we are going to bed or saying goodbye at Book, page 46. Along the top of the columns write
night. examples of other daily actions, for example:
Point to each division and ask the children to call out the play with friends, go home, go on the bus, play in the park,
appropriate greeting. have tea, etc.
*Note: The only fixed boundary betwen the divisions of Ask volunteers to come to the board to tick the chart to
the day are between morning and afternoon. This changes show when they do these things. Then, ask them to tell the
at 12 oclock midday. The other divisions are not fixed, rest of the class: I have tea in the afternoon.
but tend to depend on a combination of the time and the
amount of light. Collect the childrens books and correct their work.
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2 A school day 3
I . .. I> t
in gh h
mo
A
rnin
hav
@
breakast
I...
sleep
work at school
watch TV hav lunch
I...
o>
rno
I> t
ate
do my
h
eve homework
play
th
4
n in@ I>
I...
Lesson 2
2 Use the pop-outs and complete the circle; then talk about your day.
CLIL Objective: Recognising the divisions of the day.
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2 4
i> th mornin@ i> th evenin@
i> th aternoo> a nigh
I slee a nigh .
I hav breakas i> th mornin@ .
I hav lunc i> th aternoo> .
I 31 .
hav dinne i> th evenin@
Model answer 5
3 go to go watc do m slee
pla
schoo hom TV homwor
i>
th
41

mornin@
i>
th
aternoo>
i>
th
evenin@

51

a nigh
Lesson 2
2 Complete the sentences.
3 Tick ( ) the chart for a typical school day.
46
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Activity Book
Resources
Page 46, Activity 2
Multi-ROM
Say: Open your Activity Books at page 46. Unit 6, Activity 3
Look at Activity 2.
Read and complete the first sentence out aloud.
Ask for volunteers to do the same with the other
sentences. Tell the children to use the words to
complete the sentences in their books.
Page 46, Actvity 3

Tell the children to think about the days that they have
school and not about the weekends.
Ask questions: Do you (play) in the afternoon? Do you
sleep in the morning?
Tell the children to tick the table to show when they
normally do those things.
Ask for volunteers to talk about the table.
Lets play!
Noughts and crosses!
Draw a table with squares (3 x 3) on the
board. Draw or stick a picture in each
square. Divide the class into two teams:
the Noughts and the Crosses.
Ask a child to name one of the pictures. If
they name it correctly, they get a nought or
cross in this square.
The first team to get three noughts or
crosses in a row wins.
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UNIT 6 LESSON 3

CLIL Objective
Sequencing the days of the week. Read the beginning of the first sentence out loud: At the
Curricular link: Maths weekend I play... Ask: Do you play with your family or
friends at the weekend? The children may give different
answers.
Language Objectives Repeat for the other sentences.
Vocabulary: Monday, Tuesday, Wednesday, Tell the children to match the sentences in their books.
Thursday, Friday, Saturday, Sunday, weekend, school Ask for volunteers to read their sentences out loud.
days, play, have lunch, go out, family, friends
Structures: At the weekend I have lunch with my
family. On school days I have lunch with my friends.
Transcript
SEQUENCING THE DAYS OF THE WEEK Track 2.10
The days of the week song
Presentation
Point to the days of the week on the poster and read them See page 201.
out loud. Say: These are the days of the week. What day is it
today? Optional Activity Book
Write a day of the week on the board and say: This is exercises
(Wednesday). Which day is next?
Write all the days of the week on the board. Tell the See page 201.
children to close their eyes while you rub one out. Ask:
Which day is missing?
Write the days of the week on the board in random order
and ask the children to come and number them in the
correct order.
Walk around the classroom touching the children on the
head and saying a day of the week.
Practice
Play Track 2.10. Tell the children to stand up when they
hear their day. Continuous assessment
Play Track 2.10 again and encourage the children to join
Children can name the days of the week in sequence.
in.
Tell the children to draw seven columns and to write a day

Work with the book of the week at the top of each column.
Students Book, page 47, Activity 3 Ask questions about the things they do on these days.
Ask: Do you play basketball on Monday?
Say: Open your books to page 47. Look at Activity 3. Tell the children to draw small pictures to show what they
Play Track 2.10. Tell the children to listen to the song and do on three days of the week.
to join in. Ask for volunteers to show their charts to the rest of the
Point to the key and read the words out loud. Ask: Is class and to say what they do.
Monday a school day or the weekend? SS: A school day. Supply any extra language the children ask for.
Repeat for the other days of the week.
Tell the children to use the key to colour in the letters. Collect the childrens books and correct their work.
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3
mo
rnin
@
I...
KEY
schoo day= weeken=
I pla
A th weeken, wit m famil.
I hav lunc
O> school day, wit m friend.
I go ou
Lesson 3
3 Sing The days of the week song; then use the key to colour the letters.
4 Match and compare the weekend and school days.
CLIL Objective: Sequencing the days of the week.
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4 Su> Thur Tue Satu
Mo> Fr^ Wedne
Mo> da Tue da Wedne da Thur da

Fr^ da Satu da Su> da
5 M favourit da o th wee i .
01
Childs own drawing
11
Lesson 3
21
4 Complete the days of the week in the correct order.
5 Complete the sentence and draw a picture.
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The days of the week song
Look at Activity 4.
I go to school on Monday, on Tuesday, on Wednesday.
Tell the children to name the days of the week out loud
with you in the correct order, starting from Monday. I go to school on Thursday and Friday, too.
Tell the children to write the words in the snake. I stay at home on Saturday. I stay at home on Sunday.
I stay at home at the weekend. I dont go to school.
Page 47, Activity 5
Ask the children what their favourite day of the week is.
Say: My favourite day of the week is Saturday because I
have lunch with my family.
Tell the children to do a drawing of their favourite day,
showing what they do on this day and completing the
sentence.
Ask for volunteers to show their drawing to the rest of
the class and to read their sentence out loud.
Lets play!
Whats different?
Place several flashcards in a row on the
board. Tell the children to close their eyes.
When they have done so, change the
position of one of the flashcards. Tell the
children to open their eyes again and to
name the flashcard that is in a different
position. Repeat several times.
Resources
DVD
Unit 6, The days of week song
Multi-ROM
Unit 6, Activity 1
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5 The cuckoo clock
2 3
4 5
Lesson 4
CLIL Objective: Literacy: sequencing.
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6
Lesson 5
49
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UNIT 6 LESSON 4
CLIL Objective
Transcript
Sequencing.
Track 2.11
Curricular link: Literacy; Maths Story: The cuckoo clock
Story language: Dont be late. Were late! We arent Optional Activity Book
late! Dinner is at eight.
Join-in language: Dinner is at eight, dont be late. exercises
Resources: CD; poster (side B); story pop-outs See page 207.
STORY: THE CUCKOO CLOCK

Presentation
Practice
Show the children the poster. Hold up the pop-outs of Divide the class into groups of seven. Assign a character
Smiley, Dotty, Stretch, Flo and Flos dad. Ask: Whos this? from the story to each child.
SS: (Smiley). Play Track 2.11. The children raise a hand when they hear
Hold up the pop-out of the cuckoo clock and say: This is their part of the story.
a cuckoo. Cuckoo, cuckoo! The cuckoo lives in the clock Play Track 2.11 again. Children join in with their lines.
(point to the clock on the poster). It tells the time. Encourage them to add facial gestures by modelling
Say: Lets listen to the story. suitable expressions.
support meaning.
Ask five children to come to the poster and give them each
a pop-out of the different characters.
Play Track 2.11 again. The children enact the story using
the pop-outs. Encourage all the children to join in with the
counting.
Work with the book

Play Track 2.11 again. The children look at the pictures
in their books. Stop the recording at random and ask the
children to supply the next line. Each time the children hear
the numbers, they join in.
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UNIT 6 LESSON 5
Then, they match the pictures which contain the same

CLIL Objective sounds.
Literacy: phonics /oo/ (soup, shoe, two), /ie/ (bike, Ask for volunteers to name the pictures that have the
eye, nine) /oo/ sound.
Ask for volunteers to name the pictures that have the
Curricular link: Literacy (Phonics); Maths /ie/ sound.
Tell the children to think of other words in English that have
Language Objectives those sounds.
Story language: Dont be late. Were late! We arent
late! Dinner is at eight.
Join-in language: Dinner is at eight, dont be late.
Resources: CD; poster (side B); story pop-outs;
story cards Transcript
Materials: plasticine Track 2.12 Phonics
See page 209.
PHONICS
Retell the story Optional Activity Book
Show the children the poster and ask: Do you remember exercises
the story? See page 209.
You can also use the story cards so the children can order
them according to the order in the story.
Ask questions about the poster to help the children recall
the story. Use the plasticine to make the cuckoos nuts,
and put them on the shelf beside the clock so that the
children can count off the hours.
Play Track 2.11. The children join in counting the hours. Act out the story
Encourage them to join in with other story language.
Divide the class into groups of seven. Assign a character to
each child.
Work with the book Play Track 2.11 again. The children join in with their lines.
Play or read out a random piece of the story and ask the
Students Book, page 49, Activity 6 children to look at their books. They tell you which picture
Clap your hands to ensure that the children are watching is being described. Do this several times.
you. Write the word shoe on the board. Say: oo... oo... Ask for volunteers to come to the front of the class to act
oo... shoe. out the story. Help them if necessary.
Repeat several times. Articulate the vowel sound very
clearly by pushing your mouth forwards as you produce the
sound.
The children repeat: oo... oo... oo... shoe.
Repeat wtih the other words with the same sound:
soup, two.
Write the word bike on the board. Say: ie... ie... ie... bike.
Repeat several times. Articulate the vowel sound very
clearly by changing the position of your mouth as you
produce the sound.
The children repeat: ie... ie... ie... bike.
Repeat with the other words with the same sound:
eye, nine.
Tell the children to look at Activity 6 on page 49.
pictures in the right-hand column.
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6 8
2 4
3 1
9
I fi ocloc. I si ocloc.
I se> ocloc. I eigh ocloc.

Lesson 4
6 Put the pictures in order.
7 Complete the sentences with the correct time.
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Activity Book Dad: Thats right! Now remember. Dinner is at eight.

Dont be late.
Page 48, Activity 6 Picture 2
Say: Open your Activity Books at page 48. Narrator: The friends play outside and then...
Look at Activity 6. Children: One, two, three, four, five, six.
Tell the children to place the pictures in order and to Flo: Its six oclock. It isnt late.
write the number in the box. Dotty: Thats right! Dinner is at eight!
Smiley: But...
Pgina 48, actividad 7 Stretch: Lets play! Hurray.
Picture 3
Narrator: The friends play and play. Then, suddenly...
Tell the children to look at the first watch. Ask: What
Children: One, two, three, four, five, six, seven, eight,
time is it? SS: 5 oclock.
nine.
Repeat with the other pictures and the other times.
Flo: Oh no. Its nine oclock!
Tell the children to complete the sentences.
Dotty: Were late. Dinner is at eight!
Smiley: But...
Picture 4
Narrator: The friends run home.
Flo: Sorry Im late, Dad. Whats for dinner?
Dad: Its soup. But its only 6 oclock! You arent late.
Lets play! Flo: Oh, but...
The teacher says! Dad: Remember. Dinner is at eight!
Picture 5
Play Simon says but use your own name: Narrator: The children go outside again.
T: (Susan) says, Stand up (the children Smiley: Its very strange.
carry out the instruction and stand up); Flo: It isnt eight. We arent late.
T: Brush your hair (they dont carry out the Stretch: Hurray! We can play.
instruction). Narrator: Then they hear the cuckoo clock again.
Make sure all the children have a chance to Children: One, two, three, four, five, six, seven, eight, nine,
give an instruction to the rest of the class. ten, eleven, twelve, thirteen.
Smiley: Thirteen!!! Thirteen oclock!
Flo: Thats not right.
Picture 6
Narrator: The friends go and talk to the cuckoo.
Flo: Excuse me, but... can you count?
Cuckoo: Oh dear! Oh dear! This is my first job and its very
difficult.
Smiley: Whats the problem?
Resources Cuckoo: Well... I cant remember the numbers.
Multi-ROM Picture 7
Unit 6, Story Narrator: The children help the cuckoo. They give it twelve
nuts.
Flo: Whats the time, Grandad?
Grandad: Its 7 oclock.
Flo: Put seven nuts on the right...
Smiley: ...and five nuts on the left.
Transcript Flo: Every hour, move a nut to the right. Then count the
nuts on the right.
Track 2.11
Cuckoo: OK. Thanks.
Story: The cuckoo clock
Picture 8
Picture 1 Narrator: The Twiggles wait and wait. Then...
Narrator: Flo and her friends are always late for dinner. Cuckoo: Move a nut to the right and count.
So one day, Flos dad buys a cuckoo clock. Children: One, two, three, four, five, six, seven, eight.
Dad: Listen to the cuckoo clock. Flo: Its 8 oclock. Is that right, Grandad
Children: One, two, three, four. Grandad: Yes, it is. Now dont be late!
Flo: Its four oclock! All: Yes! Dinner is at eight! Goodbye!
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8
ligh cuckoo
ni> root
nigh glu
wri two writ
root
nin glu nigh two
9
1 N i > w i i ght i> th > i gh.
2 Tw o b u s o ar i> th s o u .
Childs own drawing
Lesson 5
8 Classify the words with the same sound.
9 Complete the sentences; then choose one sentence and draw a picture.
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Activity Book
Page 49, Activity 8
Say: Open your Activity Books at page 49. Resources
Look at Activity 8.
Write the words light and cuckoo on the board. Say the Multi-ROM
words as you write them, emphasising the oo part of Unit 6, Phonics
cuckoo.
Tell the children to look at the other words.
Ask for volunteers to choose a word. They write it on
the board under another word with the same vowel
sound.
Continue until all the words have been classified.
Then, ask other volunteers to read out the lists of
words. Make sure they reproduce the vowel sound
exactly. Tell the children to classify the words in their
books. Transcript
Read out the sentences. Tell the children to help you oo oo oo shoe
complete the words. Write the words on the board as oo oo oo soup
you say them. oo oo oo two
Tell the children to complete the words in their books.
ie ie ie bike
Tell the children to choose one of the sentences and to
do a picture to illustrate it. ie ie ie eye
Ask for volunteers to read out their sentences and to ie ie ie nine
show their pictures to the rest of the class.
Lets play!
Shout out
Say a sound, for example, oo. Tell the
children to say words that have that same
sound. Repeat several times with different
sounds.
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UNIT 6 LESSON 6
Stop the recording. Say: Look at the person next to you. Is

CLIL Objective it the same? Check and correct.
Play Track 2.13 again and ask the children to choose a
Telling the time.
time for their clock.
Curricular link: Maths Tell the children to glue the clock hand pop-outs in their
correct places. Ask individual children: Whats the time?
Language Objectives
Vocabulary: numbers, oclock, half past, a quarter to,
a quarter past
Structures: Whats the time? Its
Resources: students pop-outs 2 (clock hands)
Materials: card (5cm x 15cm); Blu-Tack Transcript
Preparation: Make two clock hands from the card. Track 2.13 Activity
Cut one shorter than the other and cut each end into an
arrow shape. See page 213.
TELLING THE TIME Optional Activity Book

Presentation exercises
See page 213.
Say: Today were going to learn to tell the time.
Draw a circle on the board. Draw a line through the centre
(from top to bottom) and explain that we now have two
halves.
Draw another line from the centre of the circle (from left to
right) and explain that we now have four quarters.
Ask children to come to the board to shade in the Practice
segments following your instructions: Shade in one half.
Shade in two quarters. Is it the same? SS: Yes, it is. For this stage, either take the children outside or make a
Rub out the shading, but leave the four lines that divide the space in the classroom. Stand 12 children in a circle. Say:
clock into quarters. You are the numbers on the clock. Then, stand another
Write the number 12 at the top. Ask a child to come to the two children in the middle of the circle. Say: You are the
clock to write the number 6 in the correct position. Repeat small hand and you are the big hand. Stand the small hand
for 3 and 9. Then, ask other children to complete the facing number 1. Tell the big hand to run around the edge
numbers in the clock. of the circle and when they reach the small hand, this child
Place the small hand at number 4 and the big hand at moves to the next number.
number 12. Say: Look, its 4 oclock. Keep the big hand Point out that this is what happens in a real clock. When
at 12 and put the small hand on another number. Ask the the big hand has completed the full circle the small hand
children: Whats the time? Repeat several times with other moves to the next hour.
numbers. Do the same with: half past, a quarter past, and Call out different hours and tell the child playing the big
a quarter to. hand to run around until the small hand reaches that time.
Ask for volunteers to come and place the hands (always in The children who are the numbers can count out loud as
these four positions, but using different numbers) and ask: the child playing the big hand runs.
Whats the time?
Work with the book

Tell the children to look at the picture of the cuckoo clock
on page 50.
Play Track 2.13. The children listen and place the pop-out
clock hands on the clock.
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7 8
Model answer
31 9
41
01 9
51 11
Lesson 6
7 Listen and position the hands on the clock; then glue the pop-outs of the hands and say the time.
CLIL Objective: Telling the time.
50
61 21
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10 11
1 I 7 ocloc. 2 I hal pas 10. 3 I quarte

pas 9.
31
4 I quarte 5 I hal pas 2. 6 I 6 ocloc.
to 5.
41
0
7 I quarte 8 I 4 ocloc. 9 I quarte
pas 8. to 3.
Lesson 6 51
10 Draw the hands on the clocks.
11
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61 21
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Look at Activity 10. Listen and say the times.
Point to the clock that has been drawn on the board
at the start of the lesson and make sure the children
Whats the time?
remember that the little hand shows the hours and the
big hand shows the minutes. Its 2 oclock.
Tell the time under the three first clocks. Ask a few
children to come to the board to place the hands in the Whats the time?
corresponding positions. Do the same with the other Its 9 oclock.
clocks. Tell the children to complete the clocks in their
books.
Whats the time?
Its half past five.
Whats the time?

Its half past one.
Lets play! Whats the time?

Its a quarter past four.
Follow the order
Hand out six different key vocabulary pop- Whats the time?
outs to each child. Name six pop-outs at
Its a quarter past ten.
random and tell the children to put those
pop-outs on the table in the same order.
The first child who manages to put all the Whats the time?
pop-outs in the correct order can call out Its a quarter to three.
the following six pop-outs.
Repeat several times. Whats the time?
Its a quarter to seven.
Resources
Multi-ROM
Unit 6, Activity 2
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UNIT 6 LESSON 7
CLIL Objective
Making a clock.
exercises
Curricular link: Art
See page 217.
Language Objectives
Vocabulary: numbers; oclock, half past, a quarter past,
a quarter to
Structures: Whats the time? Its (3) oclock.
Materials: card, plasticine, pencils, scissors, crayons,
ruler, split pins Display the project
Preparation: Make a cuckoo clock to show the class.
Play Whats the time Mr. Wolf?
One child is the wolf and stands with their back to the other
children. The other children stand about 5 metres from the
BUSY HANDS: A CUCKOO CLOCK wolf.
These children say: Whats the time Mr. Wolf? The wolf
Present the project turns to face them and shouts out a time: Its (10) oclock.
The children take ten steps towards the wolf. Repeat the
procedure until the group of children is very close to the
Continuous assessment wolf. This time when the children ask: Whats the time Mr
Children can tell the time. Wolf? The wolf shouts: Its dinner time! and runs after the
other children. The first child to be caught then has a turn at
being Mr. Wolf.
Say: Today were going to make a cuckoo clock.
Show the children the cuckoo clock that you have already
made.
Move the hands round to show different times on your clock
(oclock). Call out: cuckoo, cuckoo,... for each hour and
ask: Whats the time?
Work with the book

Read the title of the project out loud: A cuckoo clock.
Draw a triangle (the cuckoos hut). Draw a square inside the
triangle and cut it out. Draw a large circle under the square.
Cut out two hands. Write the numbers in the circle to make
a clock. Make a cuckoo out of plasticine and stick it on a
pencil.

Say: Now look at Activity 9. Tell the children to work in
pairs. S1 moves the hands on their clock, calls : cuckoo,
cuckoo,... and asks: Whats the time? The children take
turns asking and answering questions.
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8 A cuckoo clock
1 2 3
9 4 5
01 9
Wha th tim? I 3 ocloc.
Cuckoo, cuckoo, cuckoo.
11 On, two, thre.

Lesson 7
Tha righ.
8 Make a cuckoo clock.
nds and say the time. 9 Play with the cuckoo clock.
CLIL Objective: Making a clock.
51
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11
13
Lesson 7
11 Complete the picture of the cuckoo clock.
14
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11 15
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Activity Book
Ask: What can you see in the picture?
SS: A cuckoo clock. T: Yes, thats right, but its only part
of a cuckoo clock.
Tell the children to complete the other part of the cuckoo
clock as carefully as they can and with as much detail
as possible. When they have finished the cuckoo clocks,
tell the children to choose a time and to draw it on the
clock. Ask for volunteers to show their clocks to the rest
of the class and to say: Look! Its (4) oclock!
Lets play!
Whats missing?
The children get into pairs and each child
puts six key vocabulary pop-outs face
up on the table. Each child looks at their
partners pop-outs for a while. Then, one
of the children closes their eyes while the
other one takes one of the pop-outs away.
The child with their eyes closed then opens
their eyes and has to say which pop-out
is missing. The winner is the person who
gets it right most times by the time you tell
them to stop.
Resources
DVD
Unit 6, Real kids
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UNIT 6 LESSON 8

CLIL Objectives
Ask: Who can say the days of the week?
Assessment The children chant the days in the correct order.
Curricular link: Science Tell the children to write the days of the week in the diary
that is in their books. They can use the words from the
Language Objectives poster as a guide.
All the language for unit 6. Ask: What do you do on school days?
Encourage the children to raise their hands and to give
Resources: poster (side B), flashcards, stickers different answers.
Repeat the question for the weekends.
Tell the children to complete the sentences in their books.
Walk around the class checking and correcting as they
BUSY MINDS work.
Lets remember!
Say: Today we are going to remember all the work we have
done in Unit 6.
Say: Do you remember The days of the week song?
(Track 2.8, page 201). Lets sing it again.
The children sing the song. Use the flashcards to remind
the children of the activities we do at different times of the exercises
day. Hold up the flashcards and ask: When do we (do our See page 221.
homework)? SS: In the evening.
Ask the children questions like: Is it dark when you do your
homework in the winter? What about in the summer?
Draw a mountain shape on the board (similar to the one on
page 52 of the Students Book). Draw the sun low in the
sky to the left-hand side of the mountain. Say: Look. This is
the position of the sun in the morning. Draw the sun high in
the sky just to the right of the mountain. Ask: Is it morning,
Round up
afternoon or evening now? SS: Afternoon. Then, draw the Draw a timetable on the board. Along the top, write the
sun low in the sky to the left of the mountain and repeat the days of the week from Monday to Sunday. Down the side,
question. Ask: What about at night? Can you see the sun write the hours of the day from 8 oclock until 10 oclock at
at night? SS: No. T: What can you see? SS: The moon and night.
the stars. The children ask and answer questions about the timetable
using the days of the week and the times of day.
Ask: When do you have breakfast on Monday? SS: At (8)
Work with the book oclock. Continue asking about the meal times, when they
Students Book, page 52, Activity 10 play, when they watch television and when they go to bed.
Point out the different times these activities take place at
The children open their books at page 52. the weekends.
Show the children the stickers in the middle of the book.
The children find and stick the stickers for Unit 6. Collect the childrens books and correct their work.
stickers that they have placed.
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10
mornin@ aternoo>
evenin@ nigh
11
Monday Tuesday Wednesday Thursday Friday saTurday sunday
Model answer
I wor a schoo o> schoo day.

I pla a th weeken.
Lesson 8
10 Complete the picture with the stickers.
11 Complete the diary with the stickers of the days of the week; then complete the sentences.
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12
I quarte pas two.

I hal pas te>.
I eigh ocloc.
I quarte to on.
I thre ocloc.
I hal pas fiv.
I quarte to eleve>.
I quarte pas si.
13
night two
white
shoe nine
blue glue
write
Lesson 8
12 Match the clocks with the text; then trace over the number words.
13 Match and colour the words that sound the same.
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Activity Book
Draw a clock on the board as you did in lesson 6. Ask Multi-ROM
a child to come to the board and give them the clock Unit 6, Activity 4
hands. Ask for volunteers to read out the sentences.
The child at the board has to place the clock hands in
Unit 2, Test, pages 79 and 80
the corresponding position. Repeat with different times
and different children.
Tell the children to read the sentences from their books See Transcript Track 2.14
and to match them with the corresponding clocks.

Read out the first word. Ask: Which words have the Transcript
same sound? SS: Write Track 2.14. Unit 6 Test. Activity 1.
Tell the children to match and colour the words that
have the same vowels. Then, ask volunteers to read out
the two groups of words. Listen and number the pictures.
One.
Its 10 oclock. Its bed time.
Two.
Its half past eight. Its breakfast time!
Lets play!
Three.
Whats missing? Its a quarter to seven. Its dinner time!
Mime a word or action. The children try to
guess the word or action. The child who Four.
guesses it can mime the following word or
Its a quarter past four. Its tea time.
action. Repeat several times.
ASSESSMENT CRITERIA
CLIL Objective
Children distinguish between day and night, darkness
and light, and associate them with daily routines.
Children can recognise the parts of the day, sequence
the days of the week and have learnt how to tell the
time.
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UNIT 7 LESSON 1 ANIMALS ON THE FARM
Living things

Classifying wild and farm animals. Students Book, page 53, Activity 1
Curricular link: Science Say: Open your books at page 53.
Tell the children to look at the picture to see what animals
Language Objectives they can find. Ask: What animals can you see?
Then, ask them to count the animals: How many (pigs) can
Vocabulary: bird, fish, rabbit, frog, cow, pig, donkey you see?
Structures: What are these? Its only the Play Track 2.15. The children point to the animals as they
hear them and name them.
Resources: CD; poster (side A); poster pop-outs Play Track 2.15 again. The children circle the forest
animals in green and the farm animals in red.
ANIMALS ON THE FARM

Presentation
Show the children the poster. Point to the forest and say:
This is the forest. Transcript
Point to the farm and say: This is the farm. Explain that
some animals live in the forest and some animals live on Track 2.15 Activity
the farm.
Ask the children to say what kind of animals they expect to See page 225.
find in each habitat. Prompt them by using questions if
necessary. Ask: Do pigs live in the forest?
Explain that pets do not live in either the forest or on the Optional Activity Book
farm but live with us in our houses.
Show the children the pop-outs and ask them to identify
exercises
the animals. Ask: What are these? SS: Birds! See page 225.
Explain to the children that the animals make different
noises in English. Birds go: tweet-tweet; frogs go: croak-
croak; donkeys go: ee-aw ee-aw; cows go: moo-moo;
pigs go: oink-oink.
Then, make the animal noises and ask the chidren to call
out the name of the animal. T: (Ee-aw!) SS: (donkey!)
Play Track 2.15 and put the pop-outs of the animals on
Practice
the poster. Play Were walking through the forest; were walking
Call out the name of the animal as you place it on the through the farm.
poster. T: Its only the (birds)! Call 2 children to come to the front of the class. They walk
Point to the picture of the birds and repeat the key lines around in circles saying: Were walking through the (farm).
from the recording: Dont be scared! Its only the birds! Whats that sound? (Oink! Oink! Oink!) The rest of the class
Repeat with the other animals. calls out: Its only the (pigs).
Ask five children to come to the board and hand each one Ask other chidren to come to the front to take turns.
a pop-out.
Play Track 2.15 again. The children put the different Collect the childrens books and correct their work.
animals in the right place on the poster.
Repeat with five more children. The rest of the class joins
in with the key phrases.
Ask a volunteer to come to the board. Point to the birds
and ask: Are the birds forest animals or farm animals? SS:
Forest animals. Say: Yes, thats right. Birds are forest
animals. Repeat with the other animals and other
volunteers.
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7
1
Lesson 1
1 Listen and point to the animals you hear; then circle the forest animals in green
and the farm animals in red.
CLIL Objective: Classifying wild and farm animals.
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7
1
turtl rabbi tige monke co
elephan fro@ parro do@ mous
ca golfis snak donke pi@
Model answer
Pet Far animal

do@ co
golfis donke
ca pi@
turtl
Animal
parro
snak
mous
rabbi
Wil animal
tige
monke
elephan
fro@
Lesson 1
1 Classify the animals and write more words.
53
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Draw a Venn diagram on the board. Explain that this is Narrator: The Twiggles are walking through the forest to
how we classify things that can belong to more than Dottys Grannys farm.
one category. Dotty & Flo: Were walking through the forest.
Say: What about a parrot? Is it a farm animal? SS: No!
Tramp, tramp, tramp.
T: Is it a pet? SS: Yes. T: Is it a wild animal? SS: Yes.
Write the word parrot in the overlapping space between The forest is full of sounds.
the wild animals and the pets. Tramp, tramp, tramp.
Repeat with the other animals in the list. The sounds are very scary.
Rub the diagram off the board and tell the children to Tramp, tramp, tramp.
classify the animals in their books. Narrator: Dont be scared, its only the .
Tell the children to name the other animals. If necessary,
supply words in English and write them on the board. Dotty & Flo: Were walking through the forest.
Tell the children to classify those animals, too. Tramp, tramp, tramp.
The forest is full of sounds.
The sounds are very scary.
Narrator: Dont be scared, its only the .
Lets play! Dotty & Flo: Were walking to the farm.

Word groups Tramp, tramp, tramp.
The farm is full of sounds.
Explain to the children that they are going
to play a word game with semantic groups
related to animals (pets, farm animals and The sounds are very scary.
wild animals). Tramp, tramp, tramp.
Explain that when you name an animal Narrator: Dont be scared, its only the .
from one specific group, they will have to
do an action. For example: when you Dotty & Flo: Were walking to the farm.
name a farm animal, they have to stand Tramp, tramp, tramp.
up; and when you name a wild animal, the The farm is full of sounds.
children have to touch their heads. Tramp, tramp, tramp.
The sounds are very scary.
Narrator: Dont be scared, its only the .
Dotty & Flo: Were walking to the farm.

The farm is full of sounds.
Resources The sounds are very scary.
Multi-ROM Narrator: Dont be scared, its only the .
Unit 1, Song
Granny: Hello, Dotty! Hello, Flo! Welcome to the farm! You
arent scared, are you?
Dotty & Flo: No!
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UNIT 7 LESSON 2
CLIL Objective
Point to the word leftovers and explain that this is the food
Understanding that we look after farm animals. that we throw away.
Curricular link: Science; Maths Play Track 2.16. The children listen and match the food to
the animals. Check the activity by asking: What do cows
eat? SS: Hay. Repeat with the other animals.
Language Objectives
Vocabulary: cow, sheep, pig, chicken, horse, donkey,
dog, cat, hay, grain, leftovers
Structures: How many (cows) are there? What do
they eat?
Transcript
Track 2.16 Activity
Resources: CD; poster (side A); pop-outs
See page 229.
LOOKING AFTER FARM ANIMALS

Say: Today we are going to learn about farm animals. We See page 229.
are going to learn what they eat.
Use the poster. Hold up the pop-out of the cows.
Ask: What are these animals? SS: Cows. T: Do cows eat
meat? SS: No! T: Do they eat grass? SS: Yes! Say: Thats
right. They eat grass and they eat hay. Explain that hay is
dried grass.
Then, hold up the pop-out of the donkeys and repeat the Practice
questions.
Finally, hold up the pop-out of the pigs and say: Pigs eat Continuous assessment
hay, they eat meat, they eat everything! Children can name farm animals.
Work with the book Tell the children to look at the farm animals on page 54.
Draw two columns on the board. Say: We eat meat, dont
Students Book, page 54, Activity 2 we? So we eat animals.
Say: Open your books to page 54. Say: Look at the picture Ask volunteers to come to the board. They write the names
of the farm. How many (donkeys) are there? of the animals we eat in the first column and the names of
SS: (Three). Do the same with the other animals. the animals that we dont eat in the second column. Ask:
Ask for volunteers to ask the questions. What else do we eat? Do we eat hay? SS: No!
S1: How many (pigs) are there? SS: (Two). S2: How many T: Do we eat grain? SS: Yes.
(sheep) are there? SS: (Four).
Tell the children to count the animals and to write the *Note: Some children may not associate grain with flour or
numbers in the boxes. rice, so you need to explain that people eat grain, but not
Check the activity by asking the children: How many raw grain - we eat it in bread, biscuits and cereal. All of
(donkeys) are there? these types of food are made with grain.
Tell the children to look at the pictures of the food in their
books. Write the following words on the board: hay, grain
and leftovers.
Ask: Do you remember which animals eat hay?
Point to the word grain and explain that this is small seeds.
Ask: Can you think of an animal that eats grain? Encourage
the children to guess.
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2 4
3 4 2 9 2 3 2 4
3 cow horse
chicken pig
shee donkey
Lesson 2
2 Count the animals on the farm and write the numbers.
3 What do the animals eat? Listen and match the food with the animals.
CLIL Objective: Understanding that we look after farm animals.
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2 4
1
1 2
D
O 3
N
K
6
2
E
C Y 3
H O R S E S
4
4
I H
5
C E
K E
E P I G S 5
5
N
6
C O W S
3 1 Chicen ea grai>.
2 Pig ea letover.
3 Doney , hore , cow
an se ea ha.
Lesson 2
2 Use the pictures to complete the crossword.
3 Complete the sentences with the words from the crossword.
54
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Look at Activity 2. Granny: Come on, Dotty! Its time to feed the animals.
Tell the children to complete the crossword with the Dotty: OK, Granny.
names of the animals. They can check the spelling in
Dotty: Granny! What do cows eat?
their Students Book.
Granny: Hay, Dotty! Cows eat hay.
Page 54, Activity 3 Dotty: OK!
Dotty: Granny! What do sheep eat?
Granny: Hay, Dotty! Sheep eat hay.
Ask: Which animals eat grain? SS: Chickens. Repeat
with the other two types of food and tell the children to Dotty: OK!
complete the sentences using the words from the Dotty: Granny! What do pigs eat?
crossword. Granny: Leftovers, Dotty! Pigs eat leftovers.
Dotty: OK!
Dotty: Granny! What do chickens eat?
Granny: Grain, Dotty! Chickens eat grain.
Dotty: OK!
Dotty: Granny! What do horses eat?
Lets play!
Granny: Hay, Dotty! Horses eat hay.
Whats next? Dotty: OK!
Read out a complete sentence. For Dotty: Granny! What do donkeys eat?
example, T: (Horses) and (cows) eat (grass) Granny: Hay, Dotty! Donkeys eat hay.
and (hay). Explain to the children that you Dotty: OK!
are going to read the sentence again,
stopping in different places and that, this
time, they have to say the following word.
Resources
229
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UNIT 7 LESSON 3
Work with the book

CLIL Objective
Recognising the products we obtain from farm animals.
Curricular link: Science Tell the children to take out their pop-outs for unit 7.
Tell the children to place their pop-outs next to the animals
Language Objectives that give us these products.
Before they stick the pop-outs in their correct places,
Vocabulary: milk, butter, meat, cheese, eggs, yogurt, check the activity by asking: What do we get from
wool, leather chickens? SS: Eggs and meat. Tell the children to glue their
Structures: We get (eggs) from (chickens). pop-outs in place.
Resources: flashcards (milk, butter, meat, cheese,

eggs, yogurt, wool, leather); students pop-outs
PRODUCE FROM FARM ANIMALS

Write the names of the farm animals on the board. Ask:
See page 233.
Are these pets? SS: No! T: Are they forest animals?
SS: No! T: Are they farm animals? SS: Yes!
Say: We get a lot of food from farm animals. Can you
remember some of the food we get? Tell the children to
name the food we get from farm animals and place the
flashcards up on the board as they name the items.
Prompt any items they do not mention by showing the
flashcards and ask: What about (cheese)? Do we get Practice
(cheese) from animals? Point to your clothes and ask: What am I wearing? Write
Explain that we dont only get food from animals but we the names of the clothes on the board as you name them.
get other things too. Hold up the flashcards for wool and Then, ask: Are any of my clothes made of wool or leather?
leather. Say: We get wool from animals and we get leather Guide the children to the correct answer. You can also
from animals. We make clothes with wool. What do we describe other materials such as cotton.
make with leather? SS: Shoes, bags, belts, etc. Then, ask volunteers to stand up. They point to their own
Then, point to the flashcards on the board one by one and clothes and say what they are made of.
ask: Which animals do we get (milk) from? Write the animal Tell the children to think about their clothes at home and
words under the flashcards. Repeat for all the products. ask: Do you have anything made of wool/leather?
Point out to the children that we get some of these
products, such as milk, from different animals (cows and Collect the childrens books and correct their work.
sheep).
230
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4
17 2
18 2
Lesson 3
19 2
4 Classify the pop-outs with the animals and glue them in place.
CLIL Objective: Recognising the products we obtain from farm animals.
55
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20 2
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Model answer
4
woo
leathe
5
1 W ge fro . T F
2 W ge fro . T F
3 W ge fro . T F
4 W ge fro . T F
5 W ge fro . T F
6 W ge fro . T F
Lesson 3
4 Match the objects with the materials.
5 Read the sentences and circle (T) true or (F) false.
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Activity Book
Resources
Page 55, Activity 4
DVD
Unit 7, Real Kids
Activity 4.
Ask for volunteers to name the objects that they can Teachers Resource Book
see. Then, hold up the wool and leather flashcards. Real Kids worksheet, page 15
Ask: Do we make socks from wool or leather?
SS: Wool!
Repeat with the other objects. Point out that there are
two objects that can be made with either of the two
materials: the coat and the gloves.
Tell the children to match the objects with the materials.
Page 55, Activity 5

Read out the first sentences: We get milk
from cows. Ask: Is that true or false?
Ask for volunteers to read out the other sentences. As
they do so, ask if the sentences are true or false.
Tell the children to read the sentences again and to
circle them true or false.
Lets play!
Guess
Show the children several flashcards and
place them in a box or bag. Then, take out
one of the flashcards (without letting the
children see it) and tell the children to try to
guess which one it is.
The child who guesses correctly takes out
the following flashcard. Continue playing
until all the flashcards have been taken out
of the box or bag.
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5 Dotty feeds the animals
2 3
4 5
Lesson 4
CLIL Objective: Literacy: analysing information critically.
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6
Lesson 5
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UNIT 7 LESSON 4

Literacy: Analysing information critically. Students Book, pages 56 and 57, Activity 5
Curricular link: Literacy; Science Say: Open your books to pages 56 and 57.
Play Track 2.17 again. The children look at the pictures.
Language Objectives Stop the recording at random and tell the children to
Story language: Heres your food; Oh dear! You are supply the next line
hungry! Come on (cows), eat your food! Eat it up! Its Show the children the pop-outs. Ask: Whats this?
good for you! SS: Its (grain).
Join-in language: Heres your food; Oh dear! You are Play Track 2.17 again. Each time the children hear Come
hungry! Come on (cows), eat your food! Eat it up! Its on (chickens)! Eat your food! Eat up! Its good for you! they
good for you! join in.
STORY: DOTTY FEEDS THE ANIMALS

Transcript
Presentation Track 2.17
Say: Its story time! Story: Dotty feeds the animals
Show the children the poster. Hold up the pop-outs of See page 239.
Dotty and her Granny. Ask: Whos this?
SS: Dotty. T: Thats right. And whos this? SS: Dottys Optional Activity Book
Granny. T: Good. And where are they? SS: On the farm.
Hold up the pop-outs of the animals and ask questions: exercises
How many (cows) are there? SS: (Two). Place the cows on See page 239.
the poster and ask: Do cows eat leftovers? SS: No.
T: What do cows eat? SS: Hay. Continue with the other
animals
the poster. Hold up the pop-outs as they are mentioned in
the story and put them in their correct places on the poster.
Add mime and facial gestures to support meaning. Practice
Ask three children to come to the poster. Give them each a Divide the class into groups of five. Assign two children to
pop-out of an animal and a pop-out of animal food. be Dotty and the Granny, and the others to be the animals.
Give a fourth child the pop-out of the bowl of fruit and the Play Track 2.17. Tell the children to raise a hand when they
cake. hear their part of the story.
Play Track 2.17 again. The children enact the story using Play Track 2.17 again. The children join in with their lines.
the pop-outs. Encourage all the children to join in with Encourage them to add facial gestures by modelling
Come on (chickens)! Eat your food! Eat it up! Its good for suitable expressions.
you.
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UNIT 7 LESSON 5
The children repeat: air... air... air... hair.

CLIL Objective Repeat with chair and pear.
Literacy: vowel sounds er (girl, skirt, bird) and air (hair, Tell the children to look at Activity 6 on page 57.
chair, pear) Play Track 2.18. The children listen and point to the
Curricular link: Literacy (Phonics) Play Track 2.18 again. The children listen and repeat the
sounds and the key words.
Language Objectives The children match the pictures with the same vowel
sounds.
Story language: Heres your food; Oh dear! You Ask for volunteers to name the pictures that have the
are hungry! Come on (cows), eat your food! Eat it up! /er/ sound.
Its good for you! Ask for volunteers to name the pictures that have the
Join-in language: Heres your food; Oh dear! You /air/sound.
are hungry! Come on (cows), eat your food! Eat it up! Tell the children to think of other words in English that have
Its good for you! those sounds.
PHONICS
Transcript
Retell the story Track 2.18 Phonics
See page 241.
Children can name the food animals eat. Optional Activity Book
exercises
Show the children the poster and ask: Do you remember See page 241.
the story?
You can also use the story cards. The children can order
them according to the order in the story.
Ask questions about the pop-outs to help the children
remember the story. Ask: Do (cows) eat (leftovers)?
SS: No. T: What do (cows) eat? SS: (Cows) eat (hay).
Repeat with the other animals and food.
Play Track 2.17. The children listen to the story. Act out the story
Play Track 2.17 again. The children join in with: Come on
(chickens)! Eat your food! Eat it up! Its good for you! Divide the class into groups of five. Assign a character or
animal to each child.
Play Track 2.17 again. The children join in with their
Work with the book corresponding parts.
Tell the groups to close their eyes. Play a part of the story
Students Book, page 57, Activity 6 at random. The children have to tell you which picture is
Clap your hands to ensure that the children are watching being described.
you. Ask for volunteers to come forward to enact the story. Use
Write the letters er several times on the board. the recording if necessary.
Point to the letters as you say: er... er... er... girl. Repeat
several times. Articulate the /er/ sound very clearly. Collect the childrens books and correct their work.
Remember not to voice the r sound with your tongue.
The children repeat: er... er... er... girl.
Repeat with skirt and bird.
Write the letters air several times on the board.
Point to the letters as you say: air... air... air... hair. Repeat
several times. Articulate the /air/ sound very clearly by
smiling as you say it.
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6 7
1 Wha do yo kno abou cowfi?

How man leg hav the go? Thev go 4 leg.
Wha do the ea? The ea ha .
Wha do w ge fro cow? W ge eate .
2 Wha do yo kno abou chickenfi?
How man leg hav the go? Thev go 2 eg .
Wha do the ea? The ea grai> . 8
Wha do w ge fro chicken? W ge egg .

3 Wha do yo kno abou pigfi?
How man leg hav the go? Thev go 4 eg .
Wha do the ea? The ea ftor .
Wha do w ge fro pig? W ge ea .
Than yo!
Lesson 4
6 Help Dotty answer the questions and trace over words.
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Story: Dotty feeds the animals
Look at Activity 6. Granny: I am very busy today, Dotty. Can you feed the
Say: Dotty doesnt remember what the animals eat, animals, please?
does she? She doesnt remember very much at all!
Dotty: Alright Granny!
Lets see if we can help her.
Read out the questions about the cows. Stop after Granny: Do you remember what the animals eat?
each question and tell the children to call out the Dotty: I think so, Granny.
answers. Granny: Good! Off you go then!
Repeat with the other animals. Dotty: Now, lets feed the cows. Mmm. What do cows
Tell the children to read the questions again and to eat? I know. They eat leftovers. Heres your food,
write the answers in their books. They also trace over
cows!
the words.
Correct the activity, asking the questions again and Dotty: Oh dear, you are hungry!
asking volunteers to read out their answers. Come on, cows! Eat your food!
Eat it up! Its good for you!
Dotty: Now, lets feed the chickens. Mmm! What do
chickens eat? I know. They eat hay. Heres your
food, chickens!
Dotty: Oh dear, you are hungry!
Come on, chickens! Eat your food!
Lets play!
Eat it up! Its good for you!
Guess the card! Dotty: Now, lets feed the pigs. Mmm! What do pigs eat?
Tell the children to play in pairs. Hand out I know. They eat grain. Heres your food, pigs!
several key vocabulary pop-outs to each Dotty: Oh dear, you are hungry!
child. Tell each pair to gather all their cards Come on pigs! Eat your food!
together. One child in each pair shuffles the Eat it up! Its good for you!
cards and places them in a pile face down
Cows: We dont eat leftovers.
on the desk.
One of the children in the pair has to guess Chickens: We dont eat hay.
what the first card is. If they are correct, Pigs: we eat everything, but we like leftovers best!
they keep it. If not, they place it at the Granny: Dotty! What a terrible noise! Whats the matter
bottom of the pile. They continue playing in with the animals?
turns until there are no more cards on the Dotty: I dont know, Granny. The cows have got leftovers,
table. The player who gets the most cards
the chickens have got hay and the pigs have got
is the winner.
grain.
Granny: Oh, Dotty! You silly girl! Thats not right! Cows
dont eat leftovers; chickens dont eat hay and
pigs! Well, pigs eat everything, but they like
leftovers best!
Granny: Come on, lets sort it out. - Thats better
Granny: Come on, Dotty, its time for our food.
Dotty: Oh good. Im hungry!
Resources Granny: Here we are! Soup, fruit and cake!
Multi-ROM Come on Dotty! Eat your food!
Unit 7, Story Eat your meal! Its good for you!
Dotty: Yum, yum! I eat everything, but I like cake best!
239
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7
Ther chai
i> th squar.
leg.
. Look, nurs, some
. bird an thirst gir.
.
8
. shirt squar circle bird chai girl
. nurse pea skirt hai thirsty
31
.
. gir shirt skirt thirsty circl nurs bird
.
41
squar hai chai pea
Lesson 5
7 Match the sentences with the pictures.
51
8 Write the missing words; then say the words.
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61
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Activity Book
Resources
Page 57, Activity 7
Multi-ROM
Say: Open your Activity Books at page 57. Unit 7, Phonics
Look at Activity 7.
Ask a child to read out the first sentence. Make sure
they pronounce the same vowel sound for the following
words: theres, chair, square.
*Note: The children may be reluctant to produce the

same vowel sound when the spelling is different.
Remind them that these vowel sounds are exactly the Transcript
same.
Repeat the process with the second sentence. Track 2.18 Phonics
Tell the children to match the sentences with the
pictures. er er er girl
er er er skirt
Page 57, Activity 8 er er er bird
Say: Now, look at Activity 8. air air air hair
Tell the children to look carefully at the position of the air air air chair
mouth and to copy it by forming the same shape with
air air air pear
their mouths. Ask for volunteers to read the rows of
words. They do this without changing the position of
their mouths so they can produce the same sound for
each word.
Tell the children to write the words under the pictures.
Ask for volunteers to read the rows of words. Make sure
they maintain their mouths in the same position each
time.
Lets play!
Find your family
Say a sound. Tell the children to point to an
object in the classroom that starts with the
same sound or which has that sound
within the word. Repeat several times with
different sounds.
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UNIT 7 LESSON 6
Explain that this is how we obtain honey. Read the

CLIL Objective sentences out loud and ask the children to act out the
process.
Finding out about bees.
Play Track 2.19. The children sing along and act out the
Curricular link: Science song.
Language Objectives
Vocabulary: bees, fly, collect, drink, put, nectar, honey,
hive
Structures: present simple: They... Transcript
Resources: CD Track 2.19 The buzzy bee song
Materials: a jar of honey, plastic spoons (1 per child)
See page 245.
BEES Optional Activity Book

See page 245.
Children can name the products we obtain from
animals.
Write the names of the following animals on the board in

a row: cows, sheep, pigs, chickens.
Ask: What do we get from (cows)? Tell the children to
Practice
come to the board to write the products under each *Note: As part of this activity the children are going to taste
animal. honey. Any children in the class who have an allergy to
Then, hold up the jar of honey and ask: Where do we get honey or who are diabetic should not do this tasting
honey from? Make the buzzing sound of a bee and say: experiment.
We get honey from bees. Lets sing a song about bees.
Hold up the jar of honey and ask: Whats this? SS: honey.
Play Track 2.19. The children listen to the song.
Invite the children to come to the front of the class to taste
Play Track 2.19 again. The children join in with the song
the honey. Ask questions: Is it sweet? Is it solid or liquid?
and the actions (they wave their arms about in the air as if
What colour is it? Do you like it?
they are flying and they pretend to drink from a flower).
Ask the children if they eat honey at home. Ask how they
eat it (on bread or toast, in yogurt).
Work with the book Ask the children if they think honey is good for them.
Explain that we get lots of energy from honey.
Say: Open your books at page 58. Collect the childrens books and correct their work.
Tell the children to look at the pictures on the page.
Play Track 2.19 again. Tell the children to sing and point
to the pictures.
Play Track 2.19 again. This time, stop at the end of each
verse and tell the children to find the picture and name it.
Write the following sentences on the board:
Fly from the tree.
Drink nectar from the flowers.
Fly back to the hive.
Put the nectar in the hive.
Collect the honey from the hive.
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7 8
1
5
2
Lesson 6
9
7 Sing The buzzy bee song; then listen and number the pictures.
CLIL Objective: Finding out about bees.
13
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1
10
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9 11
Hone bee hav go 6 leg, 5 eye an
4 wing. How man leg, eye an wing
hav 10 bee go?
60 leg, 50 eye an 40 wing.
Ther ar 6 side o> eac honeycomb cel.
How man side ar ther o> si cell?
36 side.
Hel th hone be fin th flowe.
12
10
hiv hone flower tree bee
Be fl to th tree an
th flower . The drin necta fro th
flower . The> the fl bac to th hiv .
The pu th necta i> th hiv . W ge
hone fro th hiv .
Lesson 6
9 Solve the problems.
10 Complete the text and read it out loud.
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Activity Book
Page 58, Activity 9 Lets play!
Look at Activity 9. Lets solve the maths problems. Stick it on
Tell the children to look at the picture of the bee. Tell the children to stick their key
Ask a child to read out the description. Write the names vocabulary pop-outs on a piece of paper
of the parts of the body on the board, including how or on a piece of card. Next to each pop-
many of each thing there are: 6 legs, etc. out, the children write the corresponding
Then, ask: So, if 1 bee has got 6 legs, how many legs word and say which animal it comes from.
have 10 bees got? SS: 60. Once they have finished the activity, ask a
Tell the children to calculate the parts of the body of 10 few children to show their work to the rest
bees and to write the numbers in their books. of the class and to read out the infomation.
Correct the activity by asking: How many (wings) have
10 bees got?
Ask the children if they can notice a pattern as they are
multiplying by ten. Show them that in order to multiply
by ten, they need to add a zero.
Explain that a honeycomb is formed of hexagonal wax
cells (with six sides). Ask: So how many sides are there
on 6 cells?
Ask a child to come to the board to write the sum they Resources
need to do in order to solve the problem: 6 x 6 = 36.
Explain that they can find the answer to this sum or they DVD
can count the sides of the picture. Ask: Which way is Unit 7, The buzzy bee song
quicker?
Tell the children to trace the route from the bee to the
flower.

Ask for volunteers to read out the words at the top of
the activity. Transcript
Ask five children to each read out one sentence from the
text. Supply the missing words as they read. Track 2.19 The buzzy bee song
Tell the children to write the words that are missing.
Ask a volunteer to read out the complete text.
Buzzy buzzy buzzy bees
Bees fly round from tree to tree
Buzzy buzzy buzzy bees
Bees make lots of honey.
Fly from the tree!
Drink the nectar from the flowers!
Fly back to the hive!
Put the nectar in the hive!
Collect the honey from the hive!
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UNIT 7 LESSON 7

CLIL Objective
Making a farm animal scrap book.
The children take turns describing their scrap book page:
Curricular link: Art; Science We get (milk) from (cows). We get (cheese) from (cows).
We get (yogurt) from (cows). We get (leather) from (cows).
Language Objectives (Cows) eat (hay).
Vocabulary: cows, sheep, chickens, pigs, bees, hay,
grain, left over, nectar, honey, eggs, milk, cheese, yogurt,
butter, meat, leather, wool
Structures: What do (cows) eat? (Cows) eat (hay).
What do we get from (cows)? We get (milk) from (cows).
Materials: stapler, card, glue, scissors, pencil, photos
of farm animals and products that we obtain from them exercises
See page 249.
Preparation: make a page for the farm animal scrap
book to show the class. Collect pictures of farm animals,
their food and the products we get from them.
BUSY HANDS: A SCRAP BOOK Display the project

Present the project Place all the scrap book pages on your table and tell the
children to come to the front of the class.
Say: Today we are going to make a scrap book. Were
Select a page. Ask: Whose page is this? Then, ask the
going to make a scrap book of farm animals. Show the
children whose page it is questions about the information
children the scrap book that you have already made.
on the page. Repeat with other pages.
Remind them of the different food the animals eat and the
Ask the child about the products we obtain from each
products we obtain from the different animals.
animal. Ask: What do we get from (cows)?
Praise the children on their work. Collect all the pages and
Work with the book staple them together to form a class scrap book.
Say: Open your Students Book at page 59.
Read out the title of the project: A scrap book.
we need.
Ask the children to identify the pictures.
Point to the stages one by one and explain how to do it.
Use the materials you have brought to class to clarify
meaning.
Prepare the photos and sort them into the correct groups.
Follow the stages to make the animal scrap book and get
the children to copy each stage.
Tell the children to choose an animal, to collect their
pictures and to make their page for the scrap book.
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8 A scrap book
1 2
9
Wha do cow ea? Cow ea ha.
13
Wha do w ge W get mil,
Lesson 7
fro cow? mea, leathe...
8 Make a scrapbook.
9 Talk about your scrapbook.
CLIL Objective: Making a farm animal scrap book.
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14
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11
12
13
Lesson 7
11 Colour the food we get from animals.
14
12 Find and circle the odd one out.
10
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11 15
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Activity Book
Resources
Say: Open your Activity Books at page 59. Look at the Extension worksheet 2, page 36
picture in Activity 11. Tell the children to colour the items Ready to read worksheet, page 59
of food that we get from animals.
Tell them to be careful as not all the types of food come
from animals.
food that comes from animals: meat, chicken, milk,
yogurt, sausages, cheese and honey.
Tell the children to name the food that does not come
from animals: carrots, beans, chips, rice and oranges.

Tell the children to look at the pictures of the cows and
to identify the cow that is different. The children circle it.
Do the same with the the pigs and the chickens.
Lets play!
Which one?
Put some flashcards on the board.
Describe one of the flashcards. The
children have to guess which one it is. The
child who guesses correctly can describe
the following flashcard. Continue until all
the children have had a go at describing a
card.
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UNIT 7 LESSON 8
CLIL Objectives
Curricular link: Science exercises
See page 253.
Language Objectives
All the vocabulary for Unit 7.
Resources: flashcards; stickers
Round up
BUSY MINDS
Call out the names of animals, including the following: bird,
Lets remember! cow, fish, rabbit, sheep, frog, donkey, tiger, pig, monkey,
chicken, snake, elephant, parrot, dog, mouse, turtle, cat,
Say: Today we are going to remember all the work we have horse. The children clap their hands when they hear a farm
done in Unit 7. animal.
Ask: Do you remember the farm animals and the forest Call out the name of products that we obtain from animals.
animals? Tell me the animals that live on the farm (cows, Say: Milk! Where do we get milk from? SS: Cows/Sheep!
donkeys, horses, pigs, chickens, sheep). Ask: Do you
remember the different sounds the animals make? Ask Collect the childrens books and correct their work.
volunteers to make the animal noises and the rest of the
class tries to guess the animal.
Then, ask: Do you remember what the animals eat?
Ask: Do donkeys eat grain? SS: No. T: What do donkeys
eat? SS: Donkeys eat hay. Continue with other animals.
Ask: What do we get from (cows)? SS: We get (milk,
cheese, yogurt, butter, meat and leather) from (cows).
Practise with all the flashcards.
Work with the book

The children open their books to page 60.
Show the children the stickers in the middle of the book.
The children find and stick the stickers for unit 7.

Point to the first sentence and ask: What animals can you
see at the end of the sentence? SS: Cows. Then, ask: Who
can complete the sentence? S1: We get (milk) from cows.
Repeat with the other sentences.
The children complete the sentences in their books.
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10
Model answer
11 1 W ge mil fro cow .

2 W ge sausa@e fro pig .
3 W ge woo fro se .
4 W ge egg fro 9 chicen
.
5 W ge ho>e fro e .
Lesson 8
10 Complete the picture with the stickers.
11 Complete the sentences.
10
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11
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12 12/11/12 11:38
13
1 Cow ea ic crea.
No, the do>! Cow ea ha .
2 Chicken ea sausage.
No, te do>! Chicen ea grai> .
3 Horse ea sardine.
No, te do>! Hore ea ha .
4 Donkey ea mea.
No, te do>! Doney ea ha .
5 Shee ea cak.
No, te do>! Se ea ha .
6 Pig ea ric puddin@.
Ye, the do! Pig ea everythin@!
Lesson 8
13 Correct the sentences.
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Activity Book
Resources
Multi-ROM
Say: Open your books at page 60. Look at Activity 13. Unit 7, Activity 4
Read out the first sentence. Act surprised and say: No,
they dont! Cows eat hay! Teachers Resource Book
Ask volunteers to read out the other sentences and to Unit 7 Test, pages 81 and 82
correct them.
Tell the children to correct the sentences in their books.
Correct the activity by asking the children to read out
the pairs of sentences.
Transcript
Track 2.20. Unit 7 Test. Activity 1
Listen and number the pictures.
Lets play! One

Pass it on Two
Three
Tell the children to sit down on the floor in
three rows. The children in the first row Four
turn around to the children behind them in Five
the second row saying: S1: We get (milk) Six
from (cows). What do we get from
(sheep)? The children in the second row
answer the question and then ask the
children in the row behind them the same
question. On getting to the end row, the
children stand up. They answer the
question and ask the children in the first
row the same question.
Repeat several times with different
questions.
253
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UNIT 8 LESSON 1 TRANSPORT
Tools and machines

Identifying different types of transport. Students Book, page 61, Activity 1
Curricular link: Geography Say: Open your books at page 61.
Tell the children to look at the picture. Ask: Can you see
Language Objectives any means of transport? Tell them to name the items:
a bus, a car, a bike, and a boat.
Vocabulary: bus, car, bike, boat, ferry Play Track 2.22. The children point to the Twiggles as they
Structures: Wheres the bus? I can hear it but I cant hear them. Play Track 2.22 again. The children number the
see it. Come on, (Dotty). The bus is coming. characters in the correct order. Tell the children to circle the
Resources: CD; poster (side A); pop-outs; flashcards means of transport in the picture.
(car, ferry, bus, plane, train, bike, airport) Say: The Twiggles are going to school. Are they going by
boat? SS: No! T: Are they going by bike? SS: No!
T: Are they going by car? SS: No! T: Are they going by
bus? SS: Yes!
TRANSPORT
Presentation
Tell the children that you are going to talk about transport.
Transcripts
Ask them to think of all the different means of transport
that they know. Tell them to come to the board to draw Track 2.21 Activity
pictures. Say: Thats right! Thats a (car). Place the
corresponding flashcard next to the childs drawing to See page 257.
clarify meaning.
Show the children the flashcard of the ferry. Ask: Whats Track 2.22 Activity
this? They may answer boat. Explain that it is a special kind
of boat. It is for transporting lots of people and cars and its See page 257.
called a ferry.
Repeat with other words. If they do not mention some of Optional Activity Book
the means of transport on the flahscards, hold them up exercises
and name them.
Show the children the poster. Ask: Can you see a means of See page 257.
transport in this poster? SS: No! Point to the bus stop and
ask: What do you think stops here? SS: A bus!
Play Track 2.21 and place the pop-outs of the Twiggles
and the bus on the poster. Call out the names of the
Twiggles as you place them on the poster. Join in with the
line: Come on, (Dotty)! The bus is coming! Practice
Ask five children to come to the board. Hand each one
a pop-out. Play Track 2.21 again. The children put the Place the flashcards on the board. Say: Now I want you
different Twiggles and the bus in the correct place on the to think of how we travel to different places. Remember
poster. sometimes we dont use transport, we go on foot. Mime
Repeat with five more children. The rest of the class joins in walking and write on foot on the board.
with: Come on, (Dotty)! The bus is coming! Call out places, stopping each time and asking the children
to offer suggestions. Say: How do we get to the (sweet
shop)? SS: By bike! By car! On foot!
Call out the following places: school, the town centre,
London, New York, The Canary Islands, etc. Name a
selection of places in the childrens neighbourhood and far
away.
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8
1
Lesson 1
1 Listen and number the characters; then circle all the means of transport.
CLIL Objective: Identifying different types of transport.
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8
1
bu ca bik boa
Lesson 1
1 Circle the same types of vehicle with the same colour.
61
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Say: Open your Activity Books to page 61.
Look at Activity 1. Narrator: He can see Dotty.
Write the following words on the board: car, bus, boat, Stretch: Come on, Dotty. The bus is coming. Run!
bike. Explain that there are many different types of
Dotty: Wheres the bus?
vehicles in these categories.
Tell the children to look at the picture and to use a blue Stretch: I dont know. I cant see it, but I can hear it.
crayon to circle all the buses. Ask: How many buses are Listen.
there? SS: Four. Repeat with other types of vehicles, Narrator: Then they see Flo.
circling them with a different colour. Stretch & Dotty: Come on, Flo. The bus is coming. Run!
Flo: Wheres the bus?
Stretch: I dont know. I cant see it, but I can hear it.
Listen.
Narrator: Then they see Smiley.
Others: Come on, Smiley. The bus is coming. Run!
Smiley: Wheres the bus?
Lets play! Stretch: I dont know. I cant see it, but I can hear it.
Guess Listen.
Place a few children in two rows facing Flo: Heres the bus.
one another. Hand out flashcards from the Narrator: They get on the bus and go to school.
same semantic field to the children in one
row, and flashcards from another semantic
field to the children in the other row. Tell Track 2.22 Activity
the children to hold up their flashcards
for ten seconds so the children from the Narrator: Its Monday morning and its time for school.
row in front of them can see them. Then, Stretch is at the bus stop.
tell the chlldren to put the flashcards face
Stretch: Come on, Dotty. The bus is coming. Run!
down. In turns, each child has to name the
flashcard that the child in front of them held Stretch & Dotty: Come on, Flo. The bus is coming. Run!
up. For example: (Paula) has got an apple. Stretch, Dotty and Flo: Come on, Smiley. The bus is
Repeat several times, handing out different coming. Run!
flashcards to each child. Flo: Heres the bus!
Narrator: They get on the bus and go to school.
Resources
Multi-ROM
Unit 8, Song
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UNIT 8 LESSON 2
CLIL Objective
Discovering how people travel to school.
Curricular link: Geography; Maths exercises
See page 261.
Language Objectives
Vocabulary: by bus/train/car/bike, on foot
Structures: How do you come to school? How do you
go home? I come to school by (car). I go home on foot.
Resources: flashcards of the means of transport
Practice
GETTING TO SCHOOL
Presentation
Children can name means of transport.
Say: Today we are going to talk about how we come to
school and go home.
Take out the flashcards of the different means of transport, Make a chart on the board similar to the one on page 62
place them on the board and ask the children to name the of the Students Book, but with enough boxes for all the
vehicles. children.
Place the flashcards on the board in a row. Point to Ask the children to come to the board in pairs to colour
children individually and ask: Do you come to school by in the boxes for themselves. They should say: I come to
train? S1: No! T: Do you come to school by car? S1: Yes! school by (bus). I go home (on foot) as they are colouring in
Then, point to other children and ask: How do you come to the boxes.
school? S1: I come to school on foot. Sum up the results. Ask: How many children come to
Tell the children to come and stand in a line in front of the school by (bus)? Tell the children to include you as they
means of transport they use. write the number at the bottom of the column.
Ask: How many children come to school by (bus)? Count Repeat with the other means of transport and the other
the children in the line and say: (Ten) children come to question.
school by (bus). Repeat with the other means of transport. Ask the children to help you sum up: So,... (15) children
Point out that there are some means of transport that come to school by (bus).
nobody uses to come to school: nobody comes to school
by plane because we live near. Collect the childrens books and correct their work.
Work with the book

Tell the children to colour in a box at the bottom to show
how they come to school. They use the colour key below.
Then, ask a child: Do you come to school by (bus)? SS:
Yes/No.
Once you have an affirmative answer, ask: Do you go home
by (bus), too?
Point out that some children use two different means of
transport to come to school and go home. Tell the children
to ask nine classmates how they come to school and to
colour their charts.
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2 Model answer
Transport survey 3
9 13
14
10
4
11 15
b bu b trai> b ca b bik o> foo
KEY
How do you com to schoo? =
How do you go hom? =
12 Lesson 2
16
2 Colour the chart for yourself; then ask nine friends and colour the chart.
CLIL Objective: Discovering how people travel to school.
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2 4
trai> bik bu
ca foo
Model answer
5
3
I com to schoo b / o> foo .

I go hom b / o> bu .
Lesson 2
2 Match the words and the pictures.
3 Circle the correct word and complete the sentences.
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Activity Book
Page 62, Activity 2
Resources
Say: Open your Activity Books at page 62. Multi-ROM
Look at Activity 2. Unit 8, Activity 2
Tell the children to name the types of transport that they
can see in the pictures.
Tell the children to match the pictures with the words.
Page 62, Activity 3

Read out the sentences, completing them with
your own personal information. Write the complete
sentences on the board.
Tell the children to circle and complete the sentences
with their own information.
Ask for volunteeers to read out their sentences.
Lets play!
Hot hands
Play this game as a way of revising words
from the same semantic field. Draw four
hands on the board. Assign a subject to
each hand, for example: jobs, the family,
clothes, etc. Divide the class into two
teams and give each child a number (1-12)
so that each child has a partner in the
other team. Say a word and a number.
The child who puts their hand on the
corresponding big hand on the board
first gets a point. The team with the most
points at the end of the game is the winner.
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UNIT 8 LESSON 3
pop-outs face down and turn over three cards each time
CLIL Objective trying to make sets. If they have made a set, they describe
Identifying public transport what they have and keep the set. If not, they return the
pop-outs face down to their original places. The child who
Curricular link: Geography has the most sets at the end of the game is the winner.
Tell the children to work in pairs and to play the transport
Language Objectives game.
Vocabulary: plane, train, bus, ferry, airport, bus stop, Students Book, page 63, Activity 4
train station, port, water, road, railway line, sky
Structures: We get the (bus) at the (bus stop). We
Tell the children to choose two sets of pop-outs and to glue
travel on the (road).
them in their books to make sentences.
Resources: poster (side A); flashcards; students Before they glue their pop-outs in place, ask volunteers to
pop-outs read their sentences out loud. Correct the sentences.
Materials: glue
PUBLIC AND PRIVATE TRANSPORT

Presentation
Place the flashcards on the board. Point to the pictures exercises
one by one and ask questions: Where do planes travel? In
the sky? (point up to the ceiling) or on the road? SS: In the See page 265.
sky.
Repeat the procedure for the other flashcards, introducing
the children to the concept that planes travel in the sky,
buses on the roads, ferries on the water and trains on the
railway lines.
Then, ask: Where do I get the bus? At the train station or at
the bus stop? SS: At the bus stop. Repeat the procedure Practice
with the other flashcards, introducing the children to the
idea that each means of transport has its own terminal: Continuous assessment
airport, port, bus stop and train station.
Point to the poster and ask: Is a (bus) public or private Children can name the terminals for the means of
transport? Explain that public transport is used by lots transport and can describe the means of travel.
of different people and that normally you need a ticket.
Repeat with the other means of transport. Ask questions to Ask the children questions about travellling using different
help them think about the differences. Ask: Have you got a means of public transport. Ask: Do you like travelling by
bike? SS: Yes! T: Have your parents got a car? SS: Yes. (train)? Where do you get the train? Do you travel on the
T: Have they got a plane? SS: No! road when you travel by train?
Put the flashcards on the board (train, bus, plane, ferry)
Work with the book and ask the children to come and point to their favourite
means of public transport. Aks them to describe how they
Students Book, page 63, Activity 3 travel using this means: I like trains. I get the train at the
train station and I travel on the railway line.
Explain to the children that they are going to play a game Collect the childrens books and correct their work.
about public transport. Tell them to take out the pop-outs
for Unit 8. Explain that the pop-outs make up sets: bus,
bus stop, on the road; train, station, on the railway line;
ferry, port, on the water; plane, airport, in the sky.
Tell them to look in their books at the pictures of the
Twiggles playing the game. In pairs, the children place their
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3
Iv go th plan,
th airpor Youv go
an th sk. se.
Model answer
4
1 W ge th a th .
W trave .
2 W ge th 9
a th .
W trave .
Lesson 3
3 Use the pop-outs and play the transport game.
4 Complete the sentences with the pop-outs.
CLIL Objective: Identifying public transport.
63
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4
trai> plan ca ferr Childs drawing
1 Th ca i o> th roa.
2 Th trai> i o> th railwa.
3 Th err i o> th rive.
4 Th pla> i i> th sk.
1 O> thi trai> ther ar 4 coache.

2 Ther ar 6 seat i> eac coac.
3 Ther ar 24 seat i> th trai>.
Lesson 3
4 Draw the vehicles in the picture and complete the sentences.
5 Look at the picture of the train and complete the sentences.
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Activity Book
Say: Open your Activity Books at page 63. Show and tell
Look at Activity 4.
Tell the children to look carefully at the picture and to Tell the children to choose a key
ask questions: Can you see a (road)? SS: Yes! vocabulary pop-out. Each child describes
T: What vehicle travels on the road? SS: A car. their card to the rest of the class. For
Repeat with the other elements and vehicles. example: It is a car. Its red. It goes on the
Tell the children to draw the vehicles in the road. Encourage the children to include
corresponding places. as many details as possible in their
Then, tell the children to complete the sentences. description.
Ask for volunteers to read out their sentences and
correct the activity.
Page 63, Activity 5

Draw a picture of a train on the board with an engine
and four wagons. Point to the wagons and say: This is
a train. On this train there are 4 coaches. Inside each Resources
coach there are seats for the people travelling on the
train. Multi-ROM
Tell the children to look at the picture of the train in their Unit 8, Activity 1
books. DVD
Ask questions: How many coaches are there on this Unit 8, Real Kids
train? SS: Four.
T: How many seats are there on each coach? SS: Six. Teachers Resource Book
T: So how many seats are there on the train? Unit 8, DVD worksheet, page 16
Ask a volunteer to come to the board to write the sum
in order to calculate the total. We can calculate it by
adding 6 + 6 + 6 + 6 or by multiplying 4 x 6.
Tell the children to complete the sentences in their
books.
Ask for volunteers to read out their sentences.
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5 The Twiggles and the train
31 9
1
41
01
2 3
51 11
4 5
61 21
Lesson 4
CLIL Objective: Literacy: anticipation.
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6
9
6
01
7
11
8
21
Lesson 5
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UNIT 8 LESSON 4
CLIL Objective
Transcript
Anticipating events in a story.
Track 2.23
Curricular link: Literacy Story: The Twiggles and the train
See page 271.
Language Objectives
Story language: The train is closer. Warn the driver.
Danger! Stop the train. Stop the train! Ive got an idea! Optional Activity Book
Join-in language: The train is closer. Warn the driver. exercises
Danger!; Stop the train.
See page 271.
STORY: THE TWIGGLES AND THE TRAIN

Present the story Practice
Divide the class into groups of five. Assign one child to be
Show the children the poster. Hold up the pop-outs of Flo,
Flo, one to be Dotty, one to be Stretch, one to be Smiley
Stretch, Smiley and Dotty. Ask: Whos this? SS: (Dotty).
and one to be the train driver.
T: Thats right. And whos this? SS: (Smiley).
Play Track 2.23 again. Tell the children to raise a hand
Point to the poster and ask the children to help you
when they hear their part of the story.
describe the scene. Ask: Can you see a train station?
Play Track 2.23 again. The children join in with their lines.
SS: Yes!
Encourage them to add facial gestures by modelling
Continue asking about the other elements in the picture.
suitable expressions. All the children should join in with the
Point to the break in the railway line and say: Oh dear!
song.
The railway line is broken!
support meaning.
Ask three children to come to the poster. Give each one
a pop-out. Play Track 2.23 again. The children enact the
in by singing along to the song: The train is closer. The train
is closer...
Work with the book

Say: Open your books to pages 64 and 65.
Play Track 2.23 again. The children look at the pictures.
supply the next line.
Each time the children hear the song they sing along.
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UNIT 8 LESSON 5
CLIL Objective
Literacy: aw (four, wall, walk) / ar (arm, car, path)
Transcript
Track 2.24 Phonics
Curricular link: Literacy (Phonics)
See page 273.
Resources: CD; poster (side B); story pop-outs; story
cards

PHONICS exercises
Retell the story See page 273.

the story?
You can also use the story cards. The children put the
cards in the order in which they appear in the story.
Ask questions about the poster to help the children
remember the story. Ask: Can you see the bridge? Can you Act out the story
see the Twiggles? Can you see the red flag?
Play Track 2.23. The children listen to the story. Divide the class into groups of six. Assign a character to
Play Track 2.23 again. The children join in by singing along each child.
to the song: The train is closer, the train is closer Play Track 2.23 again. The children join in with their lines.
Tell the children to close their eyes. Play a part of the story
at random and tell the children to say which picture is being
Work with the book described. Do this several times.
Ask the groups to come forward to act out the story.
Students Book, page 65, Activity 6 Use the recording if necessary.
you. Write the word four on the board. Say: aw... aw... aw... Collect the childrens books and correct their work.
four.
Repeat several times. Articulate the sound very clearly by
pushing your mouth forwards as you produce the sound.
The children repeat: aw... aw... aw... four.
Repeat with the other words that have the /aw/ sound
(wall, walk).
Write the word arm on the board. Say: ar... ar... ar... arm.
Repeat several times. Articulate the sound very clearly by
opening our mouth wide as you produce the sound.
The children repeat: ar... ar... ar... arm.
Repeat with the other words that have the /ar/ sound (car,
path).
Tell the children to look at Activity 6 on page 65.
The children match the pictures of the words that have the
same sounds.
Ask for volunteers to name the pictures that have the /aw/
sound.
Ask for volunteers to name the pictures that have the /ar/
sound.
Tell the children to think about other words in English that
sound like four (door, more, board, tall, talk, autumn); and
arm (star, half, scarf, park, dark, farm).
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6 8
4 3
1 2
9
Lesson 4
6 Number the pictures.
7 Circle the correct solution to the problem.
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Activity Book Smiley: The train! Its on its way.

Stretch: Quick! Lets warn the driver.
Page 64, Activity 6
Narrator: The Twiggles run down the path.
Say: Open your Activity Books at page 64. Look at Flo: Wheres the train, now?
Activity 6. Dotty: Listen!
Tell the children to look at the four pictures. Tell the Smiley: Its coming closer.
children to put the pictures in order according to Song: The train is closer. The train is closer.
the order in the story. Tell the children to number the Warn the driver. Warn the driver.
pictures. Danger, danger! Danger, danger!
Stop the train. Stop the train.
Page 64, Activity 7
Narrator: The train, the train driver and all the passengers
are in danger.
Activity 7.
Dotty: How can we warn the driver?
Tell the children to look carefully at the picture and to
Stretch: Ive got an idea. Red is for danger.
find the groups of children. Tell the children to decide
Flo: Quick, Stretch.
which group of children is helping the train and to circle
Smiley: Its coming closer.
this group.
Song: The train is closer. The train is closer.
Warn the driver. Warn the driver.
Danger, danger! Danger, danger!
Stop the train. Stop the train.
Narrator: Stretch makes a red flag with the blanket.
Lets play! Stretch: Look! Its a danger flag.
Bingo Flo: Brilliant!
Dotty: Listen!
Hand out six key vocabulary pop-outs to Smiley: Its very close. Run!
each child. Song: The train is closer. The train is closer.
Tell the children to place their pop-outs Warn the driver. Warn the driver.
face up on the table. Explain that when Danger, danger! Danger, danger!
you say the name of one of the pop-outs Stop the train. Stop the train.
that they have, they must turn it over so it
is face down. The first child to put all their Narrator: The Twiggles run to the railway line.
six pop-outs face down says BINGO and is Flo: Dotty and Smiley, quick! Climb the wall on the right.
the winner. Stretch: Hold the flag up.
Flo: And wave your arms.
Dotty: Listen!
Song: The train is closer. The train is closer.
Warn the driver. Warn the driver.
Danger, danger! Danger, danger!
Resources Stop the train. Stop the train.
Multi-ROM Narrator: The Twiggles shout and shout.

Unit 8, Story All: STOP!!!
Narrator: And at last, the driver sees the red flag.
Teachers Resource Book Driver: Whats that?
Extension worksheet 1, page 37 All: Stop the train! The bridge is down.
Driver: What???!!!
Narrator: The driver brakes and at the last moment, the
Transcript train stops.
Twiggles: Hurray!! The train is safe.
Track 2.23 Driver: Lets go back to the station.
Story: The Twiggles and the train
Narrator: There are a lot of people at the train station.
Narrator: One day, the four friends go for a picnic. They Everybody is very happy.
walk up the path to a picnic spot. Then, Flo sees Station master: Here comes the train.
something People: Hurray for the four friends! Hurray! The Twiggles
Flo: Look! The bridge is down and the railway line is broken. save the day.
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8
par doo pat

fou ca
wal bal
scar wal ar
9
1 Daw f ou smal ball o> wal.
2 Daw ca o> pat

i> th par.
Childs own drawing
Lesson 5
8 Use coloured pencils and match the pictures with the same sound.
9 Complete the sentences; then choose one and draw a picture.
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Activity 8. aw aw aw wall
Say: Look at the pictures. Find the word car. Can you aw aw aw four
find other words with the same sound? SS: Park, scarf,
aw aw aw walk
arm, path.
Do the same for four (wall, walk, door, ball) ar ar ar path
Tell the children to choose two colours and to use them ar ar ar arm
to match the words with the same sounds. ar ar ar car
Page 65, Activity 9

Read out the sentences. Tell the children to help you
complete the words. Write the words on the board as
you say them.
The children complete the sentences in their books.
Tell them to choose one of the sentences and to do a
picture to illustrate it.
Ask for volunteers to read out the sentence they have
chosen and to show the corresponding picture to their
classmates.
Lets play!
Sound posters
Write the letters of the sounds that you
have studied on a piece of continuous
paper. Tell the children to do pictures of
the objects that contain these sounds
and to stick the pictures next to the
corresponding letters. They can also
stick photos of classmates whose names
contain those letters or sounds.
Variation: Individually, children can prepare
a sound mural on a piece of card.
Resources
Multi-ROM
Unit 8, Phonics
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UNIT 8 LESSON 6
Say: Now listen to the song again and number the pictures.
CLIL Objective Play Track 2.25 again. The children number the pictures in
their books.
Understanding the rules for road safety.
Tell the children to look at the pictures again and ask: Can
Curricular link: Social Science you see anything dangerous?
On the board, draw a picture of the children crossing
Language Objectives between two cars. Draw a line through the picture and say:
Thats dangerous!
Vocabulary: zebra crossing, traffic light, green/red Tell the children to find the dangerous situations and to
man, left, right, cross draw a red line through them.
Structures: Cross the road! Dont cross the road!
Resources: CD
ROAD SAFETY
Transcript
Presentation Track 2.25
The cross the road song
Say: Today were going to sing a song about road safety.
Draw a road on the board. Then, draw a zebra crossing See page 277.
and several cars on the road. Ask the children: Where is it
safe to cross the road? Here? (point to a place where there
is no zebra crossing), Here?, etc. Ask a child to come to Optional Activity Book
the board to show you a place where it is safe to cross the
road. exercises
Write the words zebra crossing next to the zebra crossing See page 277.
and say: This is a zebra crossing. Its safe to cross the road
here.
Then, draw a car close to the zebra crossing and ask: Is it
safe to cross now? SS: No!
Say: Thats right. Look left! Then, look right! If there is
nothing coming, cross the road. Practice
Say: Show me your left hands! Now look left! Show me
Draw a map of your immediate neighbourhood showing
your right hands! Now look right! Check that the children
the school and the roads around the school. Ask: Are
know the difference between left and right and correct
there any zebra crossings near our school? Are there any
them when necessary.
pedestrian crossings?
Then, draw a traffic light at each end of the zebra crossing.
Explain that zebra crossings have no lights, and pedestrian
Draw a picture of a man like the ones on the pedestrian
crossings have traffic lights.
crossing lights. Say: I can cross the road when this man
Tell the children to come to the board to mark on the map
is... SS: Green! T: Thats right! Green man, cross the road!
the different zebra crossings and pedestrian crossings in
Then, say: I cant cross the road when this man is...
their corresponding positions.
SS: Red! T: Thats right! Red man, STOP!
Ask the children if they would like to have more zebra
Play Track 2.25. The children listen to the song.
crossings. Ask them where they would like to have them.
Play Track 2.25 again. The children join in by singing along
Make sure that the children understand that even when we
to the song.
use a zebra crossing or a pedestrian crossing, we still have
to look and cross carefully.
Work with the book
Tell the children to look at the pictures on the page.
Say: Cross the road at the traffic light! Can you find the
picture? Tell the children to look for the picture and to point
at it with their finger.
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7 8
6 5 9
3 2 4
Lesson 6
7 Sing The cross the road song; then number the pictures and draw a red line
across the dangerous pictures.
CLIL Objective: Understanding the rules for road safety.
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10 11
gree> ma> le trafic ligh
re ma> zebr crossin@ righ
Cros th roa a th
trafic ligh
o a th zebr crossin@ , blac
an whit.

Re ma> sto. Sto. Do> go.
12
Gree> ma> read to cros
th roa.

Loo le an righ .
Do> loo dow>!

Now cros th roa. Sa an soun!
31
Lesson 6
41
10 Complete the song.
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51
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Activity Book
Resources
Say: Open your Activity Books to page 66.
DVD
Unit 8, The cross the road song
Say: Lets see if we can remember the song. Teachers Resource Book
Start reading out the text and stop when there is a blank Ready to read worksheet, page 60
space. Tell the children to call out the missing words.
Tell the children to use the words at the top of the page
in order to complete the song.
Ask for volunteers to read out the lines from the song.
Transcript
Track 2.25
The cross the road song
Lets play! Cross the road at the traffic light,

Or at the zebra crossing, black and white.
Flash
Red man, stop. Stop. Dont go.
Hold up a flashcard for a short period Green man, ready to cross the road.
of time and then hide it quickly so the
Look left and right. Dont look down!
children only get to see it very briefly. Tell
the children to try to identify it. If they Now cross the road. Safe and sound!
cant name it, turn the card around again.
However, this time do it more slowly and
bit by bit. Continue turning it over until they
can identify it. Repeat several times with
different flashcards.
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UNIT 8 LESSON 7
CLIL Objective
Making road signs.
exercises
Curricular link: Geography See page 281.
Language Objectives
Vocabulary: red, green, stop, go, right, left, zebra
crossing
Structures: Look left! Dont run!
Materials: scissors, white card, coloured paper, Display the project
lollipop sticks, sticky tape, white chalk
Preparation: Make road safety signs to show the
class.
Children can describe how to cross a road safely.
BUSY HANDS: ROAD SAFETY SIGNS

Ask the children to take turns to come to the front of the
Present the project classroom with their road safety signs. They call out
Say: Today we are going to make some road signs. Were instructions to the rest of the class and hold up their signs.
going to make road signs for a zebra crossing. Show the The other children act out the correct movements.
children the road safety signs that you have prepared.
Sing the song Cross the road again to explain the different
actions and the different signs that they are going to make.
Work with the book

Read out the title of the project: Road safety signs.
Point to the stages, one by one, and explain how to do it.
Use the materials that you have brought to class to help
clarify meaning.
Follow the stages to make the road safety signs and get the
children to copy each stage.
Stick the road signs onto the lollipop sticks.
Call out instructions at random and ask the children to hold
up their signs.

Take the children to the playground or clear a space on the
floor in the classroom.
Tell the children to help you draw four zebra crossings on
the floor.
Divide the class into groups of four and assign a zebra
crossing to each group.
Two children hold up road signs and give instructions to the
other children who are crossing the zebra crossing.
278
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8 Road Safety signs
1 2
3 4
9
Re ma>. Sto.
Loo righ.
Lesson 7
8 Make road safety signs.
9 Draw a zebra crossing and play a road safety game.
CLIL Objective: Making road signs.
67
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11
12
13
Lesson 7
11 Match the tracks with the vehicles.
12 Find and colour the letters; then read the message.
67
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14
10
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Activity Book
Colours
Ask: How many wheels are there on a bus? SS: Lots of Think of an object that has one distinct
wheels! T: And on a car? SS: Four wheels! T: And on a colour. Say: I spy with my little eye
bike? SS: Two wheels! something green. Tell the children to try to
Then, ask: Are the wheels on a bus big or small? Repeat guess what the object is. For example:
with the other two means of transport. S1: A green pencil?; S2: A green book?
Tell the children to match the tyre tracks with the means The first child to guess the object thinks of
of transport. the next object.

Say: Now, look at Activity 12.
Say: Look at the plane! Where is it? SS: In the sky.
Tell the children to look for the letters in the clouds and
to colour them.
Then, say: Can you read the words? SS: Safe and
Sound! Resources
Multi-ROM
Unit 8, Activity 3
281
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UNIT 8 LESSON 8
CLIL Objectives
exercises
See page 285.
Language Objective
All the language for Unit 8.
Resources: flashcards, stickers
Materials: a slip of paper per child
Preparation: Make sets of words: bus, road, bus Round up
station; plane, sky, airport; train, railway line, train Play Find your partner.
station; ferry, water, port. Give each child a slip of paper with a word from the ones
you have prepared. Tell the children to make groups of
threes by associating the means of transport with the
element of the landscape on which it travels and its
BUSY MINDS terminal, for example: bus, road, bus station. Once all
the children are in groups, ask them to summarise their
Lets remember! collective information: We travel by bus. We get the bus at
Say: Today we are going to remember all the work we have the bus stop and we travel on the road.
done in Unit 8.
Ask: Do you remember the different means of transport? Collect the childrens books and correct their work.
Tell me some means of public transport (plane, train,
ferry, bus). Ask: Do you remember any means of private
transport? (bike, car). If necessary, use the flashcards
so the children remember the words. Then, ask: Do you
remember the different ways we can come to school?
Who comes to school by (bus)?
Ask: Where do we get a bus? SS: At the bus stop.
Repeat with the other means of transport.
Ask: Do you remember the Cross the road song? Lets
sing it again. (Track 2.25. See page 277.)
The children sing the Cross the road song.
Work with the book

The children open their books at page 68.
Students Book. The children find and stick the stickers for
the means of transport from Unit 8. Then, they trace over
the words.

Tell the children to stick the by car sticker next to the
first sentence, and the on foot sticker next to the second
sentence.
Say: I go to the library by car. I go to the park on foot.
Ask for volunteers to say examples using the sentences
and stickers.
Ask for volunteers to read their sentences out loud.
282
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10
airpor trai> statio>
bu sto por
Model answers
11 I go to m grann hou
b ca
I go to t par
o> foo
th librar m frien hous th bu sto
m grann hous th par th shop
Lesson 8
10 Complete the pictures with stickers and trace over the words.
11 Complete the sentences with words from the box and stickers.
68
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13
Publi Privat
transpor transpor
ca bu ca plan
trai> bi
bu pla> ferr
trai> err bik
14 b plan.
to schoo b trai>.
to m granda hous b ca.
I go to th shop b bu.
to m frien hous b boa.
to th park b bik.
o> foo.
15
ca oo
scar walk
ar bal
Lesson 8
13 Classify the transport.
14 Match the columns to make sentences; then trace over the words.
15 Complete the words.
68
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Look at Activity 13. Listen and match the characters to the means of
Ask: Is a car private or public transport? SS: Private. transport.
Repeat with the bus.
The children classify the means of transport into two
Flo: Oh, this is fun! Up, up in the sky!
categories: public and private.
Ask volunteers to read out their lists. Correct the activity. Narrator: Wheres Flo?
Smiley: Look! We are on a bridge.
Page 68, Activity 14 Narrator: Wheres Smiley?
Say: Now look at Activity 14. Dotty: Oh, dear! I dont like it on the water.
Read out a complete sentence: I go to my friends Narrator: Wheres Dotty?
house by bike. Stretch: Can I have a ticket, please?
Tell the children to match the words in order to form
Narrator: Wheres Stretch?
sentences that are true for them.
Ask volunteers to read out their sentences.
Page 68, Activity 15 Track 2.31. Unit 8 End of Year Test. Activity 1
Tell the children to name the objects in the first list: car,
Listen and match the characters to the places in the
scarf, arm.
Repeat with the other list. school.
Tell the children to complete the words. Narrator: Wheres Flo?
Copy the lists on the board and tell the children to come Teacher: Well done, Flo! You can jump very well.
forward to complete the words. Narrator: Wheres Dotty?
Tell the children to correct any spelling mistakes. Dotty: (quite loudly) Excuse me, Miss...
Librarian: Shhh! Speak quietly, Dotty.
Dotty: (whispering) Sorry, Miss. Can I have a book
about animals, please?
Lets play! Narrator: Wheres Stretch?
Stretch: Can I have ten sausages, please?
What is it? Lunch supervisor: (laughing) Alright, Stretch.
Ask a volunteer to come forward and give Narrator: Wheres Smiley?
them a flashcard. Tell them to mime the Teacher: Smiley! Come to the board and write the
word on the flashcard. The rest of the class
days of the week, please.
tries to identify the flashcard.
The child who identifies it correctly mimes Smiley: Yes, Miss!
the following flashcard. Continue playing
until all the children have had a turn.
ASSESSMENT CRITERIA
CLIL Objective
Resources Children can identify all means of transport and
Multi-ROM distinguish between public and private transport and
understand the road safety rules.
Unit 8, Activity 4
Teachers Resource Book Language Objectives
Unit 8, Test pages 83 and 84 Children can name all the means of transport, and can
See Transcript Track 2.26 reply to questions on how they go to and return from
End of year Test pages 85, 86 and 87 school. They can give instructions on road safety.
285
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HALLOWEEN LESSON 1
sizes. On the piece of card, draw a big circle with a little

CLIL Objective circle inside it. Cut out the small circle so there is a hole in
Learning all about Halloween. the centre. Use the picture of the Halloween pumpkin as a
template. Trace around it and draw it onto the orange card
Curricular link: Art at least six times. Cut out the Halloween pumpkins.
Stick the leaves on the card and put the Halloween
Language Objectives pumpkins at intervals on the card to make the decoration.
Collect all the decorations and place them around the
Vocabulary: pumpkin lantern, witch, bat, ghost, class.
monster, spider, cat, leaves The children can take their decorations home at the end of
Structures: Its Halloween! the week.
Resources: CD
Materials: sheets of paper, brown card, orange card,
glue
*Note: You will need a lot of autumn leaves in a variety

of colours. You can collect them or ask the children to Transcript
bring them.
Track 2.27 The Halloween song
See page 289.
Presentation
Explain that at this time of the year children celebrate Optional Activity Book
Halloween. Ask the children if they are doing anything
special for Halloween in their other classes. Write the word
exercises
Halloween on the board. Write the following words under See page 289.
the heading: Halloween pumpkin, ghost, spider, cat, bat,
witch and monster. Ask for volunteers to come to the
board. They choose a word and do a drawing of it
underneath.
Hold up your book and point to the children. Say: Lets
learn a Halloween song. Round up
Play Track 2.27.
Play Track 2.27 again. Tell the children to listen carefully Sing The Halloween song again.
and to shout out Halloween.
Work with the book

Say: Open your books at page 69. Point to the picture of Halloween is celebrated on 31st October. It is not a
the children. Ask: How many Halloween pumpkins can you public holiday and children celebrate after school if it
see? SS: Six! falls on a school day. The children dress up in fancy
Tell the children to find the children dressed as the dress and visit their neighbours houses in a group.
characters/animals/objects that they drew on the board. They knock on the door and shout Trick or treat! This
Ask: Can you find a (monster)? means that the adults in the house have to give them
Play Track 2.27. The children sing along to the song. sweets or the children will play a trick on them. Many
houses have a pumpkin lantern in the window. This is
made by cutting the top off a pumpkin and removing
the seeds and flesh from the inside. A face (mouth,
Say: Lets make Halloween decorations. nose and eyes) is then cut into the skin. A candle is lit
Hold up the materials and show the children how to make and placed in the centre so the face shines.
the decoration. Halloween vocabulary: witch, ghost or spook, monster,
Put the leaves on your desk and ask the children to come cat, bat, spider, spiders web, skeleton, pumpkin
and look at the leaves. Discuss the different colours and
286
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1
2 A Halloween decoration
17 21
18 Lesson 1
1 Sing The Halloween song.
2 Make a Halloween decoration.
22
69
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19 23
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1
pumpkin witch bat spider

monster cat ghost
Lesson 1
1 Help the witches find their cats.
2 Join the dots to complete the picture. What's in the picture? Circle the words.
69
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HALLOWEEN LESSON 1 OPTIONS
Halloween Transcript
Activity Book Track 2.27 The Halloween song
Page 69, Activity 1

Its Halloween! Its Halloween! The best night of the year!
Pumpkin lanterns, witches and bats.
Look at Activity 1.
Ask: How many witches are there? SS: Four! T: How Ghosts, monsters, spiders and cats.
many cats are there? SS: Four! Its Halloween! Its Halloween! The best night of the year!
Tell the children to use their fingers to trace over the
route from the witch to the cat. Once they are sure of
the correct route, they can trace over it with a crayon.
Page 69, Activity 2

Tell the children to join the dots to complete the picture.
When they have finished, read out the words in the box
at the bottom and ask: Is there a (pumpkin) in the
drawing? Tell the children to circle the words that
correspond to the objects in the picture.
289
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CHRISTMAS LESSON 1
CLIL Objective
Learning all about Christmas. Transcript
Track 2.28 The Christmas song
Vocabulary: Christmas tree, bells, stars, angels,
tinsel, balls, candles, snowmen, holly, lights, decorate,
Santa, Happy Christmas! Optional Activity Book
Resources: CD exercises
See page 293.
Presentation
Write 25th December on the board. Ask the children if they
know what day this is. Tell them that it is Christmas day.
Explain that we will all be on holiday for Christmas day, but Round up
we are going to learn a Christmas song and do some
activities. Sing The Christmas song again.
Draw a Christmas tree on the board. Say: Lets decorate
the Christmas tree. Draw a bell next to it and say: This is a Collect the childrens books and correct their work.
bell. Ask three children to come to the board to draw two
bells each on the tree.
Repeat the process with the following things: angel, ball,
Christmas day (25th December) is when children
candle, star, snowman, holly and light.
receive their presents. Christmas Eve is not a public
Draw a line of tinsel zigzagging across the tree. Say: This is
holiday and, generally speaking, children go to bed
tinsel.
early to wait for Santa. The day after Christmas Day is
Say: Lets learn a Christmas song.
Boxing Day (26th), which is a public holiday. Christmas
Play Track 2.28. Point to the objects on the tree as they
celebrations have many similarities and some special
are mentioned.
regional or national differences.
Christmas vocabulary: Santa Claus, tinsel, star,
Work with the book Christmas card, bell, Christmas tree, carol, chimney,
Rudolph the red-nosed reindeer, sleigh, stocking,
Students Book, page 70, Activity 1 present, angel
Play Track 2.28 again. The children listen and point to the
objects on the tree. Then, they listen again. The children
join in by singing along to the song.
Tell the children to identify the little pictures at the bottom
of the tree.
Ask: How many bells are there? Count them.
Tell the children to write the number in the box next to the
picture. Repeat the procedure for the other pictures.
290
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1 2
9
3
11 7 5
8
14
13
10 11
16
Lesson 1
1 Sing The Christmas song; then count the decorations and write the numbers.
70
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11
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1 2
Lesson 1
1 Match the presents with the children; then colour the picture.
70
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CHRISTMAS LESSON 1 OPTIONS
Christmas Transcript
Lesson 1 Track 2.28 The Christmas song
Activity Book
Lets decorate the Christmas tree,
Page 70, Activity 1
With bells and stars and angels!
Say: Open your Activity Books at page 70. Lets decorate the Christmas tree,
Look at Activity 1. With tinsel, balls and candles.
Point to Santa and ask: Whos this? SS: Santa!
Lets decorate the Christmas tree,
Ask for volunteers to read the letters.
Tell the children to find the presents and to match them With snowmen, holly and lights.
to the children. Lets decorate the Christmas tree,
Tell the children to colour the picture. Ask questions Because Santa comes tonight!
about the completed pictures: What colour is the (car)?
293
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CHRISTMAS LESSON 2
CLIL Objective
Learn about a popular, family festival: Christmas. Optional Activity Book
exercises
Vocabulary: Christmas tree, bells, stars, angels, tinsel,
balls, candles, snowmen, holly, lights, decorate, Santa,
Happy Christmas!
Materials: card, lollipop stick, felt-tip pens, cotton,
scissors, glue
Preparation: Make a book mark to show the class.
Work with the book

Say: Lets make a Christmas book mark.
Hand out the materials and show the book mark that you
have prepared earlier.
Draw a simple snowman shape on the board. Tell the
children to copy it onto their pieces of card.
Walk around the class helping them so that when they
come to cut out the shape it is not too difficult.
Show the children how to glue the cotton wool onto the
shape
The children can then draw the face, arms and scarf using
felt-tip pens.

Play Secret Santa.
Tell the children to write their names on slips of paper.
Collect all the slips of paper and put them in a bag.
Ask the children to come to the front of the class one by
one in order to take a slip of paper from the bag. They
should not show anyone the name on the paper. Ensure
that the children do not have their own names. Write the
following text on the board: To , Happy Christmas,
from (your name).
Tell the children to copy and complete the text on the back
of their bookmarks with the name on the slip of paper and
their own names.
Tell the children to find the person they have dedicated
their book mark to. They give that person the book mark
and say Happy Christmas!
294
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2 A snowman book mark
1 2 3
17
4 5 6
21
13
3
18 22
14
2
19 23
1 3
Lesson 2
2 Make a snowman book mark.
3 Play Secret Santa.
71
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20 15
24
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2
Lesson 2
2 Draw a line through the maze. Draw the star on the top of the Christmas tree.
Colour and decorate the tree.
3 Find and circle the odd one out.
71
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CHRISTMAS LESSON 2 OPTIONS
Christmas
Lesson 2
Activity Book
Page 71, Activity 2
Point to the picture of the Christmas tree. Say: We need
to draw a star on the top. Tell the children to use their
fingers to trace the route through the maze to the top of
the tree. Once they are sure of the route, they can draw
over it with a crayon. They also draw a star at the top.
Page 71, Activity 3

Tell the children to look at the pictures and to identify them:
Santa, reindeer and angels. Explain that in each group of
pictures, there is one picture that has a part of it that is
different.
Tell the children to circle the picture that is different.
297
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EASTER LESSON 1

CLIL Objective
Say: Lets make an Easter card.
Learn all about Easter. Hand out the materials and show the children how to
make the cards.
Language Objectives Tell the children to fold the card in half.
They can choose any picture they like to draw on the front.
Vocabulary: Easter Bunny, ear, tail, nose, feet, teeth, Brainstorm a series of suggestions and write them on the
chocolate eggs, Happy Easter!
board. Explain that the picture should have an Easter look
Materials: card, felt-tip pens to it, including flowers, bunnies, eggs or baskets.
The children complete their cards by writing the greeting
inside.
Presentation
Write the word Easter on the board and draw an
Easter egg next to it. Ask the children if they know which
festival they are going to celebrate soon. Explain that
Transcript
Easter Sunday is not on the same day every year. Ask if Pista 2.29 The Easter song
anyone knows which day it is this year. Write the date on
the board. See page 301.
Put your hands on top of your head and say: Easter Bunny
has got two big ears. Write the word ears on the board.
Point behind you and say: Easter Bunny has got a fluffy Optional Activity Book
tail. Write the word tail on the board. Point to your nose
and say: Easter Bunny has got a small pink nose. Write the
exercises
word nose on the board. Point to your feet and say: See page 301.
Easter Bunny has got four big feet. Write the word feet on
the board. Point to your teeth and say: Easter Bunny has
got big white teeth. Write the word teeth on the board.
Play Track 2.29. Point to the words as they are
mentioned. Tell the children to point to the corresponding
part of their body. Round up
Sing The Easter song again.
Work with the book
Easter is celebrated on a different day each year. To
Say: Open your books to page 72. Look at the pictures.
calculate when Easter will be, find the first full moon
Play Track 2.29 again. The children look and point at the
after 20th March. Easter Sunday is the following
pictures. Then, play the recording again. The children sing
Sunday.
along to the song.
Easter vocabulary: Easter egg, Easter Bunny, basket
Tell the children to colour the eggs in the Easter Bunnys
basket.
298
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21
1
22
23
2
1 2 3
Lesson 1
24
1 Sing The Easter song; then colour the Easter eggs.
2 Make an Easter card.
72
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1
10 9 8 7 6
5 4 3 2 1
Lesson 1
1 Colour the picture.
2 Find and count the things in the picture. Write the numbers.
72
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EASTER LESSON 1 OPTIONS
Easter Transcript
Activity Book Track 2.29 The Easter song
Page 72, Activity 1

Easter Bunnys got two big ears. Flop, flop, flop.
Easter Bunnys got a fluffy tail. Wiggle, wiggle, wiggle.
Look at Activity 1.
Tell the children to colour the picture. Easter Bunnys got a small pink nose. Twitch, twitch, twitch.
Easter Bunnys got four big feet. Hop, hop, hop.
Page 72, Activity 2 Easter Bunnys got big white teeth. Crunch, crunch, crunch
Easter Bunnys got chocolate eggs. For my lunch!
Tell the children to identify the pictures.
Tell them to find and count the objects in the picture
and to write the numbers in the boxes. Ask: How many
(flowers) are there? SS: Ten. Repeat with the other
elements.
301
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TRACK LIST
CD 1 CD 2
Unit 0 Unit 5
1.1. The hello song 2.1. Activity
1.2. The number chant 2.2. Activity
2.3. Activity
Unit 1 2.4. Story: Smiley is a fussy eater
1.3. Activity 2.5 Phonics
1.4. Activity 2.6 The five a day song
1.5. Activity 2.7. Unit 5 Test. Activity 1
1.6. Activity
1.7 Story: In the library Unit 6
1.8. Phonics 2.8. Activity
1.9. The school song 2.9. Activity
1.10. Unit 1 Test. Activity 1 2.10. The days of the week song
2.11. Story: The cuckoo clock
Unit 2 2.12. Phonics
1.11. Activity. 2.13. Activity
1.12. Activity. 2.14. Unit 6 Test. Activity 1
1.13. The tree song
1.14. Activity Unit 7
1.15. Story: Flos new autumn hat 2.15. Activity
1.17. Unit 2 Test. Activity 1 2.17. Story: Dotty feeds the animals
2.18. Phonics.
Unit 3 2.19. The buzzy bee song
1.18. Activity 2.20. Unit 7 Test. Activity 1
1.19. The I can do it song
1.20. Activity Unit 8
1.21. Story: The Christmas song 2.21. Activity
1.23. Unit 3 Test. Activity 1 2.23. Story: The Twiggles and the train
2.24. Phonics
Unit 4 2.25. The cross the road song
1.24. The building song 2.26. Unit 8 Test. Activity 1
1.25. Song activity
1.26. Activity Festivals
1.27 Story: A river adventure 2.27. The Halloween song
1.28. Phonics 2.28. The Christmas song
1.29. Activity 2.29. The Easter song
1.30. Unit 4 Test. Activity 1 2.30. Diagnostic Test. Activity 1
2.31. End of year Test
302
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PRIM ARY READ ERS
es a very smelly,
bear from a
the park. She
home and washes
he smells very
At night, in the
John Foley
y lies frightened
gging Smellybear.
r tells her to jump
and run to the
use something is
appen!
COLEC CIN
FREE CD INSIDE
ISBN: 978-84-668-1040-1
9 78846 6 81040 1
arillo Negro
184976 _ 0302-0303.indd 303 12/11/12 11:47

House, Susan
58 St Aldates Sparks 2 Teachers Book / Susan House y Katharine Scott. - 1a
Oxford OX1 1ST ed. - Buenos Aires : Santillana, 2012.
United Kingdom 308 p. + CD-ROM ; 28x21 cm.
ISBN 978-950-46-3094-4
2012 Ediciones Santillana, S. A. 1. Enseanza de Ingls. 2. Libro del Docente. I. Scott, Katharine
Leandro N. Alem 720 II. Ttulo.
C1001AAP Buenos Aires, Argentina CDD 420.7
Susan House and Katharine Scott 2009
First published by Richmond Publishing / Santillana Educacin, S.L. 2009
ISBN: 978-950-46-3094-4
Publisher: Mabel Manzano

Project Editor: Elsa Rivera
Editorial Team: Julie Davies, Eve Hampton, Idoia Llama, Andrea Turner
Writer: Paul House
Teaching Consultants: Ins Delgado-Echage, Matilde Daz-Caneja, Jayne Williams
Translation: Hot English
Musical adaptation, arrangements and original composition: H.G. Sigalov
Recorded at: EFS Motivation Sound Studios, London
Art Director: Jos Crespo
Design: Martn Len Barreto
Cover Illustration: Javier Vzquez
Illustrations: Beehive Illustration: Gustavo Mazali, Simon Rumble
Photo Research: Amparo Rodrguez
Layout: Roco Lominchar, Miguel . Mora-Gil, Colin Stobbart, Ana Luca Garibotti
The publishers would like to thank all those who have contributed to the development of this course, in particular:
Ana Ferrer Ferrer, Eva Gonzlez Garca, Daniel Ramrez Herra, Ana Rosiol Lluch, Amalia Luque Surez, Mara
Prez, Francisca Rufin Martos, Beatriz Rodrguez Martn Gins Olivares Fernndez, Alberto Borrejn Ramos, M
Jess lvarez Prado, Sofa Ortiz Collado, Casilda Tortosa Prez-Ojeda, Mnica Soldevilla Vitoria, Esperanza
Bujanda, Merc Oller Campdelacreu, Ana Isabel Ramos Aguilar, Santiago Pozuelo Ordez, Almudena Martn
Rojero
This Teachers Book includes Audio CDs.
Queda hecho el depsito legal que marca la ley 11.723.

Impreso en Argentina. Printed in Argentina.
First Edition Published 2012
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing
from the Publisher.
The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct
any involuntary omission at the earliest opportunity.
Este libro se termin de imprimir en el mes de noviembre de 2012, en en Artes Grficas Integradas, William Morris
1049, Florida - Vicente Lpez, Argentina.
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tapa TB_lomo.

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5. Im hungry! The human body Im (tired). Eat, drink

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Cian Magenta Amarillo Negro Troquel

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W draw. My favourite school activi

In this lesson, the children work with

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HERE WE ARE AGAIN

Work with the book

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Activity Book Transcripts

Track 2.30 Diagnostic Test. Activity 1

Listen and match the school objects to the characters.

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Work with the book

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Activity Book Transcript

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Work with the book

Collect the childrens books and correct their work.

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Childs own drawing

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penci crayo> fel-ti rubbe

sharpene rule scissor glu

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CLIL Objective Work with the book

Play Track 1.3 and place the pop-outs in front of the

Collect the childrens books and correct their work.

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Childs own answer

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Activity Book Transcripts

Teacher: Good morning! Good morning!

Narrator: This is the Twiggles School. The children are in

Multi-ROM Teacher: Good morning! Good morning!

Teachers Resource Book Teacher: Good morning! Good morning!

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Students Book, page 6, Activity 3

ROOMS AT SCHOOL Transcript

Work with the book

Collect the children books and correct their work.

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2 Th cantee> i nex to th librar .

4 Classroo 2 i nex to th cantee> .

Gym Classroom Library Canteen