DVD Game Box Handbook

t e n t and literature
hrou g h c o n
glish t
Learning En
135470

Distributed exclusively by Grupo SM www.udaytonpublishing.com

DVD Workbook - Cycle 1

Content

• How to use Comet Game Box 2

• Say it with rhyme 5

Level 1 6

• The magic set 9

Level 1 10
Level 2 13

• Tumpty-tum 16
Level 1 17
Level 2 20

• Fun at the beach 22

Level 1 23
Level 2 26

• A surprise 29
Level 2 30

• Review answer sheets 32

• Review answer key 40

Content 1
 How to use Comet
Interactive DVD
Comet Game Box is a multimedia DVD resource to be used
in addition to Comet Pupil’s Book and Activity Book. There
are four activities in this DVD; Comet quiz, Picture challenge,
Storytime and Comet review. Each activity contains contents
relating to Units 1–8 of Comet Level 1 and Comet Level 2. There
are suggestions in Comet Teacher’s Book as to when to use the
different activities. Some activities test and review language
learned in the units, while others introduce new language and
ideas. Together, the DVD offers an alternative to traditional
learning styles and classroom activities and also provides an
opportunity for pupils to develop their digital competence
skills.
Comet quiz
Comet quiz is a multiple choice quiz game that uses video,
audio and still images to test and review language learned
in each unit. Each question is presented in writing and in
audio. Players must use the DVD remote control or computer
keyboard to select the answer from a multiple choice. Each
time the game is played, the DVD randomly selects a set
of pre-programmed questions, so the game can be played
multiple times using content from Units 1–2, Units 1–5 and
Units 1–8. This gives pupils the chance to review language
seen since the start of the level.
Comet quiz can be played by the whole class or in teams of
two, three or four so that pupils can play against each other.
The final score is automatically counted for each playing team
and the winning team is announced at the end of the game.
To help pupils develop their digital competency, hand them
the DVD remote control or get them to use the computer
keyboard to select their answers.
2
How to play:
• Use the arrows on the DVD remote or computer
keyboard to navigate through the following menu
options:
• Choose to play Level 1 or Level 2.
• Choose to see questions from Units 1 to 2, Units 1 to 5
or Units 1 to 8.
• Choose a set programme.
• Choose the number of teams playing the game:
• One team: 10 questions per round. Allow 15 minutes
to play the game.
• Two teams: 8 questions per round. Allow 20 minutes
to play the game.
• Three teams: 5 questions per round. Allow 20 minutes
to play the game.
• Four teams: 5 questions per round. Allow 25 minutes
to play the game.
• The game automatically begins after teams are
selected. The first question will appear on screen and
voiced by the game narrators. Hand the playing team
the DVD remote control or get a nominated player to
come to the computer keyboard. Use the arrows on the
DVD remote control or computer keyboard to select
either A, B, C or D. Press PLAY or ENTER at the correct
selection. The DVD will automatically move to the next
question. If the question is wrong, the correct answer
will be highlighted before moving automatically to
the next question. Continue playing the game until
all teams have completed all the rounds. After the
final question has been answered, the final score will
automatically appear on screen. Return to the Comet
quiz menu to play again.
Picture challenge
Picture challenge is an animated vocabulary game that
tests and reviews pupils’ knowledge of the vocabulary
learned in each unit. Illustrations from Comet Pupils’ Book
and Comet Activity Book are slowly revealed on screen and
pupils are expected to guess the word before the thirty
second countdown reaches zero. There are a number of set
programmes to choose from for each unit, so the game can
be played multiple times. There are options to play the game
using vocabulary from Units 1–3, Units 1–6 and Units 1–8. This
gives pupils the chance to review vocabulary seen since the
start of the level.
Picture challenge can be played by the whole class or in teams
of two, three or four so that pupils can play against each other.
The final score is automatically counted for each playing team
and the winning team is announced at the end of the game.
How to play:
• Use the arrows on the DVD remote or computer
keyboard to navigate through the following menu
options:
• Choose to play Level 1 or Level 2.
• Choose to see pictures from Units 1–3, 1–6
or 1–8.
• Choose a set prgramme.
• Choose the number of teams playing the game.
• Choose one team: There will be 10 pictures per round.
Allow 15 minutes to play the game.
• Choose two teams: There will be 5 pictures per round.
Allow 15 minutes to play the game.
• Choose three teams: There will be 5 pictures per round.
Allow 20 minutes to play the game.
• Choose four teams: There will be 3 pictures per round.
Allow 15 minutes to play the game.
• The game automatically begins after teams are
selected. The first picture will appear on screen. Hand
the remote control to the playing team or invite a
player to the computer keyboard. As the picture
appears and the countdown begins, tell the playing
team to press PAUSE when they think they know the
word. Get them to say the word, and then press play
to continue the countdown until the correct word is
revealed.
• Use the remote or keyboard to indicate if they team
guessed the word correctly, or not. Then hand the DVD
remote the next playing team.
• Continue playing the game until all teams have
completed all the rounds. After the final picture has
been guessed, the final score will automatically appear
on screen. Return to the Picture challenge menu to play
again.
3
 Storytime
Storytime contains five short stories ranging from 50 seconds
to 3 minutes in length. All stories are narrated and contain
both illustrations and words for pupils to follow on screen.
The full script can be found in this DVD Workbook within the
teacher’s notes for each story.
Some of the stories contain language learned in the units,
while others present new language or are more closely related
to topics in one level than another. Where a story contains
language related to a unit in either Level 1 or Level 2, it is
highlighted in both the Comet Teacher’s Book after the relevant
unit and in this DVD Workbook in the teacher’s notes for each
story. There are activities for before, during and after watching
the stories. The activity pages should be photocopied and
handed out to the pupils at the appropriate time. The
post-viewing activities are practical, with a focus on writing,
speaking or fine motor skills.
How to run the review:
• Photocopy and hand out the corresponding Comet
review answer sheet template to each pupil.
• Use the arrows on the remote control or computer
keyboard to navigate through the following
menu options:
• Choose to review either Level 1 or Level 2.
• Choose to review Units 1– 4 or Units 5–8.
• Choose to see questions that are less challenging or
more challenging.
• The review automatically begins after selecting either
less challenging or more challenging questions. Eight
questions will appear on screen and will automatically
run on from each other.
• Leave the review to play until the final question.
Collect the answer sheets from the pupils and use the
workbook answer key to mark the sheets.

Comet review
Comet review uses the same multimedia questions from Comet
quiz to review language. You can choose to review Units 1– 4
in Level 1 and Units 5–8 in Level 2. There are eight questions
in each Comet review and you can choose between a less or
more challenging option. Once the review is activated on the
DVD, the questions appear on the screen one at a time and
follow automatically. Pupils answer by circling the answer on a
multiple choice answer sheet which can be photocopied from
the back of this DVD Workbook, where you will also find the
answer key for each review.

4
Say it with rhyme 5
 Say it with rhyme: Level 1
Teacher’s notes
Suggestion: Play the story after Unit 1, Lesson 5
Before Say it with rhyme
A Look and match.
Tell pupils they will hear a story about a boy and a girl.
Photocopy page 7 of the DVD Workbook and hand one out
to each pupil. Focus pupils’ attention on the illustrations and
elicit the vocabulary: What’s this? Hair.
Present the new vocabulary (teeth and feet) and get pupils to
repeat chorally. Ask questions to confirm understanding: What
colour are your teeth? How many feet do you have?
Tell pupils to match the words and the illustrations. Go round
the class and check that pupils have completed the activity
correctly.
During Say it with rhyme
B Listen and colour.
Play Say it with rhyme once through so that pupils can watch
the whole story. Play it again and tell them to listen carefully
for any colours that they hear. Pause the DVD after the first
story about Kitty and get the class to identify the colour of her
eyes. What colour are Kitty’s eyes? Brown. Get pupils to colour
Kitty’s eyes brown. Repeat the activity for Simon’s brown hair.
Play the DVD again and get pupils to listen to the story and
look at their drawings to check they are correct. Pause the
DVD and get pupils to repeat the sentences: Her eyes are
brown. His hair is brown.
6 Say it with rhyme: Level 1
Say it with rhyme
I have a friend.
Her name is Kitty.
I really think
She’s very pretty.
Her hair is long.
It’s curly, too.
Her nose is small.
Her eyes are blue.
Simon Spaghetti isn’t small.
In fact, he is really very tall.
His hair is long and coloured brown.
He wears a suit when he’s in town.
Simon spaghetti is very neat
All the way from head to feet.
Simon’s smile is always bright.
His perfect teeth are white, white, white!
After Say it with rhyme
C Draw and write.
Take one of the drawings from the pupils and elicit the
description from the story: Her eyes are blue. His hair is
brown. Write the sentences on the board and draw the
corresponding pictures. Circle the words her and his on the
board and explain that Kitty is a girl and Simon is a boy.
Ask a boy and girl to come to the front. Describe their features
to the class: Her hair is brown. His eyes are brown. Emphasize
the pronouns at the beginning of the sentence. Get pupils
to repeat chorally. Repeat this with other boys and girls until
pupils can use his and her.
Photocopy page 8 of the DVD Workbook and hand it out
to each pupil. Draw a picture of a friend on the board and
describe him or her: This is my friend Sam. His eyes are brown.
His nose is big. His ears are small. His hair is long and black. Write
the sentences on the board as a model.
Tell pupils to draw a picture of a friend and complete the
descriptions using the words in the box. Go round the class
and help where necessary. Invite pupils to show their pictures
and describe their friends to the class.
Before Say it with rhyme

A Look and match.

Nose Eyes Hair Head Teeth Feet

During Say it with rhyme

B Listen and colour.

Say it with rhyme: Level 1 7

 After Say it with rhyme

C Draw and write.

her his black brown red yellow

big small long short

This is my friend
eyes are .
nose is .
ears are .
hair is and .
8 Say it with rhyme: Level 1
The magic set 9
 The magic set: Level 1
The magic set
Marty has a magic set.
Teacher’s notes
Does he like it? Yes, you bet!
Suggestion: Play the story after Unit 0, Lesson 2
He waves his magic stick about.
And gives the magic words a shout.
Abracadabra abracaboys.
Before The magic set Wow! Marty has a lot of toys!
This is fun! Marty tries again.
A Look and match. The words are never quite the same.
Tell pupils they are going to hear a story about Marty who Abracadabra abracabore.
likes magic. Now there’s candy all over the floor!
Photocopy page 11 of the DVD Workbook and hand it out Marty makes magic all day.
to each pupil. Focus pupils’ attention on the illustrations on So what about some friends to play?
the page. Read out the words and help pupils identify the Abracadabra abracabun.
illustrations: Point to Marty. Point to the magic stick. Say the Lots of friends to join in the fun!
magic words: Abracadabra. The house is small!
Get pupils to match the pictures and words. Go round the They need more space!
class and check that pupils have completed the activity And Marty’s improving at
correctly. a magical pace.
Abracadabra abracabark.
During The magic set A giant slide in a really great park!
Now, before it gets too late,
B Circle the words that rhyme. All the kids would like to skate.
Abracadabra abracabool.
Play The magic set once through so that pupils can watch the
Magic skates are really cool
whole story.
Write the first three sentences of the story on the board. Read
them aloud and get pupils to repeat the words. Divide the After The magic set
class into three groups and allocate a sentence to each group.
Help each group practice their sentences and get pupils C Make a magic stick.
to repeat the lines in turn in their groups. Help them with
intonation and emphasis: Marty has a magic set. Does he like it? In Lesson 1 tell pupils they are going to make their own magic
Yes, you bet! sticks so that they can do magic tricks. Make copies of page 12
Focus on the words set and bet. Get pupils to repeat those of the DVD Workbook and hand one out to each pupil. Show
words chorally. In Lesson 1, ask pupils if the words sound pupils how to cut out their magic sticks. Demonstrate how to
similar. Get them to identify which parts of the words are put their magic sticks together and get them to do the same.
different and which parts of the words are the same.
Write the words on the board. Say some other words and get D Say the magic words.
pupils to tell you yes or no depending on if they rhyme. Write
Take a magic stick, wave it around and say abracadabra. Get
the rhyming words on the board: jet, wet, vet, let, pet.
students to repeat chorally. Take a rubber and put it on the
Play the DVD again. Pause after the first page and tell pupils
table. Say the magic words and make the rubber jump onto the
to circle the word that rhymes with set. Read the words aloud
chair as you do this: abracadabra abracabair. Put the rubber on
again to help them if necessary. Continue playing the DVD
the chair. Get pupils to repeat the phrase actions several times.
and repeat the activity at the next appropriate part of the
Do the same with the other magic words.
story.

10 The magic set: Level 1

Before The magic set

A Look, say and match.

Abracadabra

During The magic set

B Circle the words that rhyme.

1 Marty has a magic set.

Does he like it? Yes, you bet!
2 Marty makes magic all day.
So what about some friends to play?
3 The house is small!
They need more space!
And Marty’s improving at
a magical pace.
4 Now, before it gets too late,
All the kids would like to skate.
The magic set: Level 1 11
 After The magic set

C Make a magic stick.

D Say the magic words.

Abracadabra abracabair. Put the rubber on the chair.

Abracadabra abracabable. Put the rubber on the table.
12 The magic set: Level 1
The magic set: Level 2

Teacher’s notes
Suggestion: Play at any time in Level 2 to revise numbers
and rhyming words.

Before The magic set After The magic set

A Look and match. C Play cards.

Tell pupils they are going to hear a story about Marty, who
likes magic. Explain that he uses magic to make different
things to play with. Photocopy page 14 of the DVD Workbook
and hand it out to each pupil. Focus pupils’ attention on the
illustrations on the page. Read out the words and help pupils
identify the illustrations: Point to the toy. Point to the slide.
Get pupils to match the pictures and words. Go round the
class and check that pupils have completed the activity
correctly.
During The magic set
Get pupils to work in pairs. Photocopy page 15 of the DVD
workbook and hand out one copy to each pair of pupils.
Focus pupils’ attention on the set of cards on the page.
Remind them that rhyming words are words that sound the
same. Read out sets of words from the grid and get pupils to
tell you if they sound the same or not: Set, bet. Do they rhyme?
Yes. Fun, park. Do they rhyme? No. Tell pupils cut out the grid to
make cards. Get them to turn their cards over face down on
the table. Explain that each pupil will turn over two cards. If
the words match, tell that pupil to keep their pair. If the words
do not match, tell them to turn the cards back over. Go round
the class to monitor the activity.

B Watch and count. Circle.

Play The magic set once through so that pupils can watch the
whole story. Focus pupils’ attention on activity B. Tell them
to watch the story again and to count the toys that they see.
Pause after all the toys have been shown and elicit the answer
from the class: How many toys? Six. For vocabulary practice,
get pupils to name the toys that they see. Continue playing
the DVD and get pupils to finish the activity alone. Check the
answers at the end and use the DVD to count along with the
class: How many friends? One, two.

The magic set: Level 2 13

 Before The magic set

A Look and match.

skates toy slide friend

During The magic set

B Watch and count. Circle.

How many...

1 … toys? four six eight two

2 … friends? two three four one

3 … slides? two three four one

4 … skates? three five seven one

14 The magic set: Level 2
After The magic set

C Play cards.

The magic set: Level 2 15

16 Tumpty-tum
Tumpty-tum: Level 1
Tumpty-tum
My name is Mr Drum.
Teacher’s notes
Tumpty-tumpty-tumpty-tum.
Suggestion: Play the story after Unit 7, Lesson 4
Tumpty-tumpty-tumpty-tum.
Tumpty-tumpty-tumpty-tum
My name is Mr Drum
Before Tumpty-tum Tumpty-tumpty-tumpty-tum
My name is Mr Trumpet.
A Read and match. Tooty-tooty-tooty-toot.
Tooty-tooty-tooty-toot.
Photocopy page 18 of the DVD Workbook and hand one out
Tooty-tooty-tooty-toot.
to each pupil. Focus pupils’ attention on the picture of the
My name is Mr Trumpet.
drum. In Lesson1 if necessary, ask pupils what sound this
Tooty-tooty-tooty-toot.
instrument makes. Encourage different pupils to demonstrate
the sound aloud and do the actions. Do the same for the My name is Mr Tambourine.
trumpet and the tambourine. Do not elicit or present the Jangle-jangle-jangle-jang.
names of the instruments yet. Read the first line underneath Jangle-jangle-jangle-jang.
the picture of the drum: Tooty-tooty-tooty-toot. Get pupils Jangle-jangle-jangle-jang.
to repeat the sound chorally. Ask them to point to the My name is Mr Tambourine.
instrument that they think makes this sound. Repeat the Jangle-jangle-jangle-jang.
activity with the other sounds and pictures. Ask pupils to
match the sounds to the instruments. Check the activity by
pointing to one of the instruments and having the class make After Tumpty-tum
the sound.
D Draw your rain bottle.
During Tumpty-tum Ask pupils to take out the rain bottles that they made in Unit
7, Lesson 4. Elicit from the class the sound that the rain bottle
B Watch, listen and match. makes. Photocopy page 19 of the DVD Workbook and hand
one out to each pupil. Tell them to draw their rain bottles in
Play Tumpty-tum once through so that pupils can watch and
the space on the page. Encourage them to give the rain bottle
hear the whole song. Play the song again and pause after the
a face, arms and legs, just like Mr Drum, Mr Tambourine and
first verse. Elicit from the pupils which instrument makes the
Mr Trumpet.
sound: Who makes the sound tumpty-tum? Is it Mr Trumpet, Mr
Play the DVD again and get pupils to shake their rain bottles
Drum or Mr Tambourine? Mr Drum. Get them to point to and
in time with the music. Stop the DVD and help pupils to copy
say the words Mr Drum. Continue playing the DVD and repeat
the sound of their rain bottles: Wushy-wushy-wushy-wush. Get
the activity for the other two instruments.
the class to sing this extra verse to the song using their rain
bottles: My name is Mr Rainbottle. Wushy-wushy-wushy-wush.
C Sing. If the class did not make any rain bottles or this song is being
Divide the class into three groups and assign them an played before Unit 7, use another musical instrument to do
instrument each. Give them time to practice their musical this activity, e.g., My name is Mr Piano. Tinkle-tinkle-tinkle-tink.
sounds. Play the song again and get pupils to join in.
Encourage them to make the sounds and do the actions for
each instrument. Swap roles so that pupils can practice the
different instruments.

Tumpty-tum: Level 1 17
 Before Tumpty-tum

A Read and match.

tumpty-tumpty-tumpty-tum

tooty-tooty-tooty-toot

jangle-jangle-jangle-jang

During Tumpty-tum

B Watch, listen and say.

Mr Tambourine Mr Drum Mr Trumpet
C Sing.

18 Tumpty-tum: Level 1
After Tumpty-tum

D Draw your rain bottle.

My name is Mr Rainbottle
Wushy-wushy-wushy-wush
Tumpty-tum: Level 1 19
 Tumpty-tum: Level 2
Tumpty-tum
My name is Mr Drum.
Teacher’s notes
Tumpty-tumpty-tumpty-tum.
Suggestion: Play the story during Unit 4. Tumpty-tumpty-tumpty-tum.
Tumpty-tumpty-tumpty-tum
My name is Mr Drum.
Before Tumpty-tum Tumpty-tumpty-tumpty-tum
My name is Mr Trumpet.
A Look and label. Tooty-tooty-tooty-toot.
Tooty-tooty-tooty-toot.
Photocopy page 21 of the DVD Workbook and hand one out
Tooty-tooty-tooty-toot.
to each pupil. Focus pupils’ attention on the pictures and elicit
My name is Mr Trumpet.
the names of the instruments.
Tooty-tooty-tooty-toot.
Tell pupils to write the correct words under each instrument.
Go round the class and check that pupils are completing the My name is Mr Tambourine.
task correctly. Check the answers with the class. Jangle-jangle-jangle-jang.
Jangle-jangle-jangle-jang.
Jangle-jangle-jangle-jang.
My name is Mr Tambourine.
During Tumpty-tum
Jangle-jangle-jangle-jang.

B Game: Soft or loud?

Take a ruler and lightly tap it onto the board. Ask pupils: Is this
soft or loud? Soft. Do the same again, but hit the ruler harder
so that the noise is louder. Focus pupils attention on the two
audio waveforms on page 21 and get them to tell you which
one they think represents soft and which one represents loud.
Get pupils to stand up. Explain to pupils that they are going
to listen to a song on the DVD and they must sit down when
they think the song is soft, and stand up when the song is
loud. Play the DVD and help pupils to identify the soft and
loud parts of the song.
Play the DVD again and vary the game by having boys stand
up when the song is loud and girls stand up when the song is
soft.
After Say Tumpty-tum
C Let’s sing, dance and play.
Divide the class into three groups and assign them different
roles; singers, dancers and players. Tell each group that they
must either sing along, dance to the music or play their
musical instruments whilst the DVD plays. Play the DVD and
have each group perform their roles. Exchange roles and play
the DVD again.

20 Tumpty-tum: Level 2
Before Tumpty-tum

A Look and label.

trumpet flute piano guitar drum tambourine

During Tumpty-tum

B Game: Soft or loud?

C Let’s sing, dance and play.

Tumpty-tum: Level 2 21
22 Fun at the beach
Fun at the beach: Level 1
Fun at the beach
This is the Brown family.
Teacher’s notes
They are going to the beach.
Suggestion: Play the story during or after Unit 2.
The children are excited.
They love the beach.
Charlie is happy.
Before Fun at the beach
He can swim in the ocean.
Amy is not happy. She is sad.
A Read and label. She can’t swim.
Photocopy page 24 of the DVD Workbook and hand one out Now Amy is happy.
to each pupil. Focus pupils’ attention on the picture of the She can play in the water.
Brown family. Tell pupils to label the picture using the words
Look at baby. She’s scared.
in the box. If necessary, explain that mum and dad is a short
She doesn’t like the crab.
way of saying mummy and daddy. Go round the class and
help with the activity. Check answers by asking a pupil to the Mum is not scared.
front to show his or her picture and describe the family: This is She’s calm.
mum. This is grandma. She likes crabs.
Mum and Dad are hungry.
There are sandwiches and fruit. There is cake and juice.
During Fun at the beach
Everyone likes the food!
Dad is full and Charlie is full, too. Amy wants some more
B Number the pictures. cake!
Photocopy page 25 of the DVD Workbook and hand one out Charlie and Amy want to play.
to each pupil. Focus their attention on the pictures and help Grandma and Grandpa want to play, too.
pupils to make predictions about the story: Is this a big family
Mum and Dad want to sleep.
or a small family? Point to the boy, point to the baby. Are they at
They are tired.
the beach?
Poor Mum and Dad!
Tell the class they are going to hear a story about the Brown
family. Play Fun at the beach once through so that pupils can
watch the whole story.
After Fun at the beach
Tell pupils that they need to label the pictures in the order
that they appear in the story. Play the DVD and get pupils to
number the pictures. Play the DVD again if necessary, and
C Draw your family
stop after each appropriate picture to make sure that pupils Hand out crayons and sheets of A4 paper. Tell them to draw
are completing the activity correctly. their families on holiday, at the beach or any other place.
Check the answers with the class: Point to picture one. Ask pupils about their pictures: Is this your mum? How many
brothers have you got? Where is your family?

Fun at the beach: Level 1 23

 Before Fun at the beach

A Read and label.

mum dad brother sister baby grandma grandpa

This is the Brown family.

24 Fun at the beach: Level 1

During Fun at the beach

B Number the pictures.

C Draw your family.

Fun at the beach: Level 1 25

 Fun at the beach: Level 2
Fun at the beach
This is the Brown family.
Teacher’s notes
They are going to the beach.
Suggestion: Play the story towards the end of Level 2 to
revise vocabulary and introduce emotions. The children are excited.
They love the beach.
Charlie is happy.
Before Fun at the beach He can swim in the ocean.
Amy is not happy. She is sad.
A Describe the scene. She can’t swim.

Photocopy page 27 of the DVD Workbook and hand one out Now Amy is happy.
to each pupil. Focus pupils’ attention on the picture of the She can play in the water.
Brown family. Look at baby. She’s scared.
Help pupils to describe the scene: Where is the Brown family? She doesn’t like the crab.
What family members can you see? What is the weather like? Mum is not scared.
What clothes are they wearing? What food do they have? What She’s calm.
activities are they doing? She likes crabs.
Mum and Dad are hungry.
During Fun at the beach There are sandwiches and fruit.
There is cake and juice.

B Look and write. Everyone likes the food!

Dad is full and Charlie is full, too.
Tell the class they are going to hear a story about the Brown Amy wants some more cake!
family. Play Fun at the beach once through so that pupils can
Charlie and Amy want to play.
watch the whole story. Play the story again if the children
Grandma and Grandpa want to play, too.
would like to see it again in full.
Mum and Dad want to sleep.
Write the following words on the board: happy, sad, scared,
They are tired.
hungry and tired. Read the words one by one and get pupils to
Poor Mum and Dad!
repeat chorally.
Play the story again and tell pupils to put up their hands
when they hear any of the words on the board. Pause the
After Fun at the beach
DVD when a pupil raises their hands after happy. Get pupils to
repeat the sentence: Charlie is happy. Tell them to look at the
picture on screen and to copy the feeling of happy: Show me C Game: Charades
happy. Help them with the action if necessary. Write happy, sad, tired, scared and hungry on a piece of paper.
Continue playing the DVD and repeat the activity for the Put them in a bag or cover them in your hand. Ask a pupil
other words on the board. to come to the front to choose a piece of paper and do the
Photocopy page 28 of the DVD Workbook and hand one out action for the class. Tell the class to guess the word. Get the
to each pupil. Tell them to look at the pictures and to finish pupil who guesses correctly to come up to choose another
the sentences using the words in the box. If necessary, remind word. Repeat the activity.
them what the words mean by doing the actions. Check the
activity by having pupils read the full sentences.

26 Fun at the beach: Level 2

Before Fun at the beach

A Describe the scene.

Fun at the beach: Level 2 27

 During Fun at the beach

B Look and write.

hungry sad tired happy scared

Charlie is
. Baby is .
Amy is .

Mum and Dad are .

After Fun at the beach

Mum and Dad are .

C Game: Charades

28 Fun at the beach: Level 2

A surprise 29
 A surprise: Level 2
Teacher’s notes
Suggestion: Play the story during Unit 6.
Before A surprise
A Look and write.
Photocopy page 31 of the DVD Workbook and hand one out
to each pupil. Focus pupils’ attention on the pictures and get
pupils to identify the places: Point to the firestation, Point to the
park. Present the new words if necessary: This is a cafe. This is a
church. Tell pupils to label the pictures using the words in the
box. Go round the class and check pupils’ work.
During A surprise
B Watch and number.
Play A surprise once through so that pupils can watch the
whole story. Tell pupils to watch the story again and number
the pictures in the order that they appear in the film: Listen
and number the pictures one, two, three, four. Play the story
again and pause when you see the church. Get pupils to
identify the church on the page and tell them to write
number one. Continue playing the DVD and repeat the
activity for the rest of the places in the story.
Play the story once more without pausing and get pupils to
point to the corresponding pictures on their pages as they
appear on the DVD: Point to picture one.
After A surprise
C Colour your favourite place.
Tell pupils to colour their favourite place in town: school,
hospital, fire station, café. Go round the class and ask pupils
questions about their drawings: What is your favourite place?
What colour is it? Invite pupils to show their drawings to the
class and to describe their favourite place: My favourite place in
town is the fire station. It is red.
30 A surprise: Level 2
A surprise
Julio is Mexican. His father works in the USA.
Julio and his brother Alberto live with him.
It is Julio’s birthday. His father is at work.
There is a knock at the door. It is the postman.
He has a letter for Julio.
The letter is from Anne, the neighbour.
It is an invitation to play in the park today.
Julio and Alberto ask their dad for permission to go to the park.
Dad says ‘yes’. There is a map with the invitation.
Julio and Alberto look at the map.
Julio and Alberto get on the bus. They get off in the town.
They look at the map again. The town is small.
There is a church and a hospital and some shops.
Julio and Alberto can see the park on the map. It isn’t far.
Julio and Alberto find the church in the town.
There is a café near the church.
By now the boys are very hot.
They stop at the café and buy drinks.
They take out the map again and look at it.
The boys walk down the street and stop at the fire station.
‘Where is the park?’ Alberto asks a firefighter.
The firefighter looks at Julio’s map.
‘It’s near here,’ he says. Julio is excited.
Finally, Julio and Alberto are in the park.
They look at a note from Anne.
It says, ‘Wait for me by the swings and slide.’
Anne jumps out from behind the trees.
She has a lot of friends with her.
‘Surprise!’ they all shout.
There are balloons and a birthday cake.
It’s a surprise birthday party for Julio.
Before A surprise

A Look and write.

café church park fire station

Café

During A surprise

B Watch and number.

After A surprise

C Colour your favourite place.

A surprise: Level 2 31
 Name:

Comet review answer sheet

Level 1: Units 1–4 Less Challenging

Watch and circle.

1. A nose B ears C eyes D mouth

2. A B

3. A B C D

4. A B

5. A B C D

6. A B C D

7. A taste B smell C hear D touch

8. A 10 B 8 C 6 D 3

32 Comet review answer sheet

 Name:

Comet review answer sheet

Level 1: Units 1–4 More Challenging

Watch and circle.

1. A B C D

2. A B

taste smell hear see

3. A B C D

4. A Morning B Afternoon C Evening D Night

5. A B C

breakfast lunch dinner

6. A ten B eight C six D nine

7. A B C D

8. A taste B smell C hear D touch

Comet review answer sheet 33

 Name:

Comet review answer sheet

Level 1: Units 5–8 Less Challenging

Watch and circle.

1. A B C D

2. A B C D

3. A swim B jump C fly D run

4. A B C D

apples bananas apples bananas

5. A swim B jump C fly D run

6. A B C

on under in

7. A living room B garden C bedroom D bathroom

8. A It’s snowing. B It’s raining. C It’s windy. D It’s cloudy.

34 Comet review answer sheet

 Name:

Comet review answer sheet

Level 1: Units 5–8 More Challenging

Watch and circle.

1. A wood B metal C plastic

2. A plastic B wood C glass D metal

3. A B C D

Get your coat. Get your boots. Get your hat. Get your umbrella.

4. A It’s hot. B It’s windy. C It’s raining.

5. A living room B kitchen C bedroom D garden

6. A Fish can swim. B Frogs can jump. C Birds can fly. D Dogs can run.

7. A B C D

8. A B C D

Comet review answer sheet 35

 Name:

Comet review answer sheet

Level 2: Units 1–4 Less Challenging

Watch and circle.

1. A B C D

2. A B C D

3. A two B three C four D five

4. A two B three C four D five

5. A B C D

6. A B C

7. A same B different

8. A same B different

36 Comet review answer sheet

 Name:

Comet review answer sheet

Level 2: Units 1–4 More Challenging

Watch and circle.

1. A B C D

2. A B C D

3. A dance B play C sing

4. A dance B play C sing

5. A float B sink

6. A float B sink

7. A B C D

8. A B C D

Comet review answer sheet 37

 Name:

Comet review answer sheet

Level 2: Units 5–8 Less Challenging

Watch and circle.

1. A B C D

2. A B C D

3. A fruit B vegetables C Flowers D Seeds

4. A fruit B vegetables C Flowers D Seeds

5. A B C D

6. A B C D

7. A B C D

8. A B C D

38 Comet review answer sheet

 Name:

Comet review answer sheet

Level 2: Units 5–8 More Challenging

Watch and circle.

1. A B C D

2. A B C D

3. A forest B seaside C mountains D desert

4. A B C D

5. A B C D

6. A B C D

7. A Water goes up. B Water forms clouds. C Water comes down.

8. A Water goes up. B Water forms clouds. C Water comes down.

Comet review answer sheet 39

 Comet Review answer key

Level 1 Units 1–4 Less challenging

1. c, 2. b, 3. d, 4. a, 5. a, 6. b, 7. c, 8. c

Level 1 Units 1–4 More challenging

1. d, 2. b, 3. b, 4. a, 5. c, 6. b, 7. b, 8. a

Level 1 Units 5–8 Less challenging

1. d, 2. b, 3. d, 4. a, 5. b, 6. c, 7. c, 8. b

Level 1 Units 5–8 More challenging

1. b, 2. b, 3. c, 4. c, 5. d, 6.c, 7. c, 8. D

Level 2 Units 1–4 Less challenging

1. d, 2. a, 3. a, 4. b, 5. c, 6. d, 7. b, 8. a

Level 2 Units 1–4 More challenging

1. b, 2. c, 3. c, 4. b, 5. b, 6. a, 7. a, 8. b

Level 2 Units 5–8 Less challenging

1. a, 2. d, 3. a, 4. b, 5. c, 6. b, 7. d, 8. b

Level 2 Units 5–8 More challenging

1. b, 2. c, 3. d, 4. a, 5. c, 6.a, 7. b, 8. c

40 Comet Review answer key