Teacher's Resource File (English) PDF

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En dit
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Mark Ormerod with Donna Shaw

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Contents
Syllabus page iv-xi
Introduction
– Who is Find Out! for? page xii
– A description of the course materials page xiv
– Methodology and approach page xv
– Classroom management page xvii
– Sharing learning with parents and carers page xvii
– Using the grammar and story posters page xviii
Evaluation in Find Out! 5 page xx
Teacher’s notes
Introductory Unit Welcome to the magazine headquarters! 1–12
Unit 1 In my free time 1–43
Unit 2 The animal kingdom 1–42
Unit 3 Around the world 1–42
Unit 4 Spies and secret codes 1–42
Unit 5 In the city 1–42
Unit 6 Trees and forests 1–42
Unit 7 When I was young 1–42
Unit 8 Sherlock Holmes and the case of the missing painting 1–44
Bonfire Night 1–5
Advent and Christmas 1–5
The Summer Solstice 1–6
Do you remember? game 1–3
The code breaker picture dictionary 1
Photocopiable resources
Section 1: Evaluation 1–52
Section 2: Find Out about Science and Art 1–50
Section 3: DVD resources 1–32
Section 4: Macmillan Children’s Readers worksheets 1–6
Contents page iii

Syllabus
Title Objectives Key language Receptive language
Welcome to the • Greet people Vocabulary • Can you (take good photos)?
magazine • Talk about yourself and give personal details • Talk to people • What do you do for the
headquarters! • Recall vocabulary from previous levels • Take photos magazine?
• Learn and say chants • Draw pictures
• Listen to, read and act out a short dialogue • Write stories
• Show awareness of sound-spelling relationships • A photographer
• Write a short text about yourself • Artistic, musical, scientific,
• Break codes sporty
Structures
• Welcome to Find Out! magazine.
• Pleased to meet you.
• I’m (Clare).
• My name’s (Phil).
• They (write stories) for the
magazine.
• I’ve got (green eyes) and (brown
hair).
• My favourite subject is (Music).
• I’m (scientific).
Unit 1 • Identify and talk about free time activities Vocabulary • Germany, Finland
In my free time • Understand and use appropriate classroom • Watch TV, play computer games, • I (start school) at (nine
language listen to CDs, fly a kite, ride a o’clock).
• Learn and sing songs mountain bike, play table tennis, • What time do lots of pupils
• Listen to, read and act out a dialogue play the guitar, walk the dog, (start school) in (Germany)?
• Learn and understand the Present simple play board games, swim
• Make a cut-out and play a game • Start school, have lunch, finish
• Listen to, read and understand short informative school, do homework
texts about physical activities
• Listen to, read and understand a story Structures
• Practise making the sound /aI/ • I (ride my mountain bike) at the
• Write a short text about your weekend weekend.
• Reflect on and evaluate work done in this unit • I don’t (listen to CDs) in my free
• Break codes time.
• Do you (fly a kite) at the weekend?
• Do you (watch TV )in your free
time?
• Yes, I do.
• No, I don’t.
• I do enough physical activities at
the weekend.
• I don’t do enough physical
activities in my free time.
• My favourite TV programme is
on (Saturdays) at (nine o’clock).
Unit 2 • Understand and use appropriate classroom Vocabulary • At the top of

The animal kingdom language • An ant, a spider, a whale, a frog, • To become extinct
• Learn and sing songs an anteater, an otter, an iguana, • Birds, a seal, fish, a tiger,
• Play a communicative game by asking and an eagle meat, plants, insects
answering questions about animals • A zebra, a lion • Run, swim, climb, eat
• Listen to, read and act out a dialogue • Next to, between, opposite • In trees, in the sea, on land
• Learn and understand the Present simple – 3rd • Predator, prey
person Structures
• Make a cut-out and play a game • This (otter) (lives / doesn’t live)
• Listen to, read and understand short informative on land.
texts about what animals eat • This otter / It (eats) (fish).
• Say where things are • What colour is it?
• Listen to, read and understand a story • This animal is (grey).
• Practise making the sound /´/ • How many (legs) has it got?
• Learn and understand when to use a and an • It’s got (four) (legs).
• Find out and write about your favourite animal • Does this otter / it (live) (in
• Make and write a mini-book about predators water)?
• Write an acrostic poem • Yes, it does. / No, it doesn’t.
• Reflect on and evaluate work done in this unit • Is it the (anteater)?
• Break codes • It’s my favourite (animal).
• It’s from (the UK).
• The (zebra’s) next to / between /
opposite the (lion).
Syllabus page iv Find Out! 5

Recycled language Pronunciation Socio-cultural Cross-curricular

aspects content
• Numbers 1-100 Stress and rhythm • Show interest in getting to know
• It’s sunny. It’s rainy. It’s windy. • Let’s find out! song neighbours and school friends
• Months of the year • Be willing to make new members
• Rollerblades, a football, tennis of the class feel welcome
• A dog • Show interest in learning English
• Music, Maths, Science • Be willing to participate in class
• Show interest in the accuracy
and correction of written work
• Letters of the alphabet Sounds • Understand the importance of • Social Science: Find out about
• Play football • Sound check! tongue twister: doing physical activities physical activities and how much
• It’s nine o’clock. /aI/ I ride my bike and I fly my • Show respect for the classroom you do at the weekend
• Good morning. kite on Fridays at five o’clock. and pupils’ possessions
• Show respect for public areas Multi-cultural awareness
Stress and rhythm • Show interest in learning English • Schools around the world: Find
• Have you got your pen? chant • Be willing to participate in class out what time school starts in
• At the weekend song • Show enjoyment in playing different countries
• Free time song communicative games
• Show pleasure in making a cut-
out activity
• Show pleasure in reading a story
• Show interest in reading to find
out about the world
Sounds • Understand and reflect on how • Science: Find out about food
• Sound check! tongue twister: /´/ people and animals all depend chains in the animal world
Look! A frog, a whale and a on each other for survival
flamingo. An otter, an eagle and • Show respect for the classroom Multi-cultural awareness
an ant, too. and pupils’ possessions • Animals around the world: Find
• Show interest in learning English out about how animals live in
Stress and rhythm • Be willing to participate in class different countries
• Is it time for English? chant • Show enjoyment in playing
• The animal song communicative games
• Predators and prey song • Show pleasure in reading a story
out activity
out about the animal kingdom
Find Out! 5 Syllabus page v

Syllabus
Unit 3 • Understand and use appropriate classroom Vocabulary • Labels

Around the world language • Portugal, Spain, China, • Brazil, the USA, Japan
• Learn and sing songs Australia, Portuguese, Spanish, • Computers, cocoa, games and
• Play a memory game to learn where countries are Chinese, English toys, cotton, puzzle, chocolate,
on a world map • Africa, Asia, North America, computer game
• Listen to, read and act out a dialogue South America, Australia, Europe
• Make a cut-out and play a game
• Learn and understand the Present simple – to be Structures
• Listen to, read and understand short informative • Where are you from?
texts about where things are from • Where’s he/ she from?
• Learn the six continents and which countries are in • I’m / He’s / She’s from
which (Australia).
• Listen to, read and understand a story • I’m not / He / She isn’t from
• Identify how many syllables a word has got (Portugal).
• Find out and write about where a friend is from, • This (puzzle) is from (China).
what languages they speak and where they want • (Brazil) grows lots of (cocoa).
to travel to • I / He / She speak(s) (Chinese).
• Make and write a mini-book • Do you speak (Spanish)?
• Colour a map of English-, Spanish- and Chinese- • Yes, I do. / No, I don’t.
speaking countries • I want to travel to (Africa).
• Reflect on and evaluate work done in this unit • Do you want to travel around
• Break codes the world with me?
• Where do you live?
• I live in (Portugal).
• Where’s (China)?
• What language do people speak
in (China)?
Unit 4 • Understand and use appropriate classroom Vocabulary • I can’t hear her.
Spies and secret language • A map, a microphone, a camera, • The letters of the alphabet
codes • Learn and sing songs a mobile phone, a newspaper, a • Flag, ship
• Play a communicative game through describing a disguise, a message in code • Watch, sit, speak, say,
person for a partner to guess • Touch your ear. Scratch your head. communicate, draw
• Listen to, read and act out a dialogue Fold your arms. Cross your legs.
• Learn and understand the Present continuous
• Make a cut-out and play a game Structures
• Listen to, read and understand short informative • I’m / He’s / She’s (watching) (a
texts about the Semaphore Code spy).
• Learn about communicating through codes and • I’m not (sending) (a message).
signs • He / She isn’t (speaking) (English).
• Listen to, read and understand a story • What are you doing?
• Practise using contracted forms • What’s he (wearing)?
• Write about a spy • He’s wearing a (blue) (coat).
• Make and use a telephone • What does this mean?
• Reflect on and evaluate work done in this unit • What’s that noise?
• Break codes • If I (touch) (my head), it means
(turn left).
• Turn left/right.
• Go straight on.
• Stop.
Unit 5 • Understand and use appropriate classroom Vocabulary • A monument, a bridge, a

In the city language • An internet café, a sports centre, castle, a square
• Learn and sing songs a museum, a library, shops, a • London, Cardiff, Edinburgh,
• Play a memory game and say where things are cinema, a park Belfast
• Listen to, read and act out a dialogue • A car, a bus, a train, a plane, a
• Learn and understand the use of There is / There are ferry, the underground, a
• Make a cut-out and play a game motorbike, a balloon
• Listen to, read and understand short informative
texts about countries and capital cities in the UK Structures
• Understand how people travel in cities • There’s a (museum) in the
• Listen to, read and understand a story street.
• Practise making the sound /e´/ • There are lots of (shops).
• Listen to, read about other towns and cities where • There are people travelling by
people live (bus) / on the underground.
• Write about your town or city, or a city from your • Is there a (park)?
imagination • Are there lots of (internet cafés)?
• Make and write a mini-book • Yes, there is. / No, there isn’t.
• Make a display about your town or city • Yes, there are. / No, there aren’t.
• Write a guidebook for your town or city • There are four countries in the UK.
• Reflect on and evaluate work done in this unit • (London) is the capital of
• Break codes (England).
• Where’s (the museum)?
• It’s next to / opposite
/ between … .
Syllabus page vi Find Out! 5


aspects content
• T-shirt Sounds • Show interest in where people • Geography: Find out about
• Sound check! Counting syllables are from, where they live and the where things are from
and identifying which one is languages they speak
stressed: Spain’s got one. • Show interest in where the Multi-cultural awareness
China’s got two. Portugal’s got things we use every day come • Continents: Find out which
three. Australia’s got four. 1 from countries are in which continents
syllable, 2 syllables, 3 syllables, 4! • Show interest in learning English
• Be willing to participate in class
Stress and rhythm • Show interest in the accuracy
• Are you happy? chant and correction of written work
• We speak English song • Show interest in reading a story
• I want to travel song • Show pleasure in making a cut-
out activity
out about continents and other
countries
• He’s got a (camera). Sounds • Show interest in learning English • Social science: Find out about
• Read, write, talk, wear • Sound check! chant: contractions • Be willing to participate in class the Semaphore Code
I am talking. • Show enjoyment in playing
You are talking. communicative games Multi-cultural awareness
He is talking. • Show pleasure in reading a story • Road signs: Find out what road
She is talking. • Show interest in the accuracy signs mean in different countries
We are talking. and correction of written work
They are talking • Show interest in reading a story
On their mobile phones. • Show pleasure in making a cut-
out
I’m talking. • Show interest in reading about
You’re talking. how people communicate
He’s talking.
She’s talking.
We’re talking.
They’re talking
On their mobile phones.
Stress and rhythm

Can you hear me? chant
The spy song
Our secret code song
• Pet shop, sweet shop, zoo, café Sounds • Show interest in how other • Geography: Find out about
• England, Wales, Scotland, • Sound check! tongue twister: people live capital cities in the UK
Northern Ireland /e´/ There’s a square with a • Understand that people live in
chair where Clare sits and different ways Multi-cultural awareness
breathes the fresh air. • Understand the differences • Cities around the world: Find out
between cities and cultures how London is different to New
Stress and rhythm • Show interest in different places York
• Where are you? chant around the world
• The city song • Show enjoyment in playing
• People travelling song communicative games
• Show interest in making a cut-out
Find Out! 5 Syllabus page vii

Syllabus
Unit 6 • Understand and use appropriate classroom Vocabulary • On the ground

Trees and forests language • Thick, thin, young, interesting, • Fruit tree
• Learn and sing songs big, small, tall, short, long, old • Grow, produce, fall
• Play a communicative game to practise using • Don’t drop litter. Close the gate. • Seeds, roots, trunk, branches,
opposite adjectives Don’t light fires. Don’t pick leaves
• Listen to, read and act out a dialogue flowers. • Beautiful, colourful, interesting
• Learn and understand how to use Comparative
Structures
adjectives
• The (palm tree) is (taller) than
• Listen to, read about and understand how fruit
the (orange tree).
grows
• (Palm trees) are (bigger) than
• Understand simple rules to follow to protect the
(orange trees).
forest
• The (orange tree’s branches) are
• Listen to, read and understand a story
longer than the (bonsai tree’s
• Practise the /´/ sound in Comparative sentences
branches).
• The (orange tree) is more
• Listen to, read and understand poems about
(beautiful) than the (palm tree).
families
• (Orange trees) are (more
• Write a poem about your friends or family
interesting) than (palm trees).
• Make and write a mini-book
• The (orange tree’s leaves) are
• Plant fruit seeds and keep a tree diary
more (colourful) than the (palm
• Design a safety poster
tree’s) (leaves).
• Reflect on and evaluate work done in this unit
• The roots grow.
• Break codes
• The tree is bigger now.
• Close the gate.
• Don’t (drop litter).
Unit 7 • Understand and use appropriate classroom Vocabulary • In a park, at the zoo, in the
When I was young language • Family photo: grandparents, sea, in a car
• Learn and sing songs parents, uncle, aunt, cousins, • A president, a pilot, a film star,
• Play a communicative game to identify family younger sister, older brother a singer, an astronaut
members • Noisy, quiet, tidy, rude, messy,
• Listen to, read and act out a dialogue polite
• Learn and understand the Past simple – to be
Structures
• I was (ten).
• Listen to, read and understand short informative
• He / She was (on a ferry).
texts about famous people in American history
• He was the first (president of the
• Talk about what you were like when you were
USA).
young
• She was (an American jazz singer).
• Listen to, read and understand a story
• How old were you?
• Practise the use of apostrophe s
• How old was he / she?
• Listen to, read and understand a text about
• Where were you?
favourite photos
• Where was he / she?
• Write about an old photograph of your own
• Were you (tidy) when you were
(ten)?
• Make and write a book about your favourite people
• What was your favourite (food)
• Make and play Who’s this?
when you were (ten)?
• This is a photo of (me) when I
• Break codes
was (four).
Unit 8 • Understand and use appropriate classroom language Vocabulary • This is a photo of (Pablo
Sherlock Holmes • Learn and sing songs • A detective, an assistant, a pop Picasso).
and the case of the • Play a communicative game to identify the star, a film star, a policeman • A picture, a painting, an artist,
missing painting characters in the story • Rich, famous, talented, popular machines
• Listen to, read and act out a dialogue
• Learn and understand the Past simple – regular verbs Structures
• Make a cut-out and play a game • I (talked) (to Jennifer).
• Listen to, read and understand short informative • He/ She (watched) (TV).
texts about famous artists • We (listened) (to CDs).
• Describe the characters in the story • Did you (watch) (TV)?
• Learn about the famous detective Sherlock Holmes • Yes, I did. / No, I didn’t.
• Listen to, read and understand a story • He painted lots of pictures.
• Practise making the sound /dZ/ • He lived in Barcelona and Paris.
• Listen to, read about and understand what people
did last weekend
• Write about what you did last weekend
• Perform or record Sherlock Holmes and the case of
the missing painting
• Make an art gallery for the school
• Break codes
Syllabus page viii Find Out! 5


aspects content
• It has got (big) leaves. Sounds • Show interest in respecting our • Science: Find out about the life
• It hasn’t got any branches. • Sound check! chant: /´/ In environment cycle of a fruit tree
summer, days are longer and • Understand how to behave
nights are shorter. In winter, responsibly towards the Multi-cultural awareness
days are shorter and nights are environment • The Amazon Rainforest: Find out
longer. • Understand that physical where it is and which animals
differences do not matter live there
Stress and rhythm • Show enjoyment in playing
• Is my pencil long or short? chant communicative games
• The tree song • Show pleasure in reading a story
• The forest song • Show interest in the accuracy
out activity
out how fruit grows
• Mum, Dad, brother, sister Sounds • Understand that people change • History: Find out about famous
• Sound check! chant: apostrophe s as they grow older people in American history
Phil’s camera is black. Clare’s • Show enjoyment in playing
taxi is blue. Tim’s hat is brown. communicative games Multi-cultural awareness
Kate’s photo album is pink. • Show pleasure in reading a story • Family celebrations: Find out
• Show interest in the accuracy how people celebrate different
Stress and rhythm and correction of written work occasions in different countries
• What’s the opposite? chant • Show pleasure in making a cut-
• The family photo song out activity
• Questions for Mr Green song • Show interest in reading to find
out about famous people
• (Sherlock Holmes) is a Sounds • Show interest in learning English • Art: Find out about famous
(detective). • Sound check! tongue twister: • Be willing to participate in class artists
• She’s (rich) and (famous). /dZ/ Julia gets justice and • Show enjoyment in playing
• Artistic, scientific, musical jealous Jennifer gets a job in jail. communicative games Multi-cultural awareness
• He’s the man/woman in the • Show pleasure in reading a story • Characters in English literature:
green hat Stress and rhythm • Show interest in the accuracy Find out about Sherlock Holmes
• Watched, listened, talked, • Units 1–7 chants and correction of written work
wanted, played, finished, called, • The characters in our story song • Show pleasure in making a cut-
visited, painted, lived • She’s a thief! song out activity
out about famous artists
Find Out! 5 Syllabus page ix

Syllabus
Bonfire Night • Understand and use appropriate classroom Vocabulary • Celebrate

language • Make a bonfire, make a guy, • Dark
• Listen to, read and understand a short informative watch fireworks, • Stand
text about Bonfire Night in the UK eat hot dogs and baked • Remember
• Learn and sing a song potatoes • Fill
• Break codes
Structures
Recycled
Advent and • Understand and use appropriate classroom Vocabulary • Candle

Christmas language • A Christmas tree, an advent • First, second, third, fourth, fifth
• Listen to, read and understand a short informative calendar, Christmas lights, • Twenty-four
text about Advent and Christmas in the UK Christmas cards, a stocking
• Learn and sing a song
• Break codes Structures
• People in the UK put up
Christmas trees.
• They put up Christmas cards.
• Lots of pupils have an advent
calendar.
The Summer • Understand and use appropriate classroom Vocabulary • Monument

Solstice language • Cropped trousers, Bermuda • Famous
• Listen to, read and understand a short informative shorts, flip flops, sandals
text about The Summer Solstice in the UK
• Learn and sing a song Structures
• Break codes • More than
Syllabus page x Find Out! 5


aspects content
• In the UK Stress and rhythm • Show interest in Bonfire Night • Social science: Find out about
Remember, remember! song celebrations Bonfire Night traditions
• Understand that different
countries enjoy different Multi-cultural awareness
celebrations • Different celebrations around the
world: Find out about the
tradition of Bonfire Night in the
UK
• Advent starts …. Stress and rhythm • Show interest in Advent and • Social science: Find out about
• It’s got (twenty-four windows). • Christmas is coming song Christmas celebrations in the UK Advent and Christmas traditions
• They open one window every • Understand that different in the UK
day. countries enjoy celebrations in
different ways Multi-cultural awareness
• Advent and Christmas around
the world: Find out how
Christmas is celebrated
differently in the UK
• A dress, a skirt, a T-shirt Stress and rhythm • Show interest in The Summer • Social science: Find out about
• We live in a city. • The summer’s here song Solstice in the UK The Summer Solstice in the UK
• There’s a ….
• It’s called Stonehenge. Multi-cultural awareness
• This day is longer than …. • Ancient traditions around the
• This night is shorter than …. world: Find out what The
• It’s a warm and sunny time of Summer Solstice is and what it
year. means to people in the UK
Find Out! 5 Syllabus page xi

Introduction
1 Who is Find Out! for? 1.2 The main aims of Find Out! 5
Find Out! is a six-level primary English course for pupils who Within the global aims of Find Out!, the principal aims of Find
have some or no previous experience of English. The course is Out! 5 are:
organised around a series of topics which provide a clear and • To provide continuity and progression in the pupils’s
understandable context for the language. learning, following on from First and Second Cycles.
Find Out! accompanies pupils through the three cycles of their • To prepare the pupils for learning English as a foreign
primary education over six school years. It has been devised language at secondary school.
to progressively develop linguistic competence and provide • To quickly establish classroom routines that recycle
pupils with the skills and knowledge necessary for their language, reinforce learning and facilitate classroom
future learning in Educación Secundaria Obligatoria (ESO). management.
• To provide a variety of suitably challenging activities and
materials which respect the varied learning styles of pupils
1.1 The main aims of Find Out! and encourage them to interact with the language.
• To engage the pupils in appropriate reading tasks and, in
• To create an interest in learning English and a desire to turn, to prepare and support them in the execution of
communicate in the target language. writing tasks.
• To present language in contexts which are appropriate to • To recognise and support the whole learning process
the age, experience and interests of the pupils. (cognitive, linguistic, social, affective and physical).
• To make language meaningful, ensuring that the pupils can • To promote full participation and ensure that the English-
understand its communicative purpose and see how it is learning experience is positive and success-oriented.
transferable to the world outside the classroom.
• To provide a balance and variety of material to sustain
interest and motivation. 1.3 Components of Find Out! 5
• To support learning through the careful staging and
sequencing of tasks. Pupil’s Book
• To develop communicative skills in an appropriate, 64 full-colour pages containing an introductory unit and eight
systematic, and integrated manner throughout the six subsequent units of work, each based on a different topic.
levels. Each unit consists of six pages, including one full-page story
• To integrate other subject areas into the language lesson, and five pages of other activities (songs, vocabulary games,
providing conceptual and linguistic support and making mini-dialogues, grammar tables, tongue twisters, simple
use of information and communication technologies. reading texts and models of writing tasks). The Pupil’s Book
• To provide opportunities to practise and use language in a also contains material for three festivals (Bonfire Night,
structured manner. Advent and Christmas, and The Summer Solstice), a double-
• To provide opportunities to personalise and be creative page picture dictionary, and a double-page board game which
with new language. can be played to review language at the end of the course.
• To provide opportunities to practise the individual sounds,
rhythms, stresses and intonations of English. Activity Book
• To work towards developing memory, concentration and
thinking skills. 96 pages containing activities that practise and reinforce the
• To provide systematic revision and recycling of language to language presented in the Pupil’s Book. Each unit comprises
ensure that it is transferred to long-term memory. eight pages – one page for each of the eight lessons in a
• To work towards developing learning skills and to provide unit – and a simple cut-out activity at the back of the book.
opportunities for pupils to reflect on and evaluate their The Activity Book also includes an eight-page bilingual
learning. dictionary, one page per unit, where pupils can translate
• To introduce pupils to the customs, traditions, and social target vocabulary and phrases into their L1. There is also an
relations of English-speaking countries. American–British English section.
• To facilitate a positive and collaborative classroom
environment. Class CDs
The class CDs contain recordings of all the stories, songs,
chants, mini-dialogues, reading texts and pronunciation
activities in Find Out! 5. Each song has a karaoke version
which can be used when the pupils are familiar with the
words. The class CDs also include models of pronunciation for
all the main vocabulary, and recordings for the Diagnostic
test, the Unit tests, Term tests and the End-of-year test for
this level.
Introduction page xii Find Out! 5

Posters Photocopiable materials/cut-outs

The pack of posters is made up of eight full-colour posters to Additional photocopiable materials/cut-outs are included,
support the teacher when telling the stories. There is always where necessary, at the end of each main unit.
an unexpected twist in the story in the final two frames. As
• Reinforcement worksheets There are two photocopiable
such, the Teacher’s notes recommend that teachers cover up
Reinforcement worksheets for each unit. They are intended
the final two frames so as to encourage the pupils to use
for pupils who need further practice of the key language.
prediction skills. On the other side are illustrations that
• Extension worksheets There are two photocopiable
contextualise the grammar, and colour-coded grammar tables
Extension worksheets for each unit, providing extended
that illuminate the word order of the structure.
practice of the key language.
• Grammar worksheets There are two photocopiable
Find Out about Grammar Booklet
Grammar worksheets for each unit, providing further
Each Activity Book comes with a 16-page Find Out about practice of the grammar presented.
Grammar Booklet. This offers grammar practice activities that • Unit tests Five pages of photocopiable tests (covering
consolidate and extend the pupils’ awareness of the target reading, writing, listening and speaking) are provided for
grammar of each unit. each unit.
• Self-evaluation worksheet There is one photocopiable
Flashcards Self-evaluation worksheet for each unit. This gives the
pupils the opportunity to reflect on and evaluate their
The pack of flashcards consists of 63 full-colour cards which
learning in the unit.
illustrate the key vocabulary of the course. The Teacher’s
notes give instructions on how to use the cards in each unit. In addition, there are Photocopiable resources at the back of
Each flashcard is numbered for easy identification. the Teacher’s Resource File. These are divided into sections,
as follows:
Word cards
– Section 1: Evaluation This includes individual and class
There are 63 word cards, providing the written form of Evaluation and assessment worksheets, a Diagnostic
vocabulary illustrated on the flashcards. The Teacher’s notes test, three Term tests, an End-of-Year test and an End-of-
give instructions on how to use the word cards in each unit. Year certificate.
– Section 2: Find Out about Science and Art 12 pages of
Teacher’s notes Teacher’s notes and 12 pages of tests for this optional
The Teacher’s notes provide all the support and information Activity Book (see also 1.4, below).
required to make full use of Find Out! 5. The material is – Section 3: DVD resources A 32-page section including
organised by unit, making it easy and practical to use. Each teacher’s notes, photocopiable worksheets and
unit includes: transcripts to accompany the DVD.
– Section 4: Macmillan Children’s Readers worksheets
• A unit overview Four pages, two activity worksheets per reader. These
This chart outlines the main objectives of the unit. It can be used optionally with the readers for Find Out! 5.
focuses on vocabulary, structures and pronunciation. In
addition, it gives information on receptive and recycled
language, socio-cultural aspects, multicultural awareness 1.4 Optional course components of
and cross-curricular content. Find Out! 5
• Letters to parents/carers
One photocopiable letter is provided at the start of each Find Out about Science and Art
unit. This sets out the main objectives of the unit, and gives This optional component provides 64 highly illustrated, full-
the words for the songs. colour pages. It is aimed at reinforcing concepts covered in
• Lesson notes Conocimiento del Medio and Plástica, and also develops the
Lesson notes outline the aims of each lesson, the language cross-curricular content of each unit. It has seven pages of
used and the materials required. They provide the teacher activities for each of the eight units, and also includes a six-
with a step-by-step guide to the lesson’s successful page picture dictionary. (See also 1.3, above.)
execution.
Macmillan Children’s Readers
The Teacher’s notes provide classroom management
suggestions (Teacher’s tips), optional ways of teaching to There are two readers for optional use with Find Out! 5. These
provide variety and to cater for mixed-ability classes are thematically linked to Find Out! and recycle language from
(Teaching options), activities for fast finishers (Fast finisher the Find Out! syllabi.
tips) and an optional extra activity to extend lessons or to
provide extra practice (Extra activities). Where appropriate, Stories and Songs CD
the lesson notes also provide the teacher with cultural Accompanying each Activity Book is a CD which includes the
information relevant to English-speaking culture (Cultural songs, chants and stories in Find Out! 5. The CD enables the
information). pupils to listen at home to stories and songs that have been
introduced in class, encouraging them to share their
Lesson notes include facsimiles of the corresponding
language-learning experiences with their parents and carers.
Pupil’s and Activity Book pages, transcripts of all the
material on the CDs and the answers to all the activities.
Find Out! 5 Introduction page xiii

CD-ROM 2.5 The teaching programme

Each Activity Book is also accompanied by a CD-ROM of 64
interactive games relating to the key language in each unit of Find Out! has been devised to take into account different
the Pupil’s Book. The CD-ROM can be used independently in teaching situations. The core material of Find Out! 5 can be
the classroom, or at home. extended by up to 100 hours using the wide range of
supplementary course materials. These include
DVD photocopiable worksheets, DVD activities, project ideas and
Find Out about Science and Art.
The DVD accompanying Find Out! 5 includes real-life
sketches, quizzes and mini-documentary sketches. A suggested (although obviously flexible) programme for the
core material in Find Out! 5 is:
• First term: Introductory unit, Units 1 and 2, Bonfire
2 A description of the course Night, and Advent and Christmas
materials • Second term: Units 3, 4, 5
• Third term: Units 6, 7 and 8 and The Summer Solstice
2.1 The topics
The organisational principal of Find Out! is by topic. The 2.6 The organisation of the unit
topics have been selected to reflect the interests and needs
of the young learners and to provide a context for natural There are eight units in Find Out! 5, comprising eight lessons
language use. each. All the units follow a similar format to help establish
classroom routines.
2.2 The course characters Lesson 1 The topic of the unit is introduced. A topic-related
lexical set is presented using flashcards and a pronunciation
The course characters are four pupils, two boys and two girls, drill on the Class CD. The pupils learn a song, with the new
of a similar age to pupils in Third Cycle. The interaction of vocabulary embedded in a simple grammatical structure
these characters within the context of each topic provides our (which will be focused on in Lessons 2 and 3). This song is
pupils with meaningful and relevant models of language. The contextualised by the course characters and clearly
course characters also provide humour, an important factor in establishes the communicative purpose of the language.
keeping our pupils engaged. Pupils play some simple games to become more familiar with
the new vocabulary and then complete the follow-up
vocabulary activities in the Activity Book.
2.3 A course context
Lesson 2 The pupils listen to and read a short dialogue in
The main setting of Find Out! 5 is the headquarters of a which one of the course characters interviews someone for
school magazine where our four characters, along with their the magazine. The dialogue is clearly contextualised; it
teacher, Mr Green, research, illustrate and write Find Out! illuminates the target grammar and gives further practice of
magazine. In Lesson 4 of each unit we look at a page from the the target vocabulary. The pupils act out the dialogue with
latest magazine, which provides our pupils with a context for the aid of the teacher and/or the Class CD. They then focus
informational input about the world relating to a cross-curricular on the grammar of the target structure with the aid of a
area. In Lesson 7 of each unit we look at a feature from the colour-coded poster before going on to complete tasks in the
latest magazine, which provides our pupils with a model text Activity Book, which reinforce and check comprehension of
to write about themselves or about a topic of personal the target grammar.
interest.
Lesson 3 Pupils are guided in the preparation of a
questionnaire, focusing on the interrogative form of the target
2.4 The syllabus grammar. They then use the questionnaire to find out
information about their classmates. Pupils go on to make a
The linguistic syllabus of Find Out! 5 is cyclical and simple cut-out activity from the back of their Activity Books
accumulative. The pupils are presented with a balance of which they use to play a simple communicative game. These
functions, structures and vocabulary, which are reinforced and games give further practice of the target language. The
practised throughout the book in a systematic and integrative teacher is provided with instructions on how to demonstrate
manner. The language arises naturally from the topics and has and set up the games.
been selected with the following criteria in mind:
Lesson 4 This lesson presents a cross-curricular area related
• It links to and reinforces previous language learning. to the topic of the unit. This is always in the context of an
• It is frequently used. article in Find Out! magazine. It always recycles the target
• It is useful. language and vocabulary. The teacher generates interest in
• It is transferable to the world outside the classroom. the article through the accompanying visuals, and encourages
• It supports the teacher in the management of the lesson. pupils to use their existing knowledge to make predictions
• It aids the understanding of cross-curricular content. about the content. The pupils then listen to and read
Find Out! 5 builds on the skills developed in Second Cycle, information about the cross-curricular area. Activities on the
encouraging communicative practice of English through non- Class CD and in the Activity Book then reinforce and check
threatening aural and oral activities, and by progressively conceptual and linguistic comprehension.
increasing reading and writing through a variety of contexts.
Introduction page xiv Find Out! 5

Lesson 5 The teacher presents the second, topic-related Stage two: Main activities
lexical set of the unit using visuals in the Pupil’s Book and a
This stage of the lesson expands the thematic and linguistic
pronunciation drill on the Class CD. The pupils learn a short
content of the unit. The activities employed provide a balance
song, with the new vocabulary embedded in a recycled
and variety of material to sustain interest and motivation, and
grammar or functional structure. They then read and answer a
develop pupils’ communicative skills in a systematic and
couple of questions from the TV quiz show Do You Know …?
integrated manner. Depending on the aim of the lesson, these
These questions recycle language and broaden the pupils’
activities include: flashcard and word card games; listening to
knowledge of cross-curricular or multi-cultural themes.
and singing songs; listening to and acting out dialogues;
Follow-up activities in the Activity Book reinforce both
listening to, reading and acting out stories; reading and
conceptual and linguistic comprehension of this lesson.
writing activities; tongue twisters, quizzes and revision
games.
Lesson 6 The pupils listen to a story involving the course
characters (with the exception of the story in Unit 8 which is a With rare exceptions, pupils complete the activities in the
traditional tale) and which recycles language from Lessons 1 Pupil’s Book before doing the follow-up activities in the
to 5. They first listen with the support of a poster. They then Activity Book. This establishes a teaching-learning pattern for
listen again while following the text in their Pupil’s Books. each lesson and avoids confusion over which book to use.
The pupils answer comprehension questions before going on Furthermore, tasks in the Activity Book are conducive to
to read the story aloud in groups and to complete three calming the pupils down after the more lively oral/aural
follow-up activities in the Activity Book. activities of the Pupil’s Book.
Lesson 7 The pupils are invited to say a tongue twister related Stage three: Closing activities
to language seen in the unit. This is supported with a
pronunciation model on the Class CD and is followed by a There are two very short closing activities which clearly signal
focus on how the phonemes in the tongue twister are the end of the lesson:
commonly spelt. The pupils then read, with the teacher, a • In the first, the teacher asks the pupils: What time is it? This
short text from Find Out! magazine. This text uses target gives day-to-day practice of telling the time and signals
language and provides a model for the pupils to write a that it is time to put the English books away.
similar, personalised text. • The second activity is Remembering the word of the day.
Before putting away the word cards, the teacher asks the
Lesson 8 This lesson formally revises what pupils have learnt pupils if they can remember the word of the day and, if
in the unit. The pupils do a series of activities which require appropriate, asks the pupils to spell the word again.
them to demonstrate their understanding of the target
language of the unit. The lesson not only revises the language
but also practises all four communicative skills. As these are 3 Methodology and approach
revision activities, not testing activities, the pupils are guided
through them and are encouraged to refer back to their
notebooks when necessary, fostering good revision practice. 3.1 Managing diversity in the classroom
At the end of this lesson the pupils are encouraged to think
about their progress in the unit. Pupils learn at different rates and have different learning
styles and preferences. They come to class from different
backgrounds and with different learning experiences behind
2.7 The organisation of the lesson them. By Third Cycle, differences in ability, knowledge and
attitude are evident in class. Find Out! 5 addresses and
The lessons have been carefully staged and sequenced to embraces this diversity in the following ways:
ensure that learning is balanced and coherent. Each activity
• It promotes a classroom environment in which pupils are
has a clear linguistic aim and follows on naturally from the
encouraged to co-operate and help each other.
preceding task. All lessons follow the same three-stage
• It offers a wide variety of activity types to activate different
structure:
intelligences and satisfy learning preferences.
• It allows pupils to participate in activities on different
Stage one: Opening activities
levels. In acting out activities, for example, pupils can take
This stage comprises two activities, both of which recycle on larger or smaller roles. Writing activities provide
language from previous lessons. The activities are designed opportunities for different levels of production. Games
to signal the beginning of the lesson and to get the pupils played with the cut-outs can be played with the teacher or,
focused. more autonomously, by the pupils in pairs or small groups.
• It encourages pupils to personalise language so that it is
The first activity is a Revision chant. This is always a short
relevant to their background and experience.
chant in which the pupils listen to three or four questions on
• It proposes easy-to-manage activities to keep fast finishers
the class CD and respond to them to the rhythm of the chant.
usefully occupied.
Each chant recycles an important structure or function which
• It provides photocopiable resources and additional
has been learnt previously in the course. A different chant is
components which permit teachers to reinforce or extend
proposed for each unit.
the core material according to the level and ability of their
The second activity is playing Word of the day. Using pupils.
language clues, the teacher challenges the pupils to recall
The Teacher’s notes for each lesson include information to
and spell a word from the previous unit. The spelling is
help manage classroom diversity. Teacher’s tips, Teaching
checked against the corresponding word card, which then
options and Extra activities are all included to provide
goes on the board, face down, until the end of the lesson.
support at appropriate stages in the lesson.
Find Out! 5 Introduction page xv
3.2 Developing listening and speaking skills instructions to help pupils predict the content of a text, and
scripted questions for checking comprehension.
By Third Cycle, many pupils are able to understand a lot of Throughout each unit of Find Out! 5, pupils are asked to
language at both word and sentence level. They are, however, produce modelled written information at word and sentence
usually reluctant to use this language without prompting. level. This happens through a series of engaging and
Find Out! 5 aims to provide all the prompts and models purposeful activities such as puzzles, codes, quizzes,
necessary to engage pupils in speaking in English and to observation tasks and the reporting of information acquired
build their oral confidence. This is achieved through through reading or listening. At the end of each unit pupils
performing songs and chants, acting out mini-dialogues and have the opportunity to write a short text of personal
stories, saying tongue twisters and participating in a wide relevance or interest.
variety of flashcard and word card games.
All songs, chants, dialogues, stories and tongue twisters are
modelled on the Class CDs, as are all the reading texts in Find 3.4 Pronunciation awareness and practice
Out! 5. Lesson notes set out clear aims for listening texts and
guide teachers through pre- during- and post-listening Our pupils’ ability to pronounce words correctly is influenced
activities. by their ability to hear them correctly. In turn, their
pronunciation affects their ability to be understood. When
they read words on a page, they pronounce them in their
3.3 Developing reading and writing skills heads. And a pupil who pronounces a word incorrectly is
more likely to make spelling mistakes than a pupil with good
Reading and writing skills are gradually and systematically pronunciation. Our pupils’ pronunciation, then, both affects
developed over the six levels of Find Out! Building on the and is affected by all the communicative skills. For this
foundations laid in First and Second Cycles, Find Out! 5 reason, Find Out! 5 continues to integrate pronunciation work
continues to provide pupils with opportunities to relate into listening, speaking, reading and writing activities.
language that they have learnt orally/aurally to its written The Find Out! 5 Class CD gives pronunciation models of all the
form. Furthermore, the pupils continue to be shown how their target vocabulary in the course. Pupils are invited to listen to
first language literacy knowledge and skills can be applied to the words and repeat them. Word card games encourage the
reading and writing in English. pupils to recognise and pronounce the written words. Songs,
Following on from Second Cycle, Find Out! 5 provides the chants and the acting out of dialogues involve the pupils in
teacher and pupils with the necessary tools to be able to talk pronouncing English at sentence level. And awareness of
about spelling, and quick, simple spelling games are grapho-phonemic relationships is constantly promoted
integrated into each unit to improve spelling confidence. through listening to texts while following them in the
Pupils continue to be encouraged to notice the relationship coursebook.
between the spelling and pronunciation of initial and final In addition to this day-to-day pronunciation work and
consonants, vowels, diphthongs and consonant clusters. awareness raising, Lesson 7 of each unit invites pupils to say
Once the pupils have noticed a specific grapho-phonemic a phoneme-rich sentence, focusing their attention on the
relationship, they then have opportunities to practise reading correct pronunciation and spelling of specific phonemes.
and writing high-frequency words that contain the sound.
Find Out! 5 exposes the pupils to a variety of text types which
naturally incorporate the target language and vocabulary. In 3.5 Grammar awareness
each unit of the Pupil’s Book there are two songs or chants, a
short dialogue, two magazine articles, a quiz, a comic strip By Third Cycle of Primary, our pupils are familiar with a lot of
story and a tongue twister. In the Activity Book there are vocabulary and structures. In many cases, however, they do
reading activities that focus the pupils on texts that serve as not know the grammatical names for this language. Neither
models for writing activities. All text types are carefully have they ever tried to explain the most basic grammatical
sequenced to practise and develop different reading skills rules.
and strategies at the most opportune moment within each With a view to preparing the pupils for English in secondary
unit. Pupils are asked to read dialogues aloud in a drama education, Find Out! 5 begins to introduce the pupils to the
context to familiarise them with the target language and to names of grammar structures and to explain some of the very
gain confidence in the articulation of it. They are asked to basic grammar rules. This happens in Lessons 2 and 3 of each
read short informative texts for global understanding and to unit, after the pupils have used the target language in a song,
read others to extract specific information. All texts are a game and a mini-dialogue.
accompanied by CD recordings, so there is always an
opportunity for pupils to listen to a text being read while they In Lesson 2, the pupils focus on the affirmative and/or
themselves follow it on the page, a practice which further negative forms of a target structure. In Lesson 3 they focus on
benefits our pupils’ awareness of grapho-phonemic the interrogative forms. Both these grammar focuses are
relationships. supported by a poster which uses colour to highlight the
grammar: red for negative, green for affirmative and yellow
In the early stages of each unit, lesson notes propose a for interrogative. Further practice is offered in the Find Out
shared approach to reading, whereby pupils are asked to about Grammar Booklet accompanying the Activity Book.
read texts aloud in chorus, with the teacher, before going on
to read them in the safety of small groups. In the later stages In addition, the bilingual dictionary, at the end of each unit,
of each unit, lesson notes propose options for pupils to read encourages pupils to divide words into their parts of speech:
more autonomously, with or without the support of the CD adjectives, nouns, verbs and adverbs.
recordings. Lesson notes also provide teachers with scripted
Introduction page xvi Find Out! 5

3.6 Learning to learn 4.2 Classroom language

One of the principal objectives of Find Out! is to develop the Teachers using Find Out! are encouraged to use English in the
skills and knowledge necessary for future learning. Learning classroom wherever possible. Essential classroom language is
strategies such as recording vocabulary in lexical sets, using scripted in the Teacher’s notes. Bold font is used to indicate
dictionaries and predicting the content of a text from the what the teacher says; italic font is used for the pupil’s
accompanying pictures are all practised in Find Out! The responses.
pupils are asked to read and explain the instructions to
It is also expected that pupils will use English as much as
activities, fostering autonomy in reading and understanding
possible in the day-to-day running of the class. Find Out!
classroom instructions; they are encouraged to notice what
takes every opportunity to equip the pupils with the language
and how they are learning. Where it is appropriate, self-
necessary to:
correction is also encouraged.
– respond to the teacher’s instructions
– ask for classroom objects
3.7 Evaluation – ask permission to do things in class
– ask for clarification and help
Evaluation tasks in Find Out! 5 serve to check achievements – ask for and spell words in English.
in teaching and learning, and identify pupils’ needs. Informal
ongoing evaluation record sheets are provided for recording Showing your pleasure at the pupils’ use of classroom English
and measuring progress both in the individual pupil and the will encourage them to use it more.
whole class. More formal evaluations are provided through an
initial Diagnostic test, End-of-unit tests, End-of-term tests,
and an End-of-year test. 5 Sharing learning with parents
and carers
A Teacher’s evaluation of the unit sheet is also provided for
teachers to reflect on and assess the effectiveness of the Interest and encouragement from the family is an important
material used in each unit. motivational factor for pupils in Third Cycle. Parental praise
Find Out! encourages the pupils to reflect upon their learning and support can make a positive difference to a child’s
throughout the course. Specifically, they are encouraged to attitude and confidence in class. With this in mind, Find Out! 5
informally evaluate their progress in the revision lesson, aims to involve parents and carers in their pupils’s learning
where their awareness of the need to revise can be raised. and promotes the idea that language learnt in the classroom
They are then given the opportunity to reflect more formally can be practised and reinforced at home.
on their progress at the end of each unit through self- A letter to parents/carers is included at the start of the
evaluation worksheets. Teacher’s notes, for use at the beginning of the course.
It outlines what the pupils will be doing in their English
classes, and what parents/carers can do to support this
4 Classroom management learning.
A more specific letter is included at the start of each unit. This
4.1 Classroom organisation describes the content of that unit, and provides song lyrics.
Each Pupil’s Book is accompanied by a Stories and Songs CD,
Find Out! is a practical, easy-to-use course which supports which enables the pupils to listen to the stories and songs at
the teacher in the day-to-day running of the class. home or in the car, with their family.
The course recognises that classroom routines play a crucial An accompanying CD-ROM can also be used at home, if a
part in the smooth running of lessons. As such, the Teacher’s computer is available.
notes propose routines for beginning and ending lessons, and
other routines for signalling regular features such as the story Finally, the interactive nature of the material in Find Out! 5
or the revision activities. The repeated format of the unit makes it ideal for performance. The pupils can act out the
structure ensures that familiar teaching-learning patterns are stories and dialogues and perform the songs for other classes
quickly established and that the pupils always know what to or for their parents/carers. Alternatively, the teacher can
expect and what is expected of them. make a video/DVD recording of the pupils’ performance and
allow them to take it home to show to their families.
Variety of pace, focus and groupings have been considered in
the sequencing of activities so that pupils’ motivation is
maintained and so that transitions from one activity to
another are not hampered by the organisation of materials.
The Teacher’s notes provide practical, concise instructions on
how to set up and monitor the activities, and advice on their
exploitation.
Find Out! 5 Introduction page xvii

Using the grammar posters
Lessons 2 and 3 at least one sentence that is not true. They then share
their sentences with other pupils, who must read them
and say which of the sentences they think is false.
Cover parts of the grammar tables

• To revise and keep the grammar in your pupils’
minds, cover parts of the grammar tables on the
poster with pieces of paper. Write numbers on the
pieces of paper and ask What word is under number
one? How do you spell it? What words are under
number two? etc.
Lesson 3
Grammar hangman
The grammar posters are to be used in Lessons 2 and 3
• Before looking at the grammar poster, the lesson
of each unit. In addition to the lesson notes, here are
notes recommend that you play a game of Sentence
some more ideas in which to use them, helping reinforce
hangman with the pupils to elicit an example of the
the pupils’ understanding of the target structures:
structure on the board.
• Sentence hangman is played in the same way as
Dictate sentences
traditional hangman, but instead of playing with a single
• After you have used the poster to look at the word, you play it with a sentence or question, e.g.
grammar, dictate three to six sentences made up of
words from the grammar tables on the poster. Leave Do y o u p l a y f o o t b a l l a t t h e w e e k e n d ?
–– ––– –––– –––––––– –– ––– ––––––––
the poster on the wall so that the pupils can relate
the sound of the words to the written form. Take the • The game is not only popular with pupils, it is also a
poster down and put flashcards 61–63 on the board. very effective way of getting the pupils to focus on
Ask the pupils to repeat the sentences back to you. grammar and punctuation. Elicit from the students
Ask the pupils to say if the sentences are affirmative, whether it’s an affirmative or negative sentence, or a
negative or interrogative, and ask them to point to question. Ask them to explain their answer.
the relevant flashcard on the board. • Ask the pupils to then answer the question, or state
whether the sentence is true or false.
Affirmative, negative or interrogative?
Teaching option: If you don’t want to draw the
• After you have used the poster to look at the target hanged man, try playing the game with points:
grammar, nominate pupils to use the tables on the • Divide the class into two or three teams.
poster to create sentences. Each pupil says a • The teams take turns to guess a letter.
sentence out loud. The other pupils listen and say if it • They get one point for every letter that appears in
is affirmative, negative or interrogative. the sentence.
• They get an additional point for every word they
Ask and answer complete.
• After you have used the poster to look at the target • They get an additional point if their letter is the
grammar, nominate pupils to form a question using letter that completes the sentence.
the words in the grammar tables. They say their Nobody is allowed to call out the sentence when they
question out loud and nominate a pupil to answer it. think they know it. They have to complete it letter by
letter. The teams have to look at the sentence
Write true/false sentences carefully and work out which letters will get them
• After you have used the poster to look at the target most points. This means that every pupil has time to
grammar, get the pupils to write four sentences using look at the grammar, the function of the punctuation
the words in the grammar tables. They must include and the spelling of all the words.
Introduction page xviii Find Out! 5

Using the story posters
Lesson 6 /helmet? How many animals are in the story?

What’s Mr Green/Clare wearing? Alternatively ask
yes-no questions, e.g. Is there a television in Kate’s
room? Is Tim wearing red socks? Is Kate’s cat black
Teacher’s tip: As recommended in the lesson notes
and white? Use the activity to recycle structures and
for each Lesson 6, cover up the last two frames of the
vocabulary. Give the winning team the title of the
story so that the pupils can’t see what happens in the
most observant pupils in the class.
end.
True/false game
Before and during listening • Get the pupils to write the words TRUE and FALSE on
pieces of paper. Call out true/false sentences about
Look at frame 1 the poster, e.g. Tim is wearing yellow socks. Mr
Green has got a cat. The pupils listen and hold up the
• Before listening to the story for the first time, focus
word TRUE or FALSE.
the pupils on the first frame of the poster. Get the
pupils to identify all the people and all the objects in
Cover up parts of the poster
the picture.
• Focus the pupils on the characters who are speaking • To revise elements of the story, cover objects and
in the first frame and ask them to guess what the people in the frames with small pieces of paper. Write
characters are saying. Then listen to the first frame of numbers on the pieces of paper and ask What’s
the story to find out if the pupils have guessed under number one? Who’s under number four? etc.
correctly. Write the speech bubbles for the first frame
on the board and check comprehension. Label and display the poster
• When you have finished telling the story, it is a good
Predict what happens
idea to leave the poster on display for a few weeks so
• Ask the pupils to look at the remaining uncovered that the pupils do not forget it. Some pupils can be
frames to predict what happens. Then listen to check. assigned the task of drawing and writing out the
speech bubbles and sticking them on to the poster in
Predict the end the right places.
• Displaying the story posters in this way provides the
• Stop the story after the last uncovered frame and
pupils with extra reading opportunities.
check that the pupils have understood the gist. Then
get them to predict what happens in the end. Reveal
the last two frames and listen.
After listening and reading It’s Friday.

What time is it?
Who says what?

• After the pupils have read the story in the Pupil’s
Book, read out a speech bubble and ask the pupils to
say who, in the story, says it. Invite a volunteer to the
poster to show you where in the story it is said.
Which frame?
• If stories have narratives, read them out and get the
pupils to identify which frame they refer to.
Observation test!
• Give the pupils a minute to look at the poster and
memorise as much information as possible. Then turn
the poster over, put the pupils into teams and ask
questions such as What colour is Kate’s bike/T-shirt
Find Out! 5 Introduction page xix

Evaluation in Find Out! 5
In Find Out! 5 evaluation is an integrated part of the over the entire course. This information provides a useful
learning–teaching process. The four evaluation instruments reference when writing end-of-term reports, or when speaking
used are: with parents.
2.3 English portfolio

1 Teacher’s evaluation of the unit A portfolio of work, where the pupils are encouraged to
record their language learning and intercultural experiences,
This consists of a photocopiable sheet which allows you to
helps to increase the pupils’s self-awareness, develop their
reflect on and evaluate how well a unit worked in your
learning autonomy, and enrich their learning experience. In
particular teaching situation. You are able to think about your
Find Out! 5 material has been designed to help the pupils
pupils’ learning needs and preferences by recording which
create their own personalised English Portfolio. As set out in
activities worked most successfully, and which activities,
The Council of Europe, the portfolio is divided into three
when used another time, could be amended to better suit
parts: Biography, Passport and Dossier. In the Biography the
your teaching context. There is also space for you to note
pupils are encouraged to record any contact they have with
down if the objectives of each lesson were achieved, any
the English language and culture in their daily lives. In the
additional material used, and the general interest and
Passport the pupils have the chance to record their language
motivation of your pupils. This information will be of use
skills, achievements and experiences. In this section the
when you come back to teach the unit at a later time.
pupils can also keep their completed self-evaluation
worksheets and their End-of-year certificate. Finally, in the
Dossier the pupils are encouraged to select and present
2 Informal evaluation material they have produced in the English class, record
memories of school trips or exchanges, and list favourite
Informal evaluation is conducted by observing the pupils as
things related to the English class or cultures where English is
they perform the different class activities, and by collecting
spoken.
their work throughout the course. In Find Out! 5 the teacher is
provided with both individual pupil assessment and class
assessment sheets. Material is also provided to help the
pupils create their own personalised English Portfolio, which
3 Formal evaluation
serves as a record of their learning throughout the course.
Formal evaluation in Find Out! 5 is conducted through a series
of summative tests. Tests are provided at the end of each
2.1 Class assessment sheet
unit, at the end of each term, and at the end of the year. The
The Class assessment sheet allows you to record the whole tests aim to be fair, as their content faithfully reflects the
class’s achievement for a particular unit. Once again a set of linguistic content of the unit, and they make use of activity
statements of performance is provided, where you can record types that the pupils have previously seen in class. The tests
if the different goals for the unit have been achieved or not. are also easy to administer, and are suitable for different
By recording the whole class’s attainments on one page, you teaching contexts. Importantly, in addition to measuring the
are able to assess how effective the teaching and learning in pupils’ progress, the tests aim to motivate the pupils by
the unit has been as a whole. Space is also provided for you showing them how much they have learnt, and to increase
to record the pupils’ test scores for the unit, and to write a their confidence in their ability to learn English.
short personal comment.
3.1 Diagnostic test
2.2 Individual pupil assessment sheet
Find Out! 5 provides a diagnostic test which can be used at
The Individual pupil assessment sheet allows you to record the beginning of the course to asses the level of the pupils.
each pupil’s achievement and progress over all eight units. The test begins with a listening section. This is made up of
On each sheet there is a set of statements of performance, three activities where the pupils have to recognise the key
which are easily matched with different parts of the lesson or vocabulary within a functional chunk of language. The second
unit. The assessment sheets can then be quickly completed section of the test focuses on the reading skill and there are
by observing the pupils at work at these stages of the lesson. three activities where the pupils read and respond to
A simple key allows you to record if each goal has been sentences and short texts in a number of ways. In the third
achieved, partly achieved, or not achieved yet. In addition, section of the test the pupils are tested on their ability to
space is provided for you to record the pupil’s test scores and write the key language, and are asked to write individual
to make any additional comments. These comments could words, sentences and short, simple texts. Finally, there is an
include observations on the pupil’s participation, their effort optional oral test, which assesses the pupils’ ability to
in class, and their attitude toward learning and the English produce language at word and sentence level. The purpose of
language. By recording a pupil’s achievements in all eight the test is to provide you with information about the pupils’
units, you are able to appreciate, at a glance, their progress English language level at the outset of the course, as well as
Evaluation page xx Find Out! 5

to help you to begin to identify any special learning needs in 4 Self-evaluation

the class. Guidelines for conducting the test are also set out,
along with a visual prompt for the oral test, the listening test Self-evaluation is an important part of the learning process in
transcriptions and a detailed marking scheme. Find Out! 5. By asking the pupils to think about their work,
you are encouraging them to become more involved in their
3.2 Unit tests learning, as well as helping them to better understand the
Each of the five-page end-of-unit tests in Find Out! 5 follows learning process.
the same format, focusing on the different linguistic skills in
turn. The tests begin with a listening section. This is made up 4.1 Self-evaluation worksheet
of three activities where the pupils have to recognise the key The pupils have the opportunity to reflect on their progress
vocabulary within a functional chunk of language. The second by completing an end-of-unit self-evaluation worksheet.
section of the test focuses on the reading skill and there are These sheets identify the main linguistic aims of each unit
three activities where the pupils read and respond to and ask the pupils to tick the sentence that best expresses
sentences and short texts in a number of ways. In the third what they have achieved. It is recommended that you work
section of the test the pupils are tested on their ability to through the sheet as a class at first, asking individual pupils
write the key language, and are asked to write individual to read out the different sentences as you go along. If the
words, sentences and short, simple texts. There is also a pupils have got a portfolio of work, they can keep their Self-
grammar section in Find Out! 5 which tests the grammar focus evaluation worksheets there as a record of their own
of each unit. Finally, there is an optional oral test, which progress.
assesses the pupils’ ability to produce language at word and
sentence level. Guidelines for conducting each end-of-unit 4.2 Learning to learn self-evaluation worksheet
test are provided, along with a visual prompt for the oral test,
the listening test transcriptions, and a detailed marking This self-evaluation worksheet can be used to prompt the
scheme. pupils to think about how they are working in the classroom,
and what they can do at home to reinforce their classroom
3.3 Term tests learning. This worksheet may be used on a regular basis, or
when you wish to discuss classroom behaviour with your
The five-page end-of-term tests have the same format as the pupils. Once again, if the pupils have got a portfolio of work,
end-of-unit tests. There are three tests in total. The first they can keep their Learning to learn self-evaluation
assesses learning in Units 1, 2 and 3, the second assesses worksheets there as a record.
learning in Units 4, 5 and 6, and the third assesses learning in
Units 7 and 8. It is recommended that you find time to review
the key language from the earlier units with the flashcards,
before the pupils do the test.
3.4 End-of-year test

The six-page End-of-year test aims to assess the pupils’
learning over the academic year. The test is made up of four
listening activities, which require the pupils to recognise key
vocabulary items from the course within a functional chunk of
language, four reading activities, in which the pupils read
sentences and short texts, and four writing activities where
the pupils are expected to write the key language in a
sentence or a short, simple text. There is also a grammar
section designed to assess the pupils’ grasp of the structures
introduced in Find Out! 5. As with previous tests, there is also
an optional speaking test which assesses the pupils’ ability to
produce language at word and sentence level.
Find Out! 5 Evaluation page xxi

Welcome to the magazine headquarters!
Learning objectives Receptive language

• Greet people • Can you (take good photos)?
• Talk about yourself and give personal details
• Recall vocabulary from previous levels Recycled language
• Learn and say chants
• Numbers 1-100
• Learn a song
• It’s sunny. It’s rainy. It’s windy.
• Read and act out a short dialogue
• Months of the year
• Break a code
• Rollerblades, a football, tennis
• Show awareness of sound/spelling relationships
• A dog
• Write a short text about yourself
• Music, Maths, Science
Key language Pronunciation
Vocabulary
Stress and rhythm
• Talk to people
• Have you got your pen? chant
• Take photos
• Let’s find out! song
• Draw pictures
• Write stories
Socio-cultural aspects
• A photographer
• Artistic, musical, scientific, sporty • Show interest in getting to know neighbours and
school friends
Structures • Be willing to make new members of the class feel
• Welcome to Find Out! magazine. welcome
• Pleased to meet you. • Show interest in learning English
• I’m (Clare). • Be willing to participate in class
• My name’s (Phil). • Show interest in the accuracy and correction of
• I’ve got (green eyes) and (brown hair). written work
• My favourite subject is (Music).
Letter to parents/carers page 2

Teacher’s notes pages 3–11
Welcome to the magazine headquarters! Project bank page 12
Welcome to the magazine headquarters! page 1

Letter to parents or carers Introductory Unit
Dear Parent/Carer
This year your child will be learning English using the coursebook Find Out! 5. As the title of the book suggests, the
course aims to arouse a pupils’ curiosity and encourage them to use English to discover or ‘find out’ new things
about the world around them.
In Find Out! 5 there’s an introductory unit to help recycle and review the English that they have studied in previous
years. This is presented in a fun and entertaining way to make learning English exciting and motivating. Following
the introduction there are eight units. Each unit is based on a topic which reflects the interests and needs of the
young learner and presents them with natural, useful, everyday English. As your child works through each unit, they
will be able to personalise and use the language in real-life communicative situations in the classroom.
Each unit consists of a variety of enjoyable activities that have been devised to develop your child’s linguistic skills.
Your child will have the opportunity to play vocabulary and communication games, do spelling puzzles, sing and act
out songs, role-plays and stories, practise pronunciation, make posters and games and write personalised texts.
Your child will also use English in each unit to find out about other areas of learning such as Geography or Science.
There are a number of ways in which you can support your child’s learning during this course:
• Your child will bring a letter home at the beginning of each unit. This letter will provide you with the lyrics of the
unit songs, as well as giving a short explanation of what your child is going to learn in that unit.
• Listen to the songs and stories from Find Out! 5 together. Each Activity Book is accompanied by a Stories and
Songs CD. This allows the pupils to listen to the stories and songs that they have worked on in class with their
family.
• Play the Find Out! 5 CD-ROM together. If you have a computer at home, find time to do the CD-ROM activities
together with your child for fun.
Thank you in advance for your help in making your child’s experience of learning English as enjoyable and
successful as possible.
Yours
Class teacher
PH
OT
OC
OP
Welcome to the magazine headquarters! page 2 © Macmillan Publishers Limited 2007

IA
BL
E
Phil/Mr Green. Encourage the pupils to repeat. Ask

Welcome to the them to now close their books.
• Hold up the flashcard of Kate. Ask Who’s this? When
magazine the pupils have given the correct answer say Hello,
Kate and stick the flashcard on the board next to the
headquarters! corresponding word card. Repeat with the remaining
Lesson 1 names.
• Explain to the pupils that you are going to call out the
beginning letters of the names and that they should
Learning objectives say the name and point to the correct person. Ask
• Get to know the coursebook and its characters Who begins with /t//? Who begins with /p//? etc.
• Revise vocabulary from previous levels
Introducing the context
Productive language
Vocabulary • Explain that the characters produce a school
• Numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 magazine. Ask your pupils for the names of some
• Months of the year famous magazines. Then say Let’s find out the name
• Days of the week of the magazine in Find Out!
• Lion, kangaroo, lizard, elephant, zebra • Ask the pupils to open their Pupil’s Books at page 2.
• Cloudy, rainy, sunny, windy Ask a pupil to read the title of the unit (Welcome to
• Football, tennis racket, rollerblades, basketball the magazine headquarters!). Check comprehension.
• Art, Music, Science, Maths, P.E. Explain that a headquarters is similar to an office. Ask
Where is the magazine headquarters? (in a tree
Structures house, in the grounds of the Amazing School).
• I’m (Kate). Explain that this is where Kate, Phil, Clare, Tim and
• My name’s (Phil). Mr Green produce their school magazine.
• Pleased to meet you. • Focus their attention on the picture. Ask the pupils if
• Welcome to Find Out! magazine they can see the title of the magazine (Find Out!
magazine). Ask them if they like the headquarters.
Other language
Tell them that they are going to visit the
• Headquarters
headquarters often during the course and find out
Materials lots of interesting things with the characters.
• Pupil’s Book, pages 2 and 3
• Activity Book, page 2 Main activities
• Flashcards: 1–5
Look and find. (PB pages 2 and 3, activity 1)
• Word cards: 1–3, 5, 6
• CD1 • Ask a volunteer to read the instruction for activity 1 in
the Pupil’s Book (Look and find.). Check
comprehension. Explain that the pupils must find
Opening activities three numbers, three days, three weather words, etc.
Introducing yourself and the book in the picture on pages 2 and 3. Ask for an example
from each category.
• If you have never taught your pupils before, • Ask the pupils to find the three numbers in the
introduce yourself. Say Hello. My name’s (teacher’s picture and to raise their hands when they have
name). Encourage the pupils to do the same by found them. Ask the pupils to tell you what the three
asking What’s your name? As they answer say numbers are (60, 90, 100) and where they are (60 is
Pleased to meet you, (pupil’s name). on a rollerblade, 90 is on a football, 100 is on a
• If you have new pupils in your class, introduce book).
yourself and ask for their names in the same way.
• If this is the first time your pupils have used Find Look at Pupil’s Book pages 2 and 3. Circle
Out!, hold up the Pupil’s Book and say Look! This is three words. (AB page 2, activity 1)
our book. It’s called Find Out! • Ask the pupils to open their Activity Books at page 2,
• Explain the meaning of the title. but not to close their Pupil’s Books. Ask a volunteer
Introducing the characters to read the instruction (Look at Pupil’s Book pages 2
and 3. Circle three words). Check comprehension.
• Hold up the front cover of the Pupil’s Book. Point to Explain that they have to look at the picture of the
the characters. Ask How many people are in the headquarters in the Pupil’s Book and circle three
picture? Say Let’s find out their names. Put the word words in each list as they find them in the picture.
cards on the board. Point to each person on pages 2 They can work in pairs.
and 3 of the Pupil’s Book in turn and say and point to
his/her name on the board. Say His/Her name is
Tim/Kate/Clare/
Find Out! 5 Welcome to the magazine headquarters! page 3

• Direct the pupils to activity 2 on page 2. Ask a

Teacher’s tip: Go round the class asking the pupils
volunteer to read the instruction (Listen and read.).
to tell you which words they have found. Use the
Check comprehension. Say Let’s listen to the
activity to assess how much vocabulary the pupils
conversation. Play CD 1 (Track 2).
remember.
CD1
• Correct together. Ask which words they found in the Listen and read.
2
picture.
Mr Green: Welcome to Find Out! magazine.
Answers:
I’m Mr Green, the teacher.
Weather: rainy, sunny, windy (on the chart)
Phil: Hi. My name’s Phil. I take photos.
School subjects: Music (written on the CD shelf),
Tim: I’m Tim. Pleased to meet you.
Science, Maths (the titles of books)
Clare: I’m Clare. Pleased to meet you, too.
Numbers: 60 (on a rollerblade), 90 (on the football),
Kate: I’m Kate. We’re the Find Out! team.
100 (the title of a book)
Days: Monday, Friday (the title of a book), Tuesday (on • Check comprehension. Ask Who takes photos? (Phil)
the calendar) Who’s the teacher? (Mr Green) Who’s in the Find
Months: September (on the calendar), October (on the Out! team? (Mr Green, Clare, Kate, Tim, Phil).
computer screen), November (the title of the book) • Divide the class into five groups and give each group
Sports equipment: a football (in the tree), a tennis a character flashcard. Explain that this is the
racket (on the wall calendar), rollerblades (in the character they must read in the dialogue. The group
bookcase) with the flashcard of Mr Green begins, then the group
Animals: dog (on the path), kangaroo (on the poster), with the flashcard of Phil continues, etc. Help the
iguana (on the desk) pupils with pronunciation.
• Repeat the activity as many times as appropriate,
Listen and read. (PB pages 2 and 3, activity 2) changing the character flashcards and the roles each
• Ask the pupils to focus on the picture and to tell you time.
what’s happening. If they can’t tell you, ask
questions to help. Ask Do all the characters know
each other? (No) Who is at the headquarters for the
first time? (Phil) Why is he there? (Because the
magazine needs a photographer.).
Welcome to the magazine headquarters! page 4 Find Out! 5

• Correct together by asking the pupils to spell out the

names. Write them on the board. Or put the word
cards on the board and ask the pupils to check their
spelling with the word cards.
Fast finisher tips: 1 Ask fast finishers to look at

activity 1 in the Activity Book again. Tell them to
underline their favourite weather, school subject,
day, month and animal. Ask them to compare the
words they have underlined. They can explain why
they have chosen a particular day and month.
2 Break the code at the bottom of page 2 of the
Activity Book. Pupils can use The code breaker
picture dictionary on pages 58 and 59 of the Pupil’s
Book to help them.
Answers:
(music, apple, giraffe, apple, zebra, ice cream,
ninety, elephant) MAGAZINE
Closing activities
What time is it?
• When it’s time to finish, ask What time is it? Elicit the
correct time from the pupils and then say It’s (nearly)
time to finish. Put your things away, please.
Extra activity: It’s before … . It’s after … .

Write number 74 on a piece of paper but don’t show
Listen and write. (AB page 2, activity 2) it to the pupils. Ask What’s this number? Encourage
the pupils to guess, e.g. Is it seventy? Reply No, it’s
• Remove all the word cards from the board and ask
before seventy-five / after seventy-three. Keep
the pupils to close their Pupil’s Books. Ask a
eliciting suggestions until the number is guessed
volunteer to read the instruction (Listen and write.).
correctly. Show the pupils the number.
Check comprehension. Explain that the pupils are
going to hear the characters spelling their names. Ask a volunteer to come to the front to play the game
They must write the letters, in pencil, as they listen. with the rest of the class. Or get the pupils to play
the game in pairs.
Teaching option: Revise the alphabet. Go round the This same game can be played with the months of
class with each pupil saying one letter of the the year, days of the week or letters of the alphabet.
alphabet in the correct order. Every time someone
makes a mistake, go back to a.
Homework suggestion: Ask the pupils to look for

• Play CD 1 (Track 5).
classroom objects in the picture of the magazine
CD1 headquarters on pages 2 and 3 of the Pupil’s Book.
Listen and write. Tell them to write the words in a list.
5
Number 1
Phil: My name’s Phil. P – H – I – L.
Number 2
Clare: I’m Clare. C – L – A – R – E.
Number 3
Kate: My name’s Kate. K – A – T – E.
Number 4
Tim: I’m Tim. T – I – M.

Welcome to the • Tell the pupils to put their pens, pencils and books in
front of them. Say Let’s listen again and chant. Play
magazine CD 1 (Track 6), or just say the chant. Encourage the

pupils to join in with the answers and to hold up the
headquarters! corresponding objects.

Main activities
Lesson 2 Play The classroom object chain game
Learning objectives • Write the following on the board: In the magazine

• Get to know the coursebook and its characters headquarters I can see a … .
• Revise vocabulary and structures from previous • Ask the pupils to open their Pupil’s Books at page 2.
levels Explain that you want the pupils to tell you which
• Learn and sing a song classroom objects they can see in the magazine
headquarters. You start. Say In the magazine
Productive language headquarters I can see a book. Invite a pupil to
Vocabulary repeat your sentence and to add another classroom
• Bin, ruler, pencil, window, CD, DVD, calendar, object. Then invite other pupils to do the same,
computer, door, wall, shelf, floor, TV, pencil case repeating the objects and adding another. Continue
• Write stories, take photos, draw pictures, talk to in this way making the sentence longer each time.
people
Possible answers:
Structures a poster, a pen, a pencil, a pencil case, a rubber, a ruler,
• They (write stories) for the magazine. a television, a DVD, a book, a shelf, a window, a door, a
Other language computer, a chair, a table, a calendar
• Let’s find out! Revising the characters
Materials • Hold up the five flashcards, but do not show the
• Pupil’s Book, pages 2 and 3 pupils the pictures. Ask Do you remember the names
• Activity Book, page 3 of the characters in Find Out!? Choose one flashcard,
• Flashcards: 1–5 but don’t show the picture. Ask Who’s this?
• Word cards: 1–3, 5, 6 Encourage the pupils to guess. When someone
• CD 1 guesses correctly, invite them to the front to put the
card on the board. Repeat with the remaining
flashcards.
Opening activities • Ask for volunteers come to the front and put the
Revision chant 1: Have you got your pen? corresponding word cards under the flashcards.
• Explain to the pupils that they are going to learn a Listen and read. Sing. (PB page 3, activity 3)
chant which they will repeat at the beginning of each
• Explain that every time you and the pupils visit the
lesson in Unit 1. Say Let’s listen to the Find Out!
Find Out! team at the magazine headquarters, you are
team singing the chant with Mr Green. Play CD 1
going to sing a song. Hold up your book and point to
(Track 6).
the lyrics on page 3. Ask the pupils to open their
CD1 Pupil’s Books at page 3. Ask a volunteer to read the
Chant 1: Have you got your pen? instruction. Check comprehension. Say First, let’s
6
listen and read. We can sing the song later. There are
Mr Green: Have you got your pen? three steps to follow in teaching the songs.
Pupils: Yes, I’ve got my pen.
Mr Green: Have you got your pencil? Step 1
Pupils: Yes, I’ve got my pencil. Listen and read
Mr Green: Have you got your books? • Play CD 1 (Track 3) for the pupils to listen to the song
Pupils: Yes, I’ve got my books. and follow the words in their books.
Mr Green: Have you got everything? Step 2
Pupils: Yes, I’ve got everything. Listen and repeat
Mr Green: Good. Then let’s begin. • Encourage the pupils to say each line. You can say
• Say Mr Green says ‘Have you got your pen?’ and the each line and ask the pupils to repeat after you, or
pupils say … Elicit the answer from the pupils (Yes, play each line on the CD and pause for the pupils to
I’ve got my pen.). Repeat with the other lines of the repeat after each one.
chant and, if necessary, write the structure on the Step 3
board (I’ve got my pen / pencil / books / Sing
everything.). • Play the CD and encourage the pupils to sing along
with the song. Repeat until they are singing confidently.
• Ask the pupils some questions to check Listen and tick. (AB page 3, activity 4)
comprehension, e.g. Who is the song about? (Clare,
• Ask a volunteer to read the instruction (Listen and
Kate, Phil, Tim). What do they do for the magazine?
tick.). Check comprehension. Explain that they are
CD1 going to hear Mr Green talking to Clare, Phil, Tim and
Let’s find out! Kate about what they do for the magazine and they
3
must tick the things each character says they do.
Let’s find out about lots of things • Focus their attention on the chart. Ask a volunteer to
With the Find Out! team read the four headings and check comprehension.
Clare, Kate, Phil and Tim. Ask two volunteers to read Mr Green and Clare’s
They talk to people for the magazine. speech bubbles. Ask the pupils if the example ticks in
They take photos for the magazine. the chart are correct (They are correct.). Say Let’s find
They draw pictures for the magazine. out what Phil, Tim and Kate do. Play CD 1 (Track 7).
They write stories for the magazine. CD1
Listen and tick.
Let’s find out about lots of things 7
With the Find Out! team.
Mr Green: Clare, what do you do for the magazine?
Clare: I talk to people and I write stories.
Teaching option: Play the karaoke version of Let’s
find out! on CD 1 (Track 4). Mr Green: Phil, what do you do for the magazine?
Phil: I talk to people, I draw pictures and I take
photos.
Write. (AB page 3, activity 3)
Mr Green: Tim, what do you do for the magazine?
• Explain that the pupils have to label the pictures with
Tim: I talk to people and I write stories.
the phrases from the box. Ask a volunteer to read the
phrases and check comprehension. Explain any Mr Green: Kate, what do you do for the magazine?
phrases the pupils are unsure of using mime. Kate: I talk to people, I draw pictures and I
• Correct together. Point to each picture in turn asking write stories.
What’s this?
Answers:
1 write stories 2 take photos 3 draw pictures
4 talk to people

Fast finisher tips: 1 Ask the pupils to write

anagrams of three words from the Let’s find out!
song. Tell them to exchange the anagrams with
another fast finisher and to try and solve them
without looking at their Pupil’s Books.
2 Break the code at the bottom of page 3 of the
Activity Book.
Answer:
(thirty, elephant, apple, music) TEAM
Closing activities
What time is it?
Extra activity: True or false?

Ask everybody to look at the picture of the magazine
headquarters on pages 2 and 3 of the Pupil’s Book.
Tell them that they have got one minute to remember
the colour of as many objects as they can.
After one minute, tell the pupils to close their books.
Explain that you are going to say some sentences
about the colour of things in the headquarters, and
that if pupils think the sentence is true, they must
stand up, but if they think it’s false, they must stay
• Correct together. Ask How many ticks has Phil got? sitting down.
(3) What does Phil do? (talk to people, take photos, With your book open say sentences, e.g.
draw pictures). Repeat for Tim and Kate. The door is green.
Kate’s T-shirt is blue.
Answers:
The iguana is grey.
Clare: talk to people, write stories
Phil: talk to people, draw pictures, take photos Make the game competitive by giving yourself a point
Tim: talk to people, write stories if most pupils get the answer wrong, and the pupils a
Kate: talk to people, draw pictures, write stories point if most of them get the answer right.
Write. Listen and check. (AB page 3, activity 5)

• Ask a volunteer to read the instruction (Write. Listen Homework suggestion: Write two sentences about
and check.). Check comprehension. Explain that the the headquarters on the board, e.g. The door is
pupils must write what each person does using the green. The iguana is grey. Tell the pupils to copy the
information from activity 4. Tell them to look at the sentences and to tell you if they are true or false. Ask
chart in activity 4 to help them. Tell them to work in them to write four more sentences about the
pairs to do this first part of the activity. headquarters for homework, two true and two false.
• Tell the pupils that they are now going to listen to Pupils can exchange sentences in the next lesson
check their answers. Play CD 1 (Track 8). Check their and say whether they are true or false.
spelling.
CD1
Write. Listen and check.
8
Number 1
Clare: I talk to people and I write stories.
Number 2
Phil: I talk to people, I draw pictures and I take photos.
Number 3
Tim: I talk to people and I write stories.
Number 4
Kate: I talk to people, I draw pictures and I write
stories.

Welcome to the
magazine
headquarters!
Lesson 3
Learning objectives
• Get to know the coursebook and its characters
• Revise vocabulary and structures from previous
levels
• Write a short paragraph
Productive language
Vocabulary
• Black, brown, blond
• Green, blue
• Sporty, artistic, musical, scientific
• Science, P.E., Music, Art
Structures
• I’ve got (green eyes).
• My favourite subject is (Science).
• I’m (ten) years old.
Materials
• Pupil’s book, page 4
• Activity book, page 4 Sing Let’s find out!
• Word cards: 1–3, 5, 6 • Ask Who remembers the song Let’s find out!? Who
• CD 1 remembers the first line? Elicit the first line (Let’s
find out about lots of things) and any more of the
song the pupils can remember. Tell them to open
Opening activities their Pupil’s Books at page 3 to check the lyrics. Say
Revision chant 1: Have you got your pen? Let’s sing it again. Play CD 1 (Track 3).
• Say chant 1 Have you got your pen? from Lesson 2 of Teaching option: Play the karaoke version of Let’s
this unit (see page 6). If the pupils need help find out! on CD 1 (Track 4).
remembering it, play CD 1 (Track 6).
Main activities
Read. Listen and identify. (PB page 4, activity 4)
Play Mime the verbs • Ask the pupils to open their Pupil’s Books at page 4.
• Revise the verbs learnt in Lesson 2. Ask What do the Focus on the identity cards and ask the pupils what
pupils do at Find Out! magazine? to elicit the verbs. they are. Point to Tim’s and ask Who is this? How old
Write them on the board. As a class agree on a mime is Tim? What colour is his hair? What colour are his
for each one. Ask volunteers to demonstrate the eyes? What is his favourite subject? Repeat with the
mimes. Suggestions are: other identity cards.
write stories: hold a pen and write rapidly on the • Ask a volunteer to read the instruction (Read. Listen
palm of your other hand and identify.). Check comprehension. Explain that the
take photos: take a photo pupils must read the speech bubbles and, by looking
draw pictures: draw a picture in the air at the information on the identity cards, work out
talk to people: look at a partner and mime talking, which character says what.
holding a microphone • Play the first speech bubble on CD 1 (Track 9) (I’ve
• Tell the pupils to stand up. Explain that you are going got black hair.). Pause the CD to give the pupils time
to give instructions and they must do the correct to scan the cards and choose the correct one. Invite a
mime, e.g. Draw a picture. Take photos. etc. If the pupil to give you the answer (Clare). Check that
pupils do the wrong mime, they have to sit down. everyone agrees. Tell the pupils to look at Clare’s
Give the instructions in quick succession. identity card and confirm that the answer is correct.
Repeat with the other speech bubbles.

CD1
Read. Listen and identify.
9
Clare: I’ve got black hair.

Kate: My favourite subject is Music.
Tim: I’m ten years old. I’m scientific.
Phil: I’ve got brown hair and brown eyes.
Tim: I’ve got blue eyes.
Clare: I’m sporty.
• When the activity has been completed, ask the pupils
to turn their books over. Ask Who says ‘I’ve got black
hair’? (Clare) Who says ‘I’m ten years old. I’m
scientific’? (Tim) etc.
Play a game. (PB page 4, activity 5)

• Tell the pupils to turn their books back over and to
look at activity 5. Ask a volunteer to read the
instruction (Play a game.). Check comprehension.
Explain that the pupils must pretend to be one of the
characters from activity 4. They must say sentences
about themselves, using the identity cards in activity
4, so that their partners can find out who they are
pretending to be. Make sure they understand that
they should not say the name of their character.
• Ask two volunteers to read the speech bubbles to
demonstrate how to play the game. Then give the
pupils time to choose a character and to read their
identity card. Put the pupils into pairs to play the
game.
Read and complete. Listen and check. (AB page
• Go around the class helping where necessary.
4, activity 7)
Teacher’s tip: If your pupils are not confident with • Focus on the identity card. Ask Who’s this? (Tim).
the language, write the structures on the board to Ask a volunteer to read the instruction (Read and
guide them. complete. Listen and check.). Check comprehension.
I’m ____ years old. Explain that the pupils must complete Tim’s speech
I’ve got ____ hair / eyes. bubble using information from his identity card. Tell
My favourite subject is _____. them that they are then going to listen to Tim.
I’m ______ . • When the pupils have completed the speech bubble,
play CD 1 (Track 10) for them to check and correct
their answers.
Read. Write the names and match. (AB page 4, CD1
activity 6) Read and complete. Listen and check.
10
• Ask the pupils to open their Activity Books at page 4.
Ask a volunteer to read the instruction (Read. Write Tim: My name’s Tim.
the names and match.). Check comprehension. I’m ten years old.
Explain that the pupils must read the speech bubbles I’ve got blond hair and blue eyes.
and work out who is saying each one. Point out that My favourite subject is science.
they should not look back at the Pupil’s Book, but try I’m very scientific.
to remember who the information refers to. They can
do this first part of the activity in pairs. Complete your ID card. Write about you. (AB
• Tell them to then write the names of the characters in page 4, activity 8)
the gaps and match the bubbles to their • Ask a volunteer to read the instruction (Complete
corresponding pictures. your ID card. Write about you.). Check comprehension.
• Correct together. The pupils can refer back to the Explain that ID is a short way of saying identity. Direct
information on page 4 of the Pupil’s Book if they the pupils to the blank identity card and explain that
need to. they have to fill in each section of the ID card with
Answers: their personal details, just like the characters at Find
1 b Clare 2 c Kate 3 a Phil Out! magazine.

• Focus on the blank speech bubble and explain that Closing activities
once they have completed the ID card, they must
write a paragraph about themselves in the speech What time is it?
bubble. Suggest that they use the speech bubbles • When it’s time to finish, ask What time is it? Elicit the
from Activity Book activities 6 and 7 as models to correct time from the pupils and then say It’s (nearly)
guide their writing. time to finish. Put your things away, please.
• Go around the class while they are working, helping
where necessary. Put the pupils into pairs to read Extra activity: Who am I?
their paragraphs to each other. Blindfold one or two volunteers, or position them so
that they can’t see the other pupils.
Fast finisher tips: 1 Put fast finishers into pairs or
small groups to play I spy using the picture on pages Nominate a pupil from the rest of the class to say
2 and 3 of the Pupil’s Book. sentences about him or herself, e.g. I’ve got (black)
2 Break the code at the bottom of page 4 in the hair. I’ve got (brown) eyes. I’m (artistic). The
Activity Book. blindfolded pupils must guess who is speaking.
Answer: Encourage the speakers to disguise their voices for
(pen, hundred, orange, twenty, orange, snake) fun.
PHOTOS
Read and write about you. (PB page 4, Homework suggestion: Each pupil writes a list of
activity 6) their ten favourite words from this unit.
• Direct pupils to the identity card and the short
paragraph at the bottom of the page. Ask a volunteer
to read the instruction (Read and write about you.).
Check comprehension. Explain to the pupils that they
are going to write the paragraph they wrote in the
Activity Book onto a piece of paper and then add a
photograph of themselves.
• The pupils can write their paragraphs in class and
then bring in a photograph from home.
• Display the finished paragraphs and photos in the
classroom.

Welcome to the magazine Project

headquarters! bank
PROJECT 1 PROJECT 2
Make a portfolio Make a phrasebook
• In every unit of Find Out! 5 the pupils will cut out and • In every unit of Find Out! 5 the pupils will be learning
play a game to practise key language, and do project new words and phrases. It is important that the
work. It is important that the pupils have somewhere pupils have somewhere to write down and learn
to keep these cut-outs and projects so that they can these words and phrases, and add to them to extend
play the games again and show their work. their learning at school and at home.
• Give each pupil an A3 envelope or a box. Explain • Give each child a small notebook. Explain what it is
what it is for. for. Write English on the board and tell the pupils to
• The pupils must clearly label their portfolios with write it at the top of each left-hand page. Then tell
their personal details. Write the categories on the them to write the name of their first language at the
board and ask the pupils to copy the catogories from top of each right hand page so that they have two
the board. columns. Tell the pupils that they write the word or
phrase in English in the left-hand column and the
This English portfolio belongs to _____________________. translation in the right-hand column.
• Tell the pupils to label and illustrate the cover in the
I am a pupil at _____________________________________. same way that they labelled their portfolios.
My English teacher is _______________________________. Teacher’s tip: In future lessons, fast finishers can
test each other’s knowledge of the phrases in their
phrasebooks, by asking each other How do you say
• Encourage the pupils to decorate their portfolios with … in English?
English words and images of their favourite British or
American pop, sports and/or film stars, the lyrics to
their favourite English pop song, English words from
magazines or food packaging, etc.

1 In my free time
Learning objectives Recycled language

• Identify and talk about free time activities • Numbers
• Understand and use appropriate classroom • Play football
language • It’s nine o’clock.
• Learn and sing songs • Good morning.
• Read and act out a dialogue
• Learn and understand the Present simple Pronunciation
• Play a game to practise the Present simple
Sounds
• Read and understand short informative texts about
physical activities • Sound check! tongue twister: /aI/ I ride my bike
• Read and understand a story and I fly my kite on Fridays at five o’clock.
• Break a code Stress and rhythm
• Show awareness of sound-spelling relationship
• Have you got your pen? chant
• Write a short text about your weekend
• At the weekend song
• Free time song
Key language
Vocabulary
• Watch TV, play computer games, listen to CDs, • Understand the importance of doing physical
fly a kite, ride a mountain bike, play table tennis, activities
play the guitar • Show respect for the classroom and pupils’
• Start school, have lunch, finish school, do homework possessions
• Show respect for public areas
Structures • Show interest in learning English
• I play table tennis in my free time. • Be willing to participate in class
• I don’t fly a kite in my free time. • Show enjoyment in playing communicative games
• Do you play the guitar in your free time? • Show pleasure in making a cut-out activity
• Do you ride a mountain bike at the weekend? • Show pleasure in reading a story
• Yes, I do. • Show interest in reading to find out about the world
• No, I don’t. • Show interest in the accuracy and correction of
• I (don’t) do enough physical activities at the written work
weekend.
• My favourite TV programme is on (Saturdays) at Cross-curricular content
(nine o’clock). • Social science: Find out about physical activities
Receptive language and how much you do at the weekend
• Germany, Finland Multi-cultural awareness

• I start school at (nine o’clock).
• Schools around the world: Find out what time
• What time do pupils (start school) in (Germany)?
school starts in different countries

Unit 1 Project bank pages 27–28
Reinforcement worksheets pages 29–30
Extension worksheets pages 31–32
Grammar worksheets pages 33–34
Unit tests pages 35–41
Self-evaluation worksheet page 42
Answer keys page 43
Find Out! 5 Unit 1 page 1

Letter to parents or carers Unit 1
Dear Parent/Carer
Your child has now had their first few lessons using Find Out! 5 and has been introduced to the course characters Kate,
Phil, Clare and Tim. These are responsible for writing and researching Find Out! magazine, with the help of their teacher,
Mr Green. It is through the writing of this magazine that the coursebook characters find out lots of interesting facts about
the world. Your child will read and listen to the interviews that the characters carry out and will read the texts that make
up the magazine. Using Find Out! your child will be learning new things about the world through English. This makes
learning more meaningful and motivating.
In the introductory unit of Find Out! 5 your child has been introduced to the coursebook characters and their magazine
headquarters – a high-tech tree house in the school grounds. Your child has also revised numbers, days and dates, school
subjects, sports equipment, the weather and animals, as well as how to give and ask for personal information about
appearance, age, favourite school subjects and character.
In Unit 1 your child will be introduced to the At the weekend song and the Free time song.
At the weekend Free time

(Stories and Songs CD, Track 3) (Stories and Songs CD, Track 4)
I play the guitar I start school at nine o’clock.
At the weekend. I have lunch at one o’clock.
I play computer games I finish school at four o’clock.
With my friends. And then I’ve got free time!
I ride my mountain bike, Time for sports.
I fly my kite Time for me.
And we don’t go to school. Time to do my homework.
I play the guitar And time to watch TV!
At the weekend.
I play table tennis
With my friends.
I listen to CDs,
I watch TV
And we don’t go to school.
In addition your child will talk about free time activities, read and act out a dialogue, learn the Present simple, and play a
game to practise using it. They will also learn about physical activities, read and listen to the story Kate is late! (Stories
and Songs CD, Track 5), practise a specific sound by saying the chant I ride my bike and I fly my kite on Fridays at five
o’clock, and write about their weekend.
Thank you again for your help in making learning English as enjoyable and successful as possible for your child.
Yours
Class teacher
PH
OT
OC
OP
Unit 1 page 2 © Macmillan Publishers Limited 2007

IA
BL
E
1 In my free time
Lesson 1
Learning objectives
• Extend the pupils’ knowledge of free time
activities
Productive language
Vocabulary
• Ride a mountain bike, fly a kite, listen to CDs,
watch TV, play computer games, play table tennis,
play the guitar
Structures
• I (play computer games) at the weekend.
• We don’t go to school.
Materials
• Pupil’s Book, page 5
• Activity Book, page 5
• Flashcards: 1, 8–14
• Word cards: 3
• CD 1
Opening activities
Revision chant 1: Have you got your pen?
• Say chant 1 Have you got your pen? from Lesson 2 of CD1
the introductory unit (see page 6). If the pupils need Let’s find out! chant
11
help remembering it, play CD 1 (Track 6).
Mr Green: I’ve got a new theme for the magazine.
Play Word of the day
Tim, Kate,
• Have the flashcard (number 1) of Tim in your hand Clare, Phil: Tell us, Mr Green. What’s the theme for
and the word card ready. Ask What’s the word of the the magazine?
day? It’s the name of a character in the coursebook. Mr Green: The theme for the magazine is … free
When the pupils have guessed correctly, put the time. Let’s find out about what people
picture of Tim in the corner of the board. Ask How do do in their free time!
you spell Tim? Write the letters on the board as the
• Ask What’s the theme? (Free time. What people do in
pupils call them out.
their free time.). Check comprehension.
• Show the word card of Tim to confirm that they got it
right. Put the word card face down on the board Vocabulary presentation (flashcards 8–14)
under the flashcard.
• Ask What do you do in your free time? Do you go to
Main activities school? What do you do? Show interest in their
answers. If the pupils use L1, acknowledge their
Find out the theme of the unit
answers and echo them in English.
• Say Today we are starting a new unit. Explain to the • Have the free time flashcards ready. Say I’ve got
pupils that each new unit of the coursebook is a new pictures of things people do in their free time. Invite
edition of the magazine. Each edition will have a two or three pupils to the front and show them a
different theme and they will be helping the Find Out! flashcard. Ask them to mime the activity for the other
team to write the edition. Say Let’s listen to the Find pupils to guess. When the pupils guess correctly, put
Out! team to find out what the theme is this time. the flashcard on the board and drill the
Listen carefully. Play CD 1 (Track 11). pronunciation. Repeat the procedure with all seven
flashcards.

Listen to the CD. Repeat and point

• When all the flashcards are on the board, tell the
pupils that they are going to hear the words on the
CD. Explain that they must listen, repeat and point to
the corresponding flashcard. Play CD 1 (Track 12).
CD1
Free time activities word rap
12
play table tennis … ride a mountain bike … fly a kite

… play computer games … listen to CDs … watch TV
Listen and mime

• Tell the pupils that they must be absolutely silent for
this activity. Explain that you are going to say the
activities on the board and they must mime them in
absolute silence. Say Play the guitar. Watch TV. Fly a
kite. etc.
• Give the instructions quickly to keep the activity
moving at a good pace.
Teacher’s tip: A calming and popular version of this

activity is to ask the pupils to imagine they are on
television, doing everything in slow motion. If the
pupils are excited after the activity, ask them to
breathe in deeply and to slowly breathe out. Repeat
two or three times.
Listen and read. Sing. (PB page 5, activity 1)

Ask and answer. (PB page 5, activity 2)
• Say Open your books at page 5. Draw the pupils’
• Ask a volunteer to read Kate’s question (What’s
attention to the illustrations. Challenge the pupils to
number 6? ) Then ask another volunteer to read Tim’s
identify all the activities.
response (Listen to CDs.).
• Ask What’s the song called? (At the weekend). Check
• Ask the pupils to look at the pictures. Ask What’s
comprehension. Ask When is the weekend? Is it
number 5? (Play computer games.) What’s number
Monday and Tuesday? Is it Saturday and Sunday?
7? (Watch TV.) etc.
Do you go to school at the weekend, or is it free time?
• Say Look at activity 1. Who wants to read the
Teaching option: Call out the questions faster and
instruction? Nominate a volunteer (Listen and read.
faster. The drill can be made more challenging by
Sing.). Check comprehension. Say First, let’s listen
asking the pupils to close their books and to answer
and read. We can sing later. Follow the three steps
from memory.
on page 6 of the introductory unit for teaching songs.
Play CD 1 (Track 13).
CD1 • Ask the pupils to do the activity again in pairs.
At the weekend
13 Read and complete. Listen and check. (AB page
5, activity 1)
Kate: I play the guitar
At the weekend. • Ask the pupils to close their Pupil’s Books and to
Phil: I play computer games open their Activity Books at page 5. Ask a volunteer
With my friends. to read the instruction (Read and complete. Listen
Tim: I ride my mountain bike, and check.). Check comprehension. Explain that they
Phil: I fly my kite must complete the seven speech bubbles with the
All: And we don’t go to school. seven activities on the right.
• Play CD 1 (Track 14) for the pupils to check their
Kate: I play the guitar answers.
At the weekend. • Please note that the answers to numbers 4 and 6 are
Clare: I play table tennis interchangeable.
With my friends.
Clare: I listen to CDs,
Tim: I watch TV
All: And we don’t go to school.
Unit 1 page 4 Find Out! 5

CD1 Closing activities

Read and complete. Listen and check.
14 What time is it?
Number 1 • When it is time to finish, ask What time is it? Elicit
I ride a mountain bike in my free time. the correct time from the pupils and then say It’s
Number 2 (nearly) time to finish. Put your things away, please.
I watch TV at the weekend.
Let’s remember the word of the day
Number 3
I play the guitar in my free time. • When everything is tidy, ask What’s the word of the
Number 4 day? and elicit the answer (Tim). Then ask Who
I play computer games at the weekend. wants to spell it? Nominate a volunteer to spell the
Number 5 word. Keep nominating pupils until someone spells it
I fly a kite in my free time. correctly. Turn over the word card. Say Well done.
Number 6 See you all next lesson.
I play table tennis at the weekend.
Number 7 Extra activity: Who says what?
I listen to CDs in my free time. Ask the pupils to look at activity 1 on page 5 of the
Activity Book. Ask Who says ‘I fly a kite in my free
Write. Discover the secret word. (AB page 5, time’? (Phil). Say Close your books. Then ask Who
activity 2) says ‘I play table tennis at the weekend’? (Clare).
Tell the pupils to continue the game in pairs.
• Ask a volunteer to read the instruction (Write.
Challenge them to get seven correct answers in a row
Discover the secret word.). Check comprehension.
without looking.
Focus on the example answer (ride a mountain bike)
and explain that the pupils must write the other six
activities into the crossword. Remind them to look
back at activity 1 for the correct spellings. Homework suggestion: Ask the pupils to write a list
• When the pupils have finished, explain that if they of activities they do in their free time, using any
write down the letters from the shaped squares vocabulary they know from previous courses. If they
following the pattern at the bottom of the page, they do activities, but don’t know how to write the words
will discover the secret word. in English, they can write them in their L1.
Answer:
secret word: WEEKEND
1 RIDE A MOUNTAIN BIKE
2 FLY A KITE
3 PLAY COMPUTER GAMES
4 PLAY TABLE TENNIS
5 PLAY THE GUITAR
6 WATCH TV
7 LISTEN TO CDS
Fast finisher tips: 1 Write the seven activities from

the crossword in the Activity Book in alphabetical
order.
2 Fast finishers can break the code at the bottom of
page 5 in the Activity Book.
Answer:
(forty, ruler, ice cream, egg, ninety, dog, sixty)
FRIENDS

1 In my free time
Lesson 2
Learning objectives
• Learn the use of the Present simple – affirmative
and negative
Productive language
Vocabulary
watch TV, play computer games, play table tennis,
play the guitar
Structures
• I (play table tennis) in my free time.
• I don’t (fly a kite) in my free time.
Materials
• Grammar poster 1
• Flashcards: 3, 8–14, 61 and 62
• Word cards: 2, 8–14
• CD 1
Opening activities
Teaching option: To make the game more
• Say chant 1 Have you got your pen? from Lesson 2 of
challenging, explain that you will only turn over the
the introductory unit (see page 6). If the pupils need
flashcards and word cards if the pupils ask you
politely. Write Can we have flashcard (2) and word
Play Word of the day card (A), please? on the board to remind the pupils
how to ask for something politely in English.
• Have the flashcard (number 3) of Kate in your hand
and the word card ready. Ask What’s the word of the
day? It’s the name of a character in the coursebook. Sing At the weekend.
When the pupils have guessed correctly, put the
• Ask the pupils if they remember the song they learnt
picture of Kate in the corner of the board. Ask How do
in Lesson 1. Point to the different flashcards to help
you spell Kate? Write the letters on the board as the
recall the lines of the song.
• Play CD 1 (Track 13) and encourage them to sing
• Show the word card of Kate to confirm that they got it
along. Repeat as appropriate.
right. Put the word card face down on the board
• If you prefer, use the karaoke version (CD 1, Track 15).
Main activities Listen and read. Act out. (PB page 6, activity 3)
• Say Open your books at page 6. Ask the pupils what
Match the word cards and flashcards
they think the woman in the picture does. Listen to
• Put all the free time word cards and flashcards (see their suggestions but don’t confirm whether they are
Lesson summary box) on the board face down. Write right or wrong.
the numbers 1–7 next to the flashcards and the • Say Let’s listen and find out what she does.
letters A–G next to the word cards. Play CD 1 (Track 16).
• Divide the class into two teams and seat them at CD1
opposite sides of the classroom. Invite one pupil from Listen and read. Act out.
one team to the front of the class. Tell them to turn 16
over a flashcard and a word card. If the two cards
Kate: Today, Tim talks to Liz the librarian.
match, they can move the pair to their side of the
Liz works in the library at the school.
board. If they don’t match, they turn them back over.
• Repeat with a team member from the other team. • Pause the CD and point to the picture of the woman.
Continue until all of the cards have been matched. Ask What’s her name? (Liz) Is she a teacher? (No.
The team with the most pairs wins. She’s a librarian.) Where does she work? (She works
in the library at the school.). If necessary, point to the

box above the dialogue for the pupils to refer to.
read. Act out.). Explain to the pupils that, first, they
should listen to the dialogue.
• Say Let’s listen and find out what Liz does in her
free time. Play the rest of the track.
Liz: I don’t fly a kite in my free time. I play table
tennis.
Tim: Table tennis! Do you play computer games?
Liz: Yes, I do.
Tim: Do you ride a mountain bike or play the guitar?
Liz: No, I don’t.
Tim: Do you watch TV?
Liz: No, I don’t. I haven’t got a TV.
Tim: You haven’t got a TV!
Liz: No, I haven’t. I read books or listen to CDs.
• Play the track again, but this time encourage the
pupils to follow the text in their Pupil’s Books.
• Follow steps 1–4 below to prepare the pupils for
acting out the dialogue in pairs.
Step 1
Check comprehension
• Check what the pupils have understood. Ask them to
look at the dialogue. Ask Does Liz play computer
games? (Yes) Does she play table tennis? (Yes) Does
she watch TV? (No) Does she listen to CDs? (Yes).
the red grammar table is negative.). Which word tells
Step 2 us the red grammar table is negative? (Don’t). Elicit
Read and repeat each sentence that if you take the word don’t out of the red
• Encourage the pupils to repeat each sentence of the grammar table the sentences become affirmative.
dialogue after you or after the CD. Help them with • Point to the Remember! flash on the poster and ask a
pronunciation when necessary. volunteer to read. Explain that don’t and do not have
the same meaning, but don’t is the contracted form
Step 3 and is more widely used in English.
Read the dialogue together • Focus the pupils’ attention back on the poster.
• Say I’m Liz and you are Tim. Let’s read the dialogue Encourage volunteers to construct affirmative
together. Read the dialogue. When you have finished, sentences from the green grammar table that are true
say Now I’m Tim and you are Liz. Let’s read it again. for them by putting together each piece of the puzzle,
for example I play computer games on Sundays.
Step 4 Then ask volunteers to construct negative sentences
• Ask the pupils to read the dialogue in pairs. Encourage from the red grammar table in the same way.
them to read it more than once by changing roles. • Now say Let’s play a game. Use flashcards 61 and 62
Look and compare. Play a game. (Grammar to play the game. Divide the class into two teams and
poster 1 / PB page 6, activity 4) get them to hold up the corresponding card as you call
out affirmative and negative sentences constructed
• Display the grammar poster for this unit on the wall from the poster. Alternatively, ask pupils to call out
or board, where everyone can see it, and ask pupils affirmative or negative as you say the sentences, and
to open their Pupil’s Books at page 6. Point to the then hold up the corresponding card for all to see.
title on the poster and say Look! Today’s grammar is
about the present simple. Teaching option: Refer to page xviii in the Introduction
• Refer the pupils to the grammar tables on page 6 in for more game ideas to play using the grammar poster.
their Pupil’s Book and say Let’s make sentences.
Focus their attention on the green and red grammar
tables. Ask volunteers to read the sentences in these Complete the tables. (AB page 6, activity 3)
tables aloud. Repeat the sentences if necessary to • Ask the pupils to close their Pupil’s Books and to
correct their pronunciation. Ask What’s the open their Activity Books at page 6. Ask a volunteer
difference between the green and red grammar to read the instructions (Complete the tables.). Check
tables? (The green grammar table is affirmative and comprehension. Explain that the pupils must write

the missing words into the tables. Mr Green – At the weekend, I fly a kite. I play football. I
• Suggest that they write the words in pencil until they don’t play computer games. I don’t ride a mountain
have checked the answers. They can work in pairs. bike. I watch TV. I listen to CDs.
Answers:
Write four sentences about you. Use the
See Pupil’s Book page 6 for the answers.
Present simple (AB page 6, activity 6)
Listen. Write Yes or No. (AB page 6, activity 4) • Ask a volunteer to read the instruction (Write four
sentences about you.). Check comprehension. Focus
• Ask a volunteer to read the instruction (Listen. Write Yes on the symbols at the start of each sentence and
or No.). Check comprehension. Explain to the pupils that elicit from the pupils what they mean (affirmative,
they are going to hear Mr Green talking about his negative). Explain that they have to write two
weekend and that they must write Yes under the affirmative and two negative sentences about
activities he does, and No under the activities he doesn’t themselves and that the sentences should be true.
do. Point out the example answers for Liz to make sure Suggest that they use the grammar poster for unit 1
they understand. Play CD 1 (Track 17). to guide their writing.
CD1
Listen. Write Yes or No. Fast finisher tips: 1 Fast finishers to write a list of things
17 they can see in the picture on page 6 of the Pupil’s Book.
Tim: Mr Green, do you fly a kite at the weekend?
Mr Green: Yes, I do.
Answer:
Tim: Do you play table tennis at the weekend?
(forty, orange, one, table, bike, apple, lion, lemon)
FOOTBALL
Tim: Do you play computer games at the weekend?
Mr Green: No, I don’t.
Tim: Do you ride a mountain bike at the weekend? Closing activities
Mr Green: No, I don’t. What time is it?
Tim: Do you watch TV at the weekend? • When it is time to finish, ask What time is it? Elicit
Mr Green: Yes, I do. the correct time from the pupils and say It’s (nearly)
Tim: Do you listen to CDs at the weekend? time to finish. Put your things away, please.
Tim: Thank you, Mr Green. Let’s remember the word of the day
• Check together. Ask Does Mr Green fly a kite / play • When everything is tidy, ask What’s the word of the
table tennis / play computer games / ride a day? and elicit the answer (Kate). Then ask Who
mountain bike / watch TV / listen to CDs at the wants to spell it? Nominate a volunteer to spell the
weekend? The pupils answer Yes or No. Play the word. Keep nominating pupils until someone spells it
recording again if necessary. correctly. Turn over the word card. Say Well done.
See you all next lesson.
Answers:
Fly a kite – yes Extra activity: Pass the cards
Play table tennis – yes Give the flashcard for watch TV to a pupil, say I watch
Play computer games – no TV at the weekend. And you? Encourage the pupil to
Ride a mountain bike – no take the card, give it to the person next to him/her and
Watch TV – yes to say I watch TV at the weekend. The next pupil takes
Listen to CDs – yes the card and repeats the process. The flashcard
continues to travel around the classroom, from pupil
Look at Activity 4. Write. (AB page 6, activity 5) to pupil, following an established line.
• Ask a volunteer to read the instruction (Look at Meanwhile, give another flashcard (fly a kite) to a
Activity 4. Write.). Check comprehension. Explain that pupil at the other end of the chain. Say I don’t fly a
they are going to complete Liz’s and Mr Green’s kite at the weekend. The game starts at this end of
speech bubbles using the information from activity 4. the class, too.
• Focus on the example in Liz’s speech bubble and
refer back to activity 4 to show the pupils where the Continue to give out all seven flashcards, alternating
information came from. between the two ends of the chain. The more cards
• Monitor and help where necessary. Check together. in motion, the funnier it gets.
Ask volunteers to read one sentence each.
Answers: Homework suggestion: Ask the pupils to write three

sentences about what they do in their free time, two true
Liz – In my freetime, I don’t fly a kite. I play table tennis.
and one false. Pupils then read each other’s sentences in
I play computer games. I don’t ride a mountain bike. I
the next lesson and guess which is the false one.
don’t watch TV. I listen to CDs.
1 In my free time
Lesson 3
Learning objectives
• Learn the use of the Present simple – interrogative
• Make game cards
• Use the cards to play a game
Productive language
Vocabulary
watch TV, play computer games, play football,
play table tennis, play the guitar, walk the dog,
read books
Structures
• Do you (play the guitar) in your free time?
• Do you (ride a mountain bike) at the weekend?
• Yes, I do. / No, I don’t.
Materials
• Activity Book, pages 7 and 88
• Flashcard: 2, 61–63
• Word card: 1
• CD 1
Opening activities shows the interrogative.). Which word tells us the

yellow grammar table is the interrogative? (Do).
Revision chant 1: Have you got your pen? Elicit that if you take the word Do out of the yellow
• Say chant 1 Have you got your pen? from Lesson 2 of grammar table the questions become affirmative
the introductory unit (see page 6). If the pupils need sentences. Ask What else do we need to make a
help remembering it, play CD 1 (Track 6). question? (a question mark).
• Focus the pupils’ attention back on the poster.
Play Word of the day Encourage volunteers to construct questions from the
• Have the flashcard (number 2) of Clare in your hand yellow grammar table by putting together each piece
and the word card ready. Ask What’s the word of the of the puzzle, for example Do you play the guitar at
day? It’s the name of a character in the coursebook. the weekend?. Then focus on the short answers and
When the pupils have guessed correctly, put the explain that this is how we answer the questions. Ask
picture of Clare in the corner of the board. Ask How more volunteers to read the short answers.
do you spell Clare? Write the letters on the board as • Ask individual pupils the questions and encourage
the pupils call them out. them to answer truthfully using the short answers.
• Show the word card of Clare to confirm that they got Then ask them more questions substituting the
it right. Put the word card face down on the board activities with others from this unit, for example Do
under the flashcard. you fly a kite in your free time?.
• Now say Let’s play a game. Use flashcards 61, 62 and
Main activities 63 to play the game. Divide the class into three teams
• Display the grammar poster for this unit on the wall and get them to hold up the corresponding card as
or board, where everyone can see it, and ask pupils you say examples of the affirmative, negative and the
to open their Pupil’s Books at page 6. interrogative constructed from both the poster and
• Refer the pupils to the grammar tables on page 6 in other activities learnt in Unit 1. Alternatively, ask
their Pupil’s Book and say Let’s make questions. pupils to call out affirmative, negative or question as
Focus their attention on the yellow grammar table. you say the sentences / questions, and then hold up
Ask volunteers to read the questions in the table the corresponding card for all to see.
aloud. Repeat the questions if necessary to correct
their pronunciation. Ask What’s the difference Teaching option Refer to page xviii in the Introduction
between the yellow grammar table and the green for more game ideas to play using the grammar poster.
and red grammar tables? (The yellow grammar table

• Ask three pupils to read the speech bubbles at the

beginning of the activity. Remind the pupils that the
short answers are how we answer questions that
start with Do. They can then interview a friend and
write the friend’s answers in the column headed My
friend. Remind them to use short answers.
Teacher’s tip: Write Yes, I do. and No, I don’t. on the

board for the pupils to refer to during the activity.
Draw and write about you. (AB page 7, activity 9)

• Ask the pupils to draw a picture of themselves. They
can then write five sentences about themselves using
the answers they gave in activity 8.
Go to Activity Book, page 7. (PB page 6, activity 5)

• Ask two volunteers to read the speech bubbles in the
pictures. Explain that you are all going to play the
game using a set of cards.
• Ask the pupils to turn to page 87 in the Activity Book.
Make the cards on page 87. (AB page 7)

• Ask the pupils to turn to page 87 in the Activity Book
and focus on the cards for Unit 1. Get someone to
hand out the scissors. Don’t allow anybody to cut
anything out until you say so.
• Hold up the Activity Book and show the pupils which
part of the page they must cut out. Be very clear that
Complete the tables. (AB page 7, activity 7) they are not to cut out the whole page, but just the
section marked by the broken lines.
• Ask How many cards are there? to check they
Ask them to complete the tables in activity 7. The
understand what to do (10 cards).
pupils can work in pairs.
• Suggest that they write the words in pencil until they Play Question bingo!
have checked the answers. Check together.
• Ask the pupils to put five questions on the table and
Answers: the other five to one side. Tell them to turn them over
See Pupil’s Book page 6 for the answers. so that they have five sentences in front of them.
• Ask the questions on all the cards. The pupils look at
Write the questions. Interview a friend. (AB their sentences and answer No, I don’t or Yes, I do
page 7, activity 8) depending on whether they have the matching
• Ask a volunteer to read the instruction (Write the sentence card.
questions. Interview a friend.). Check comprehension. • When a pupil can answer Yes, I do to all five
Focus on the questionnaire and the questions. questions, he/she shouts Bingo!
Explain that these are all questions for them to ask • Pupils can play the game in pairs.
their friends, but that the words are in the wrong
order. Tell them to put the words in the correct order Teacher’s tip: To increase the difficulty of the
to make the questions. They can work in pairs. activity, mix the sentences and questions. In this way
• Check together. Say Number 1. Do you watch TV at the pupils must clearly distinguish between the
the weekend? Nominate four different pupils to read question form and the affirmative.
questions 2 to 5.
Answers: Mime a sentence
1 Do watch TV at the weekend?
• Write a sentence on the board. For example, I fly a
2 Do you play table tennis on Saturdays?
kite at the weekend. Explain that you don’t fly a kite
3 Do you play the guitar in your free time?
at the weekend, so you want to make the sentence
4 Do you play computer games on Sundays?
negative. Elicit from the pupils how to do it. (Add
5 Do you listen to CDs at the weekend?
don’t between the subject and the verb.)
• When you have checked the questions, tell the pupils • Ask the pupils to add don’t to their sentences in
to answer the questions about themselves first, writing pencil if they don’t do the activities at the weekend.
Yes, I do or No, I don’t in the column headed Me. When they have finished, their ten sentences should
all be true for them.
• Now invite a volunteer to mime one of his or her Closing activities

sentences. Encourage the rest of the class to guess
the sentence. The pupil who guesses correctly takes What time is it?
the next turn. • When it’s time to finish, ask What time is it? Elicit the
Teacher’s tips: Mime a sentence for your pupils to time to finish. Put your things away, please.
provide a model:
I (point to yourself) Let’s remember the word of the day
don’t (shake your head) • When everything is tidy, ask What’s the word of the
play football (mime some footwork) day? and elicit the answer (Clare). Then ask Who
in my free time. wants to spell it? Nominate a volunteer to spell the
word. Keep nominating pupils until someone spells it
Write from memory correctly. Turn over the word card. Say Well done.
• Ask the pupils to write as many of the questions and
sentences as they can remember. They can do this in Extra activity: Affirmative, negative or
groups of three or four. interrogative?
• Ask the pupils to read out their questions and Read out sentence cards from activity 5 in the Pupil’s
sentences and compare them with the originals. Book at random, changing some to negatives and
interrogatives. Ask the pupils to identify whether
Put the sentence cards somewhere safe they are affirmative, negative or interrogative.
• Get the pupils to keep their sentence cards safe, as You can do this by encouraging the pupils to call out
you may want to play these games again in the future. affirmative, negative or interrogative.
Alternatively, ask them to hold up the flashcards of
Fast finisher tips: 1 Colour the grammar tables on pages the affirmative, negative and interrogative symbols.
6 and 7 of the Activity Book so that they match the colour This will enable you to see who can and who can’t
code used on page 6 of the Pupil’s Book: green for distinguish between the different forms of the
affirmative, red for negative and yellow for interrogative. sentence.
2 Fast finishers can complete the code at the bottom
of page 7 in the Activity Book.
Answers: Homework suggestion: Write a free time activity
(sixty, apple, table, umbrella, ruler, dog, apple, yo-yo) from the unit in the style of the codewords at the
SATURDAY bottom of each page in the Activity Book. Pupil’s can
use The code breaker picture dictionary on pages 58
and 59 of the Pupil’s Book to help them.

1 In my free time
Lesson 4
Learning objectives
• Talk about physical activities
• Learn how to interpret a pie chart
Productive language
Vocabulary
• Ride a bike, fly a kite, listen to CDs, watch TV, play
computer games, play table tennis, play the guitar
Structures
• I (watch TV) for about three hours.
Other language
• Sleep, play board games, swim, walk a dog,
watch DVDs, play football
Materials
• Word card: 5
• CD 1
Opening activities
Find Out! magazine
the introductory unit (see page 6). If the pupils need • Ask the pupils to open their Pupil’s Books at page 7.
help remembering it, play CD 1 (Track 6). Say Look! This is a page by Tim and Kate from Find
Out! magazine. Ask a volunteer to read Tim’s speech
Play Word of the day bubble (Let’s find out about physical activities! ).
• Have the flashcard (number 4) of Phil in your hand Check comprehension.
and the word card ready. Ask What’s the word of the • Ask a volunteer to read the heading (Do we do
day? It’s the name of a character in the coursebook. enough physical activities at the weekend? ). Ask the
When the pupils have guessed correctly, put the pupils to identify the activities in the four pictures.
picture of Phil in the corner of the board. Ask How do • Tell them that they are going to read about these
you spell Phil? Write the letters on the board as the activities.
Listen and read. (PB page 7, activity 6)
• Show the word card of Phil to confirm that they got it
right. Put the word card face down on the board • Say Let’s listen to the page in the magazine. Tell the
under the flashcard. pupils to look at the page in their Pupil’s Books as
they listen. Encourage them to point to each part of
Main activities the magazine page as they hear it referred to. Play
Revision game: What do I do at the weekend? CD 1 (Track 18).
• Write Do you … ? on the board. Show the pupils that CD1
Listen and read.
you have a flashcard in your hand. Ask What do I do 18
at the weekend? Encourage the pupils to ask you
questions using Do you … ? plus the free time Tim: Let’s find out about physical activities!
activities. The first person to guess correctly wins the Kate: Do we do enough physical activities at the
flashcard. weekend?
• Repeat with all seven flashcards / word cards from Tim: Lots of pupils play computer games and
Unit 1. board games at the weekend. They watch TV
and DVDs, too. These activities are great, but
they are not physical activities. It is
important to also do physical activities at the
weekend: swim, play football, ride a
mountain bike or walk the dog.

Boy: On Saturdays, I sleep for about eight hours. I

watch TV for about two hours. I play
computer games for about three hours. I play
board games for about two hours. I walk the
dog for about one hour. I don’t play football
or table tennis. I don’t do enough physical
activities at the weekend.
pupils to follow the text in their Pupil’s Books as they
listen.
• Ask the pupils to explain what they have understood.
Ask Is it important to do physical activities? What
physical activities does the boy do? (walk the dog)
Listen and say the missing words. (PB page 7,

activity 7)
• Explain to the pupils that they are going to hear Tim,
Clare and Kate reading the sentences from the
magazine page, and that there is a missing word in
each sentence. They have to identify the missing word.
• Tell the pupils to follow the text in the Pupil’s Book as
they listen, to help them identify the missing words.
• Play CD 1 (Track 19). Pause after each sentence.
CD1
Listen and say the missing words.
19
Tim: Lots of pupils play (beep) games and board

games at the weekend. They watch (beep) and
hours do you watch TV? etc. Tell the pupils to use the
DVDs, too. These activities are
boy’s sentences to help them answer.
great, but they are not physical activities.
It’s important to also do physical activities at
the weekend: swim, (beep) football, ride a Read and categorise. (AB page 8, activity 11)
mountain (beep) or walk the dog. • Ask the pupils to open their Activity Books to page 8.
Ask a volunteer to read the instruction (Read and
Answers:
categorise.). Check comprehension. Explain that the
computer, TV, play, bike
pupils have to write the activities under the correct
Understanding the pie chart and relating it to the heading.
pupils’ world • Check together. Say Swim. Is it a physical activity or
a non-physical activity? (a physical activity).
• Point to the Pupil’s Book and focus on the pie chart.
Continue in this way with all the activities in the box.
Say Look at this pie. How many pieces has it got?
(24) Why? (Because there are 24 hours in a day.) Try Answers:
and elicit what information the chart shows (How Physical actvities: swim, play table tennis, ride a
many hours the boy in the photo sleeps and watches mountain bike, walk
television, etc. on Saturdays.). Non physical activities: play computer games, play
• Ask How many hours does he watch TV? (2) How board games, watch TV, watch football
many hours does he play computer games? (3) How
many hours does he sleep? (8). Read and complete. Listen and check. (AB page
• Ask the pupils to look at their Pupil’s Book again. 8, activity 12)
Focus on the boy’s speech bubble. Ask volunteers to
• Ask a volunteer to read the instruction (Read and
read the sentences (On Saturdays, I sleep for about
complete. Listen and check.). Check comprehension.
eight hours. I watch TV for about two hours. I play
Explain that the pupils have to look at the pie chart
computer games for about three hours. I play board
and complete the text with the number of hours Phil
games for about two hours. I walk the dog for about
spends on each activity.
one hour. I don’t play football or table tennis. I don’t
• Check together by playing CD 1 (Track 20).
do enough physical activities at the weekend.).
• Check comprehension. Ask How many hours does he
watch TV? etc.
• Encourage the pupils to compare this information
with their own habits on Saturdays. Ask How many


20 What time is it?
On Saturdays, I play football for about three hours. I • When it’s time to finish, ask What time is it? Elicit the
fly my kite for about one hour. I swim for about one correct time from the pupils and then say It’s (nearly)
hour. I watch TV for about two hours. I play computer time to finish. Put your things away, please.
games for about one hour. And I sleep for about eight
hours.
• When everything is tidy, ask What’s the word of the
Read and circle the mistakes. (AB page 8, day? and elicit the answer (Phil). Then ask Who
activity 13) wants to spell it? Nominate a volunteer to spell the
• Ask a volunteer to read the instruction (Read and word. Keep nominating pupils until someone spells it
circle the mistakes.). Check comprehension. Explain correctly. Turn over the word card. Say Well done.
that not all the information in the text is correct. The See you all next lesson.
pupils must compare it with the information in the pie
chart and circle the mistakes. Extra activity: Get the pupils to copy out the
• Check together. Slowly read out the text and get the description of the boy’s Saturday from page 7 of the
pupils to say Stop! when there is a mistake. Ask them Pupil’s Book, but ask them to change one word in
to give you the correct information. each sentence. This will be more fun if they can do it
in pairs.
Answers:
On Sundays, I watch TV for about three hours. I play Pupils then read out their altered versions of the
computer games for about two hours and I play board boy’s Saturday while the rest of the class read the
games with my sister for about one hour. I play the original text in the Pupil’s Book and identify the
guitar for about two hours and I walk the dog for about wrong word in each sentence.
one hour. I sleep for about nine hours.
Fast finisher tips: 1 Fast finishers can write a list of

Homework suggestion: Ask the pupils to draw and
any objects they can see on the poster.
colour their own pie charts to illustrate what they
usually do on Saturdays or Sundays.
Answer:
(sixty, umbrella, ninety, dog, apple, yo-yo)
SUNDAY

1 In my free time
Lesson 5
Learning objectives
• Learn about daily routines
• Do a quiz
Productive language
Vocabulary
• Start school, have lunch, finish school,
do homework
Structures
• I (have lunch) at one o’clock.
Other language
• Time for sports
Materials
• Flashcard: 5
• Word card: 6
• CD 1
Opening activities
• Say chant 1 Have you got your pen? from Lesson 2 of Look. Listen and say. (PB page 8, activity 8)
the introductory unit (see page 6). If the pupils need • Ask the pupils to open their Pupil’s Books at page 8.
help remembering it, play CD 1 (Track 6). Tell them to look at the four different pictures. Ask
the pupils to tell you what is happening in all of the
pictures.
• Have the flashcard (number 5) of Mr Green in your • Explain that you are going to call out the phrases
hand and the word card ready. Ask What’s the word under the pictures and that you want them to tell you
of the day? It’s the name of a character in the the corresponding picture number. For example:
coursebook. When the pupils have guessed correctly, Teacher: Have lunch.
put the picture of Mr Green in the corner of the board. Pupils: Number two.
Ask How do you spell Mr Green? Write the letters on Teacher: Do homework.
the board as the pupils call them out. Pupils: Number four.
• Show the word card of Mr Green to confirm that they
• Speed up as the pupils get more confident at
got it right. Put the word card face down on the board
recognising the expressions.
• Now change the activity so that you are asking a
question to elicit the phrase. For example:
Main activities Teacher: What’s number three?
Revision game: What do I do on Saturdays? Pupils: Finish school.
• Tell the pupils that they have to guess what you do Listen, repeat and point
on Saturdays. Tell them that you do three things. • Tell the pupils that they are going to hear the phrases
• Write Do you … on Saturdays? on the board and on the CD. Ask them to listen, repeat and point to the
encourage them to ask questions. corresponding picture in their Pupil’s Book. Play CD 1
• When the pupils guess correctly, write the activity on (Track 21).
the board.
• The pupils can play the game in pairs, writing the
activities on paper.

CD1
Look. Listen and say.
21
Number 1
start school
Number 2
have lunch
Number 3
finish school
Number 4
do homework
Look and find

• Ask the pupils to look at activity 9. Say Look at the
picture. Who can you see? (Tim) Where is he? (at
home, in the living room) What’s he doing?
(watching TV ) What’s the programme called? (Do
you know? ) What time is it? (half past seven).
• Ask a volunteer to read Tim’s speech bubble.

read. Sing.). Check comprehension. Tell the pupils
that they are going to learn a song about school and
free time. Ask What’s the song called? (Free time).
• Say First, let’s listen and read. We can sing the song
later.
Step 1
Listen and read Read and guess. Listen and find out. (PB page
• Play CD 1 (Track 22) for the pupils to listen to the 8, activity 10)
song and follow the words in their books. • Ask the pupils to look at the picture of the television.
Step 2 Ask What’s the programme called? (Do you know? )
Listen and repeat Who is on the programme today? (Liz the librarian).
• Encourage the pupils to say each line. You can say Then ask What is the programme about? and direct
each line and ask the pupils to repeat after you, OR the pupils to the bubble coming from the TV. Ask a
you play each line on the CD and pause for the pupils volunteer to read it to elicit the answer from the class.
to repeat after each one. • Ask a volunteer to read the instruction (Read and
guess. Listen and find out.). Check comprehension.
Step 3 Explain that the pupils must read the questions and
Sing guess the correct answer: a), b), c) or d). Review what
• Play the CD and encourage the pupils to sing along a.m. means (morning). Let them choose their answers
with the song. Repeat until they are singing in pairs.
confidently. • Ask pairs to read the questions and the answers they
• Ask What time does Tim start school? etc. have chosen. Then say Let’s listen to Liz and find out
CD1 the answers.
Free time • Play CD 1 (Track 23). Pause after the answer to
22
question 1 and check by asking the pupils to tell you
I start school at nine o’clock. which letter it is: a), b), c) or d). Then continue.
I have lunch at one o’clock. CD1
I finish school at four o’clock. Read and guess. Listen and find out.
23
And then I’ve got free time!
Time for sports. Presenter: Question 1. What time do lots of pupils
Time for me. start school in Germany? a) At quarter
Time to do my homework. past seven in the morning. b) At half past
And time to watch TV! seven in the morning. c) At eight o’clock
in the morning. Or d) At quarter to nine in
the morning.

Liz: All around the world, pupils start Answer:

school at different times. In Germany, What time do lots of pupils start school in the UK?
lots of pupils start school at half past
• Now tell them to guess the answer: a), b), c) or d).
seven in the morning.
Ask them for their suggestions, but do not confirm
Presenter: Question 2: What time do lots of pupils
the answer yet.
start school in Finland? a) At quarter past
• Say Let’s listen and find out. Play CD 1 (Track 25).
seven in the morning. b) At half past
seven in the morning. c) At eight o’clock CD1
Write the question. Listen and tick the
in the morning. Or d) At quarter to nine in 25 answer.
the morning.
Liz: In Finland, lots of pupils start school at Presenter: Question 3. What time do lots of pupils
eight o’clock in the morning. start school in the UK? a) At quarter past
nine in the morning. b) At half past eight
in the morning. c) At quarter to nine in
Write. (AB page 9, activity 14)
the morning. Or d) At nine o’clock in the
• Ask a volunteer to read the instruction (Write.). Check morning.
comprehension. Explain that the pupils must write For the answer, let’s listen to Liz.
the phrases in the box under the matching pictures. Liz: In the UK, lots of pupils start school at
• Check together. Say Number one. Start school. quarter to nine in the morning.
Nominate three different pupils to read their answers
for numbers 2 to 4. Fast finisher tips: 1 Ask fast finishers to write a list,
Answers: in English, of the things they can see in the picture in
1 start school 2 have lunch 3 finish school activity 6 on page 8 of the Pupil’s Book.
4 do homework 2 Fast finishers can break the code at the bottom of
Put the song in order. Listen and check. (AB Answer:
page 9, activity 15) (CD, lion, orange, cat, kangaroo) CLOCK
• Ask a volunteer to read the instruction (Put the song
in order. Listen and check.). Check comprehension.
Closing activities
Ask the pupils to look at the line numbered 1. Read it
to them and tell them that this is the first line of the What time is it?
song in the Pupil’s Book. Explain that the rest of the
song is in the wrong order and they must number
each sentence to put it back in the correct order.
They can work in pairs.
• When they have finished, play CD 1 (Track 24) for them to Let’s remember the word of the day
check the order. Then play it again and sing the song.
CD1
day? and elicit the answer (Mr Green). Then ask Who
Put the song in order. Listen and check. wants to spell it? Nominate a volunteer to spell the
24 word. Keep nominating pupils until someone spells it
correctly. Turn over the word card. Say Well done.
I start school at nine o’clock.
I have lunch at one o’clock.
I finish school at four o’clock.
Extra activity: Complete the first half of the
And then I’ve got free time!
bilingual dictionary for Unit 1
Time for sports. Put the pupils into groups of four or five and ask
Time for me. them to turn to the bilingual dictionary for Unit 1, on
Time to do my homework. page 14 of the Activity Book. Encourage them to work
And time to watch TV! together to translate the verbs and nouns into L1.
They should use pencil until you have confirmed that
Answers:
they have got the translations right.
8, 1, 7, 3, 6, 5, 9, 2
Write How do you say … in (L1)? on the board so that
Write the question. Listen and tick the answer. the pupils can ask you for help in English.
(AB page 9, activity 16)
• Ask a volunteer to read the instruction (Write the Homework suggestion: Continue completing the
question. Listen and tick the answer.). Check bilingual dictionary for Unit 1. Tell the pupils that this
comprehension. Explain that the pupils must put the is not a test. The dictionary is a record of the
words in order to make a question. They can work in vocabulary they have learnt. If there are any words
pairs. they don’t understand, they should just leave the
• Check they have got the question right. translation blank and ask someone next lesson.

1 In my free time
Lesson 6
Learning objectives
• Read and understand a story
Productive language
Vocabulary
• Review the vocabulary in Unit 1
Structures
• Review the structures in Unit 1
Materials
• Story poster 1
• Flashcard: 6
• Word card: 7
• CD 1
Opening activities
Listen to the story. Read. (PB page 9,
• Have the flashcard (number 6) of the headquarters in activity 11)
your hand and the word card ready. Ask What’s the
• Display the story poster so that everyone can see it.
word of the day? It’s where the Find Out! team work.
If possible, cover the last two frames of the story. Ask
Can you all see the poster? Allow the pupils to move
picture of the headquarters in the corner of the
so that they can see it clearly.
board. Ask How do you spell the headquarters?
• All Lesson 6s can be taught following the six steps
Write the letters on the board as the pupils call them
below.
out.
• Show the word card of the headquarters to confirm Step 1
that they got it right. Put the word card face down on Create interest in the story
the board under the flashcard.
• Ask Who can you see in picture one? (Kate) Where is
Main activities she? (at home, in bed) What can you see in the
room? (a cat, a radio, a TV, etc.) What’s the problem
Revision game: Guess the time
with the clock? (It’s broken.).
• Write a time on a piece of paper, e.g. 8:00. Ask the
Step 2
pupils to guess what the time is using It’s …
o’clock. You respond It’s before/after … o’clock
until they guess what time it is. Show them the • Ask the pupils to look at frames 2 to 6 on the poster
piece of paper. and, in pairs, to talk about what they think is
happening in the story. When they’ve had sufficient
Sing Free time
time to do this, listen to some of their ideas. Does
• Ask the pupils if they can remember the song they everybody think the same?
learnt last lesson. Try to remember the lyrics as a
Step 3
class, or read them on page 8 of the Pupil’s Book.
Listen to the story
• Play CD 1 (Track 22). If you prefer, use the karaoke
version on CD 1 (Track 26). • Say Let’s listen to the story and find out if you are
right.

CD1
Listen to the story. Read.
27
Narrator: Kate is late.

Kate: It’s Friday. What time is it?
Radio: Good morning. It’s quarter past nine.
It’s time to listen to your favourite
music.
Kate: It’s quarter past nine. Oh no! I’m
late! I start school at nine o’clock.
Kate: Bye, Mum. Bye, Dad.
Clare: Hi, Kate!
Kate: Hello!
Kate: They don’t play football on Fridays.
Mr Green: Hi, Kate. It’s good to do physical
activities at the weekend, isn’t it?
Kate: Yes, but …
Phil: Look out, Kate!
Step 4
Pause to check. Then predict the end
• Pause the CD after frame 6. Ask the pupils to tell you
what they have understood. Encourage them to do
this in English as much as possible and allow them to
come to the poster if it helps their explanation.
• Ask them to predict what happens in the last two
frames. Reveal the last two frames of the poster and say • Give them time to do this, then ask them to tell you
Let’s find out if you’re right. Play the rest of the story. which things are not in the story.
Phil: Sorry, Kate! It’s a new kite.
Kate: But you don’t fly kites on Fridays. You fly Teacher’s tip: So as not to spoil the activity for
kites at the weekend. others, tell the pupils not to call out the answers
when they think they have them.
Phil: But it is the weekend. It’s Saturday!
Kate: Oh, no!
Answers:
Step 5 a CD, a computer, a guitar
Check comprehension
• Check that the pupils have understood the twist in Put the pictures in order. Match. (AB page 10,
the story. Ask What day is it? (It’s Saturday) So, is activity 17)
Kate late for school? (No). • Ask the pupils to close their Pupil’s Books and to
Step 6 open their Activity Books at page 10. Ask a volunteer
Read the story in pairs to read the instruction (Put the pictures in order.
Match.). Check comprehension. Explain that the
• Ask the pupils to open their Pupil’s Books at page 9. Ask pupils must number the pictures in the order that
the pupils to read the story in pairs. One person can be they appear in the story and then match them to their
Kate, the other person can be everyone else. Encourage corresponding speech bubbles. They can work in
them to read it more than once, changing roles. pairs.
Teaching option: Refer to page xix in the Introduction Answers:
for more games ideas to play using the story poster. 1=c Good morning. It’s quarter past nine. It’s time
to listen to your favourite music.
2 = a It’s quarter past nine! Oh no! I’m late! I start
Which of these things are not in the story? (PB school at nine o’clock.
page 9, activity 12) 3 = d But you don’t fly kites on Fridays. You fly kites
• Ask a volunteer to read the instruction (Which of at the weekend.
these things are not in the story? ). Check 4 = b But it is the weekend. It’s Saturday!
comprehension. Explain that the pupils have to look
at the pictures and read the text to try and find the
things in the list.

Read and complete. Listen and check. (AB page Fast finisher tips: 1 Tell pupils to choose a word
10, activity 18) from the story and write it as a code, in the style of
• Ask a volunteer to read the instruction (Read and the code words in the Activity Book using The code
complete. Listen and check.). Check comprehension. breaker picture dictionary on pages 58 and 59 of the
Explain that this is a summary of the story and that Pupil’s Book. Fast finishers can exchange their words
the pupils must fill in the gaps using the words in the for decoding.
box. 2 Fast finishers can break the code at the bottom of
• Check together by playing CD 1 (Track 28). page 10 in the Activity Book.
Answer:
CD1
Read and complete. Listen and check. (seventy, computer, hundred, orange, one, lion)
28 SCHOOL
Kate wakes up at quarter past nine. She thinks it’s
Friday. She thinks she’s late for school. She rides Closing activities
her mountain bike to school. She sees Tim and Clare
What time is it?
playing football. She sees Mr Green walking his dog.
She sees Phil flying his kite. Then she finds out that • When it’s time to finish, ask What time is it? Elicit the
it’s Saturday! correct time from the pupils and then say It’s (nearly)
What do you think? Complete. (AB page 10,
activity 19) Let’s remember the word of the day
• Ask a volunteer to read the instruction (What do you • When everything is tidy, ask What’s the word of the
think? Complete.). Check comprehension. Explain that day? and elicit the answer (the headquarters). Then
the pupils must read the sentences and decide which ask Who wants to spell it? Nominate a volunteer to
best describes how they feel about the story. They spell the word. Keep nominating pupils until
must then give the story a score out of 10. someone spells it correctly. Turn over the word card.
• Invite five different pupils to read the five different Say Well done. See you all next lesson.
sentences. Then take a class vote. Ask Who thinks
the story isn’t very good? Who thinks the story is Extra activity: Put the pupils into groups to rehearse
OK? etc. Then tell them to put a tick in the box that the story as if it were a radio play. Give pupils a role
describes how they feel, and to give a score. in the story and suggest that they also create their
• Tell the pupils to look back at page 9 of the Pupil’s own sound effects. Confident groups might like to
Book. perform it to the rest of the class.
• Play the story again for them to listen to and/or read,
as they choose.
Homework suggestion: Ask pupils to write a list, in
English, of all the things they can name in the four
frames of the story on page 10 of the Activity Book.

1 In my free time
Lesson 7
Learning objectives
• Practise the pronunciation of the /aI/ sound
through learning a tongue twister
• Read a text
• Write a text
Productive language
Vocabulary
Structures
Materials
• Flashcard: 7
• Word card: 4
• CD 1
Opening activities
help remembering it, play CD 1 (Track 6). Listen and read. Say. (PB page 10, activity 13)
Play Word of the day • Ask the pupils to turn to page 10. Ask What can you
see in the picture? What time is it? (Kate on a
• Have the flashcard (number 7) of a magazine in your
mountain bike, a kite, a church, a clock; it’s five
hand and the word card ready. Ask What’s the word
o’clock.).
of the day? It’s something you read. Our coursebook
• Invite pupils to read out the tongue twister. Praise
is about one of these. When the pupils have guessed
their attempts. Ask them to identify the most
correctly, put the picture of a magazine in the corner of
common sound in the sentence (/aI/).
the board. Ask How do you spell a magazine? Write
• Explain that they are going hear Kate practising the
the letters on the board as the pupils call them out.
tongue twister and they should repeat what is said.
• Show the word card of a magazine to confirm that
they got it right. Put the word card face down on the
board under the flashcard. CD1
Listen and read. Say.
Main activities 29
Revision game: Who says what? Five o’clock …

On Fridays at five o’clock …
• Write It’s good to do physical activities at the I fly my kite on Fridays at five o’clock …
weekend. and It’s Saturday! on the board. Ask Do you I ride my bike and I fly my kite on Fridays at five
remember the story? Who says ‘It’s good to do o’clock …
physical activities at the weekend’? (Mr Green) Listen I ride my bike and I fly my kite on Fridays at five
to the pupils suggestions, but don’t confirm the o’clock.
answer. Ask And who says ‘It’s Saturday’? (Phil)
Again, listen to their suggestions, but don’t confirm • Allow the pupils to enjoy saying the tongue twister on
the answer. their own. Listen to a few pupils say it out loud and
• Say Look at the story on page 9 of your Pupil’s Book congratulate them on their improved pronunciation.
to find out if you’re right.
• When everybody has confirmed the answers, repeat
the activity with other sentences from the story. Get
the pupils to call out the answers.

mountain bike. I don’t play computer

games. I watch my favourite TV
programme on Saturdays at nine
o’clock. On Sundays, I walk the dog. I
think I do enough physical activities at
the weekend.
Tim: Rafa Badal’s free time.
Rafa Badal: I play basketball and tennis with my
friends. I do lots of sport, but I watch
TV, too. My favourite programme is
Sport on Saturday. I haven’t got a
computer, so I don’t play computer
games. I listen to CDs and I read books.
I think I do enough physical activities in
my free time.
Read and write about your weekend. (PB page
10, activity 15)
write about your weekend.). Check comprehension.
Explain that pupils are going to write a description of
their weekend similar to the ones written by Mr
Green, Rafa Badal and by Teresa in this activity.
• Ask the pupils to look at Teresa’s questionnaire.
Check comprehension. Ask Does Teresa play
football? Does she play table tennis? etc.
• Ask volunteers to read Teresa’s description out loud.
Point out that Teresa used the answers from her
questionnaire to write her description.
Find and circle. Write. (AB page 11, activity 20)
• Ask the pupils to open their Activity Books at page 11. Read and complete. Look at Activity 15, Pupil’s
Ask a volunteer to read the instruction (Find and Book page 10 and check. (AB page 11, activity 21)
circle. Write.). Check comprehension. Explain that the • Ask a volunteer to read the instruction (Read and
pupils must find the missing words in the wordsearch complete. Look at Activity 15, Pupil’s Book page 10
and then write them into the tongue twister. and check.). Check comprehension. Explain that this is
Teresa’s text from the Pupil’s Book, but there are some
Answers:
words missing. Tell the pupils to complete the
See facsimile page for the answers.
description from memory using the words from the box.
I ride my bike and I fly my kite on Fridays at five o’clock
• Tell pupils to look at the text on page 10 of the Pupil’s
Book to check their answers.
Answers:
I don’t play football at the weekend. I play table tennis
read.). Check comprehension. Explain that pupils
with my friends. I don’t ride a mountain bike, but I swim
must listen to Mr Green and Rafa Badal talking about
for about one hour. I play computer games and I watch
what they do at the weekend to answer the question
TV. My favourite TV programme is on Sundays at eight
in the flash. Ask a volunteer to read the question.
o’clock.
(What sports do Mr Green and Rafa Badal do? ).
Check comprehension. Say Let’s find out. Answer the questions. Write about your
• Play CD 1 (Track 30) and tell the pupils to follow the weekend. (AB page 11, activity 22)
text in their books as they listen. Pause after Mr
• Explain again that before writing their descriptions,
Green.
the pupils should fill in the questionnaire to guide
• Check the answer together, then play Rafa Badal.
their writing. Start this together. Read the first
Check again.
question, Do you play football? Get the pupils to
CD1 write Yes or No. Then give them time to complete the
Listen and read. rest. Help with any language they need to talk about
30 the other activities they do.
Tim: Mr Green’s weekend. • When writing their descriptions, encourage the pupils
Mr Green: I play football and table tennis with my to use Mr Green, Rafa Badal and Teresa’s
friends. I swim, but I don’t ride a descriptions as models.

• Go round offering help where necessary. Ask the Closing activities

pupils to put their hands up when they have finished
so that you can have a look. What time is it?
Teacher’s tip: Ask the pupils to write about their correct time from the pupils and then say It’s (nearly)
weekend on a piece of paper and to then copy it into time to finish. Put your things away, please.
their Activity Books after you have looked at it and
made any necessary corrections. Let’s remember the word of the day
day? and elicit the answer (magazine). Then ask Who
Fast finisher tips: 1 Put fast finishers into pairs. wants to spell it? Nominate a volunteer to spell the
Focus them on the bilingual dictionary for Unit 1 on word. Keep nominating pupils until someone spells it
page 14 of the Activity Book. Encourage them to test correctly. Turn over the word card. Say Well done.
each other’s spelling by asking How do you spell … ? See you all next lesson.
page 11 in the Activity Book. Extra activity: Play Stop!
Answer: Ask the pupils to look at activity 14 on page 10 of the
(fifty, ruler, ice cream, dog, apple, yo-yo) FRIDAY Pupil’s Book. Read the text out loud, making
mistakes as you read. Encourage the pupils to shout
Stop! and correct you each time.
Homework suggestion: Revise for the evaluation

Revise the vocabulary of this unit by studying the
bilingual dictionary on page 14 of the Activity Book.

1 In my free time
Lesson 8
Learning objectives
• Review and revise the unit
• Reflect on pupils’ learning and recognise progress
and achievements
Productive language
Vocabulary
• All the vocabulary presented in Unit 1
Structures
• All the structures presented in Unit 1
Materials
• Pupil’s Book, Unit 1
• CD 1
• DVD (optional)
• Photocopiable resources (optional)
Opening activities
EXAMPLE QUESTIONS
Play Word of the day What colour is the football on page 9?
• Explain that as today’s lesson is an evaluation lesson What colour is the cat on page 9?
there is no word of the day. How many kites are on page 5?
How many clocks are on page 8?
Main activities What time is it on page 9?
Tongue twister revision Who says ‘I haven’t got a TV’ on page 6?
How many hours does the boy sleep on page 7?
• Ask Who can remember the tongue twister from the How many hours does the boy play computer games
last lesson? Nominate pupils to say the tongue on page 7?
twister from memory. Elicit help from the rest of the
class until they are able to say it. Ask everybody to Teacher’s tip: Nominate a sensible pupil to keep the
breathe in deeply and say the tongue twister all score on the board. Only accept one answer from
together for the last time. each team to avoid random calling out. Give a point
Revision game: Flick and find to the other team(s) if somebody calls out an answer
without being nominated to do so.
• Tell the pupils you are going to play a game using the
Pupil’s Book. Make sure they have their books ready.
Divide the class into two or three teams, giving each Play a dictionary game
team a name. • Ask the pupils to turn to the bilingual dictionary for
• Flicking through Unit 1 of the Pupil’s Book at random, Unit 1 on page 14 of the Activity Book. Ask What’s …
ask the teams questions about it. In their teams, the in (L1)? What’s … in English? Having modelled the
pupils have to race to find the answers, putting up activity with the class, drill the pronunciation of the
their hands when they know the correct answer. question and then get the pupils to test each other in
pairs or threes.
Teacher’s tip: While the pupils are testing each

other’s vocabulary, take the opportunity to see if
there are any translations that the pupils have not
been able to write into their dictionaries. Offer help
where necessary.

Preparing for the revision CD1

Listen and number.
• Explain that today is a revision day – an opportunity 31
for the pupils to show how much they have learnt in
Unit 1. Say Look at page 12 in your Activity Books. Number 1
Boy: What time do you start school?
Match. Write the letter. (AB page 12, activity 1) Girl: I start school at nine o’clock.
• Ask a volunteer to read the instruction (Match. Write Number 2
the letter.). Check comprehension. Explain that the Boy: What time do you have lunch?
pupils have to draw lines to match the two halves of Girl: I have lunch at one o’clock.
each sentence to make seven correct sentences.
• Explain that when they have matched all the halves, Number 3
they have to look at the pictures and write the letter Boy: What time do you finish school?
of the matching picture next to each sentence. Girl: I finish school at four o’clock.
• Check together. Nominate pupils to read out their Number 4
answers. Boy: What time do you do your homework?
Answers: Girl: I do my homework at six o’clock.
1 I play computer games at the weekend. f • Check together. Play the track again if necessary.
OR I play table tennis in my free time. b
2 I fly a kite in my free time. d Answers:
3 I play the guitar in my free time. g a2 b3 c1 d4
4 I ride a mountain bike at the weekend. e Complete the tables. (AB page 12, activity 3)
5 I watch TV at the weekend. a
6 I listen to CDs in my free time. c • Explain that the pupils have to fill in the gaps in the
7 I play table tennis in my free time. b tables.
OR I play computer games at the weekend. f • Check the answers and the punctuation.
Answers:
Listen and number. (AB page 12, activity 2)
1 play 2 free 3 don’t 4 at 5 Do 6 listen 7 weekend
• Explain to the pupils that they are going to hear some
pupils talking about pictures a–d. Tell them to listen
and to number the pictures in the order they hear
them. Play CD 1 (Track 31).

Write the dialogue. (AB page 13, activity 4)

Fast finisher tips: 1 Encourage fast finishers to
• Ask Who can you see in the picture? (Clare and a continue testing their vocabulary with the bilingual
boy) What’s she doing? (She’s interviewing him.). dictionary on Activity Book page 14.
Explain that Clare is talking to the boy about what he 2 Pupil’s complete any of the codes that have not yet
does at the weekend. Explain to the pupils that the been completed in this unit.
words are all sentences in the dialogue, but the words
and punctuation are in the wrong order. Explain that
they have to reorder the words to make the sentences. Time to choose
• Nominate pupils to read out their answers. • With the time remaining choose an activity from the
Answers: following:
1 Do you play football at the weekend?
2 No, I don’t. Extra activity: Choose a photocopiable worksheet
3 But I watch football on TV. from the Reinforcement, Extension and Grammar
4 Do you listen to CDs? worksheets at the end of this unit (see pages 29–34).
5 Yes, I do. Project work: Choose a project from the suggestions
made in the Project bank at the end this unit (see
Read and complete. Listen and check. Act out.
page 27).
• Ask Who can you see in the picture? (Tim and a girl) Use the DVD: See DVD photocopiables for this unit
What’s he doing? (He’s interviewing her.). Explain in the photocopiable resources section.
that Tim is interviewing the girl about what she does
at the weekend.
• Focus on the dialogue and explain that this is Tim’s Find Out about Grammar Booklet:
interview, but some words are missing. Tell the pupils Refer pupils to the Grammar Booklet, pages 2 and 3.
to read it and fill in the gaps with words from the box. Answers:
• Give the pupils enough time to do this. Check 1 1 watch 2 don’t play 3 listen 4 don’t fly 5 play
together, by listening to CD 1 (Track 32). 6 don’t go
CD1 2 1 Do they watch TV at the weekend?
Read and complete. Listen and check. Act 2 Do you listen to CDs in your free time?
32
out. 3 Do you ride a mountain bike on Mondays?
4 Do you go to school on Sundays?
Tim: Do you watch TV at the weekend? 5 Do you play basketball at the weekend?
Jane: Yes, I do. My favourite programme is on at 6 Do you play computer games on Saturdays?
eight o’clock on Saturdays. 7 Do you fly a kite on Fridays?
Tim: Do you play computer games? 8 Do they go to school at the weekend?
Jane: No, I don’t. I haven’t got a computer. 3 1 No, they don’t. 2 Yes, I do.
Tim: Do you play football in your free time? 3 No, I don’t. 4 Yes, I do.
Jane: Yes, I do. I play table tennis, too. 5 Yes, I do. 6 No, I don’t.
7 Yes, they do. 8 No, they don’t.
• Once you have confirmed the answers, ask pupils to
read the dialogue in pairs. Get them to change roles
and read it again. Closing activities
Write the sentences in your language. (AB What time is it?
page 13, activity 6) • When it’s time to finish, ask What time is it? Elicit the
• Tell the pupils to translate the sentences into their correct time from the pupils and then say It’s (nearly)
own language. time to finish. Put your things away, please.
• Sign the pupils’ pages if you are confident they have Congratulations!
completed all the revision activities correctly.
• The pupils have now successfully completed Unit 1 of • Congratulate the pupils on completing the unit.
Find Out! 5. Congratulate them and invite them to fill
in the sentence at the bottom of their page to assess
how well they feel they have done.

In my free time Project bank Unit 1
PROJECT 1 • Tell the pupils to write sentences to explain their pie

chart, e.g.
Make and write a mini-book On Saturdays, I play football for two hours.
I watch TV for three hours.
• Explain to the pupils that they are going to make a I eat for about one hour.
mini-book about what they do in their free time. If I sleep for about eight hours.
possible, show them a mini-book that you or a pupil
have already made. • When the pupils have completed their pie charts, ask
• Give each pupil a sheet of plain A4 paper. Tell them them if they do enough physical activities.
how to fold the paper. Refer to page 28 of Unit 1 for
instructions on how to make a mini-book. Teacher’s tip: Asking individuals to explain their pie
charts can be an effective way to evaluate their
speaking.
PROJECT 3
Do a survey. Show the results as a pie chart

• Once the pupils have made their mini-books, tell
them to give their book a title and to write it on the • Explain to the pupils that they are going to find out
cover. They can then write about the activities that about everyone’s favourite things and then show the
they do in their free time on the remaining pages. If results as a pie chart.
necessary, write the following model on the board for • Write What’s your favourite sport? Who’s your
them to use as a guide: favourite actress? on the board. Elicit other suitable
questions from the pupils, e.g. What’s your favourite
cover: In my free time
animal/colour/place/food/fruit? etc. Who’s your
by (pupil’s name)
favourite actor/pop star? Elicit questions that recycle
page 2: I play football and tennis.
lexical sets the pupils have learnt previously.
page 3: I listen to CDs after school.
• Put the pupils into pairs. Give each pair one question
page 4: I walk the dog on Saturdays.
to ask. Explain that they must ask everyone in the
page 5: I go swimming on Sundays.
class their question and make a note of each answer
page 6: I watch TV.
and the person’s name.
page 7: I play computer games.
• When they have finished, tell them to show the
page 8: I don’t go to school.
information as a pie chart. First, tell them to draw a
circle on a piece of paper. Then tell them to divide the
• The pupils can illustrate their books with drawings.
circle into segments, one for each pupil in the class.
They can label and colour the segments to represent
PROJECT 2 the answers.
• Finally, the pupils work in pairs and write sentences
Draw and write about a pie chart
in their notebooks to explain their pie chart. When
• Tell the pupils that they are going to draw a pie chart you have corrected them, they can write them next to
to illustrate what they do on a typical Saturday or their pie chart.
tennis
Sunday. If necessary, tell them to look at the pie swimming
chart on page 7 of the Pupil’s Book and elicit what
information it shows and how the time is divided up.
• Give each pupil a piece of A4 paper and ask them to
draw a large circle. Tell them to divide the circle into table tennis
twenty-four segments. Make sure that they basketball
understand (or elicit) that each segment represents football
an hour in the day.
Teacher’s tip: Ask the pupils to predict the group’s
• Tell them to choose Saturday or Sunday. They can
favourite sport, animal, colour, computer game, etc.
now colour and label their pie charts to represent the
before carrying out the survey. They can read the
different activities they do, e.g. sleep, eat, play
finished pie charts to find out if they were correct.
football, watch TV, etc.

How to make a mini-book Project bank Unit 1
1 Fold a sheet of A4 paper into eight segments, as

shown to the right, and number the segments. 1
2 Fold the paper in half. Cut along the dashed line in
the middle of the sheet of paper.
3 Open up the sheet of paper and fold.
4 Now for the magic fold! Pinch each edge of the cut
and push them towards each other. The pages make
a star, the centre of which is the spine of your mini-
book. Fold the pages accordingly. Use the page
numbers to help you if necessary.
2

63
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Class:
Reinforcement worksheet 1 Unit 1

1 Circle and write.
Y C OMP U
1 PLA TE 2 3
C
W A T H T VL
RG
K E
A M ES P L A Y T
B LE
IS
TA
I
NTA INB
T E NTO C
TE
L AY
play computer
__________________ _______________ _______________
NN
IS
P
games
__________________ _______________ _______________
E
OU
DS
F L Y A KI T
M
4 H 6 7
EG
UITA RRIDEA
5
_______________ _______________
__________________
____________________ _______________ _______________
2 Complete the sentences.
play don’t watch don’t ride don’t play don’t listen to fly
1 don’t play
I ________________ 2 3
computer games on
Saturdays.
I ________________
I ______________
TV on Mondays.
a mountain bike
on Fridays.
4 5 6
I _________________ I ______________
CDs on Mondays. I _____________
a kite at the
football on
weekend.
3 Complete the dialogue. Fridays.
Tim: Do you ride your mountain bike at the weekend?

1 ___
Sam: 2 No, I ____________________ .
Tim: 3 Do you ____________________ computer games?
Sam: 4 No, I ____________________ .
Tim: 5 Do you ____________________ TV?
Sam: 6 No, I ____________________ .
Tim: 7 You don’t play computer __________________ or watch _________________!
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Sam: 8 No, I don’t. I ____________________ board games. They’re fantastic!

IA
OP
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© Macmillan Publishers Limited 2007 Unit 1 page 29

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4 Match.
1 watch TV 3
start school
finish school
2 do my homework 4
5 Match the times.
1 a I have lunch at half past one. 3

b I do my homework at quarter past five.
c I finish school at four o’clock.
d I start school at eight o’clock.
2 4
6 Look at the information. Write about Ben’s day.
Ben’s day Hello, I’m Ben. I start

______________________________________
9am school at
______________________________________
______________________________________
______________________________________
12.30pm ______________________________________
______________________________________
______________________________________
4pm
______________________________________
_____________________________________ .
5.45pm
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Extension worksheet 1 Unit 1

1 Complete the song.
play the guitar
I __________________________________
At the weekend.
I __________________________________
With my friends.
I __________________________________
I __________________________________
I __________________________________
At the weekend.
I __________________________________
With my friends.
I __________________________________
I __________________________________
2 Write sentences.
1 I don’t ride my mountain bike at the weekend.
________________________________________
✗
2 ________________________________________ at the weekend.
✓
3 ________________________________________ at the weekend.

✗
4 ________________________________________ at the weekend.
✓
3 Complete the table for you and write sentences.
At the weekend
✗ 1 I____________________________________________
don’t fly my kite.
2 ____________________________________________.
[P61-AW1d: a TV
3 ____________________________________________.
4 ____________________________________________.
5 ____________________________________________.
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6 ____________________________________________.
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4 Write the questions. Answer Yes, I do. or No, I don’t.
1 at / play / Do / games / ? / computer / the / you / weekend

Do you play computer games at the weekend?
_________________________________________________________________ Yes, I do.
____________
2 TV / watch / on / ? / Mondays / Do / you
_________________________________________________________________ ____________.
3 the / Do / guitar / Tuesdays / play / on / ? / you
_________________________________________________________________ ____________.
4 table / play / Do / tennis / weekend / ? / at / you / the
_________________________________________________________________ ____________.
1 I (satrt) start eight o’clock

______ school at ________________.
2 I (aevh) __________ lunch at ___________________________.
3 I (nifshi) __________ school at ___________________________.
4 I (od) __________ my homework at _________________________.
6 Complete the text.
friends hours play listen to table tennis don’t
On Saturdays, I sleep for about nine

hours I ______________ watch TV because I
________.
haven’t got a TV! I ___________ computer games
for about two hours and I ______________ CDs. I
play football and _______________________
with my _____________________.
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Grammar worksheet 1 Unit 1
Present simple
I play table tennis in my free time.
I don’t fly a kite in my free time.
1 Complete the sentences. Use the correct verb.
play watch ride fly play play
fly
1 I ___________ a kite on Saturdays.
2 I ___________ the guitar on Mondays.
3 I ___________ computer games on Sundays.
4 I ___________ a mountain bike at the weekend.
5 I ___________ TV in my free time.
6 I ___________ table tennis at the weekend.
2 Write the sentences from Activity 1 in the negative.
I don’t fly a kite on Saturdays.
1 _________________________________________________________________________________
2 _________________________________________________________________________________ .
3 _________________________________________________________________________________ .
4 _________________________________________________________________________________ .
5 _________________________________________________________________________________ .
6 _________________________________________________________________________________ .
3 Complete the sentences. Use the correct verb.
fly play ride listen to play watch
play
1 + I _______________________ the guitar in my free time.
2 – I _______________________ CDs on Tuesdays.
3 + I _______________________ a kite at the weekend.
4 – I _______________________ TV on Fridays.
5 + I _______________________ table tennis in my free time.
6 – I _______________________ a mountain bike at the weekend.
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Present simple questions
play the guitar in your free time

Do you ?
ride a mountain bike at the weekend
Yes, I do.
No, I don’t.
4 Write the questions.

Do you play the guitar at the weekend?
1 (play the guitar) ________________________________
2 (listen to CDs) __________________________________ on Saturdays?
3 (play table tennis) ______________________________ in your free time?
4 (fly a kite) ______________________________________ on Sundays?
5 (watch TV)______________________________________ in your free time?
6 (ride a mountain bike) _________________________ at the weekend?
5 Write the questions. Answer Yes, I do. or No, I don’t.
you / ? / table tennis / at / weekend / Do / play / the
1 Do you play table tennis at the weekend?
________________________________________________________________ Yes, I do.
____________
you / TV / Saturdays / watch / Do / ? / on
2 ________________________________________________________________ ____________.
? / you / a / fly / Do / on / kite / Tuesdays
3 ________________________________________________________________ ____________.
computer / play / ? / your / time / in / games / Do / free / you
4 ________________________________________________________________ ____________.
play / Do / you / guitar / the / ? / Mondays / on
5 ________________________________________________________________ ____________.
6 Write sentences.
I ride a mountain bike at the weekend.
1 ____________________________________________________
1 + 5 +
2 ____________________________________________________.
2 + 6 + 3 ____________________________________________________.
4 ____________________________________________________.
3 – 7 – 5 ____________________________________________________.
6 ____________________________________________________.
4 +
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Teacher’s Notes – Unit 1 test

Listening Clare: I ride my mountain bike at the weekend. It’s fantastic!
I play computer games too. I play table tennis with
CD4 my friends. I don’t watch TV and I don’t fly a kite. I
Listen and tick the correct picture. listen to CDs. My favourite music is pop music.
17
Answers
1 Pupils listen to the sentences and tick the appropriate box.
1 ✓ (example), 2 ✓, 3 ✗, 4 ✗, 5 ✓, 6 ✓, 7 ✓, 8 ✓, 9 ✓,
They listen to the recording twice. 10 ✗, 11 ✗, 12 ✓
(1 point for each correct answer. Total 5 points)
Tapescript
Reading
Number 1 4 Read and write Tim’s answers.
Kate: I fly my kite at the weekend. Pupils read the text and answer the questions. Short answers
Number 2 are acceptable because this is a test of their comprehension
Tim: I watch TV at the weekend. not sentence structure or grammar.
Number 3 (2 points for each correct answer. Total 10 points)
Kate: I listen to music at the weekend.
Number 4 Answers
Tim: I play table tennis at the weekend. 1 At half past ten (example)
Number 5 2 Yes (I do)
Phil: I play the guitar at the weekend. 3 No (I don’t)
Number 6 4 No (I don’t)
Clare: I ride my mountain bike at the weekend. 5 Yes (I do)
6 No (I don’t)
Answers
1 a (example), 2 b, 3 a, 4 a, 5 b, 6 b 5 Read and write.
Pupils read the text and complete the timetable with the
appropriate verb.
CD4
Listen and put a tick or a cross.
18
Answers
2 Pupils listen to Clare interviewing Mr Green. They tick or 1 start school (example) 4 do (their) homework
cross the boxes on the questionnaire, depending on Mr 2 have lunch 5 have dinner
Green’s answers. They listen to the recording twice. 3 finish school 6 go to bed
6 Find and categorise the activities.
Tapescript Pupils circle the activities in the wordsnake and write them
Number 1: under the appropriate heading.
Clare: Do you play football at the weekend? (1 point for each correct answer. Total 5 points)
Number 2: Answers
Clare: Do you play table tennis at the weekend? Physical activities Non physical activities
Mr Green: Yes, I do. walk the dog play computer games (example)
Number 3: play table tennis listen to CDs
Clare: Do you play computer games at the play football watch TV
weekend?
Mr Green: No, I don’t.
Number 4: Writing
Clare: Do you ride your mountain bike at the
weekend? 7 Write.
Mr Green: Yes, I do. Pupils write the expressions under the pictures.
Number 5: (1 point for each correct answer. Total 6 points)
Clare: Do you play the guitar at the weekend?
Mr Green: No, I don’t. Answers
1 listen to CDs (example), 2 fly a kite, 3 watch TV,
Answers 4 play table tennis, 5 play the guitar, 6 ride a mountain bike,
1 ✓ (example), 2 ✓, 3 ✗, 4 ✓, 5 ✗ 7 play computer games
8 Complete.
ekend. CD4
Pupils complete the grammar table.
19
3 Pupils listen to Phil and Clare talking about their weekends. Answers
They tick or cross the chart. They listen to the recording 1 play
twice. 2 don’t
(1 point for each correct answer. Total 11 points) 3 Do
Tapescript 9 Write sentences.

Phil: I do lots of things at the weekend. I ride my mountain Pupils use the table to write Kate’s sentences.
bike and I play computer games. I don’t play table (1 point for each correct answer. Total 5 points)
tennis. I don’t watch TV. I fly a kite with my brother. I
listen to CDs. I like music!

Answers Speaking (optional)

1 I don’t play football on Fridays. (example)
2 I play table tennis on Fridays. Material: 1 copy of speaking test (page 41)
3 I listen to CDs on Fridays. and PB page 10 Sound check!
4 I don’t watch TV on Fridays.
5 I play computer games on Fridays. Vocabulary
6 I don’t play the guitar on Fridays. Point to five of the activities in Part 1 and ask the pupil ‘What
activity is it?’ (play the guitar, watch TV, listen to CDs, play
10 Write the questions. computer games, play table tennis, ride a mountain bike, fly a
Pupils order and write the questions. kite).
(1 point for each correct answer. Total 4 points) (1 point for each answer. Total 5 points)
Answers Sentences
1 Do you play computer games at the weekend? (example) Point to one of the activities in Part 1 of the speaking test and
2 Do you ride a mountain bike at the weekend? ask the pupil What do you do at the weekend? Prompt the
3 Do you fly a kite at the weekend? pupil to give three full sentence responses and to give one
4 Do you watch TV at the weekend? negative sentence.
5 Do you play table tennis at the weekend? Then look at Part 2 of the test and ask them What time do
you start school? What time do you have lunch? What time
11 Look at Activity 10. Answer the questions. do you do your homework? Prompt pupils to answer in full
Pupils answer the questions from activity 10. sentences.
(1 point for each answer. Total 5 points) (1 point for each sentence – three sentences from Part 1 and
three sentences from Part 2. Total 6 points)
Answers
1 Yes, I do. 4 Yes, I do. Questions
2 Yes, I do. 5 No, I don’t. Point to one of the activities in Part 1 of the speaking test and
3 No, I don’t. ask the pupil Do you play the guitar on Mondays? Then
prompt the pupil to point to other items on the table and ask
12 Write about your week: Mondays to Sundays. you similar questions.
Pupils write about their week using vocabulary from the unit. (1 point for each question. Total 6 points)
Points are awarded according to expressions used, successful
completion of task, spelling and coherence. Pronunciation rhyme
(Maximum number of points 7) Point to the Sound check! activity for the unit (PB page 10),
and prompt the pupil to say the rhyme I ride my bike and I fly
Example answer: my kite on Fridays at five o’clock.
I play football on Mondays. (2 points for the pronunciation of individual sounds, 1 point
I ride my mountain bike on Tuesdays. for rhythm and intonation. Total 3 points)
I play table tennis on Wednesdays.
I play computer games on Thursdays. Total for speaking test: 20 points
I watch TV on Fridays.
I don’t go to school on Saturdays and Sundays. Total for listening, reading, writing and speaking sections of
I play computer games and watch TV. test: 90 points
Total for listening, reading and writing: 70 points

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Name:
Class:
Test Unit 1
CD4
1 17
Listen and tick the correct picture.
1 2 3
a ✓ b a b a b
4 5 6
a b a b a b
5
CD4
2 18
1 Do you at the weekend? ✓
2 Do you at the weekend?

4
CD4
3 19
1 2 3 4 5 6
Phil ✓ 11
7 8 9 bk bl bm
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Test Unit 1
4 Read and write Tim’s answers.
1 What time do you get up on Saturdays?
At half past ten

____________________________________.
My weekend 2 Do you play football at the weekend?

I get up at half past ten ____________________________________.
on Saturdays. I have
breakfast and then I play 3 Do you watch TV on Saturdays?
football. After lunch I ride
my mountain bike and I ____________________________________.
play computer games. In
the evening I don’t watch 4 Do you play computer games on Sundays?
TV, I play the guitar.
I get up at about half past ____________________________________.
nine on Sundays. I listen
5 Do you watch TV on Sundays?
to CDs and watch TV. I
don’t ride my mountain
____________________________________. 10
bike on Sundays.
by Tim 6 Do you ride your mountain bike on Sundays?
____________________________________.
5 Read and write.
School in the UK
In the UK, lots of children start school at quarter to nine and finish school
at half past three. They have lunch at half past twelve. They do their
homework at half past five. They have dinner at half past six and they go
to bed at nine o’clock.
1 08:45 start school

_____________ 2 12:30 ____________ 3 15:30 ____________
5
4 17:30 _____________ 5 18:30 ____________ 6 21:00 ____________
6 Find and categorise the activities.

UTERGAM PHYSICAL ACTIVITIES NON PHYSICAL ACTIVITIES
OMP
C A
OTB LL ___________________________ play computer games
___________________________
ES
Y
O
PLA
F
WA
LIS
Y
V ___________________________ ___________________________
TENTO
A
LKTHED
L
HT
P
___________________________ ___________________________
S
TC
NI
CD
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OT
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5
PLAY
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Name:
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Test Unit 1
7 Write.
1 _________________________
listen to CDs 2 _________________________ 3 _________________________
4 _________________________ 5 _________________________
6 __________________________________________ 7 __________________________________________ 6
8 Complete.
+ 1 I __________ the guitar at the weekend.
– 2 I __________ play the guitar at the weekend.
? 3 __________ you play the guitar at the weekend? 3

9 Write sentences.
1 2 3 4 5 6
Friday
Kate ✗ ✓ ✓ ✗ ✓ ✗
I don’t play football on Fridays.

1 ___________________________________________________
2 ___________________________________________________.
3 ___________________________________________________.
4 ___________________________________________________.
5
5 ___________________________________________________.
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6 ___________________________________________________.
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Name:
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Test Unit 1
1 play / Do / computer / games / at / ? / weekend / you / the

Do you play computer games at the weekend? ✓
__________________________________________________________
2 ride / Do / ? / mountain / a / the / at / weekend / you / bike
__________________________________________________________ ✓
3 kite / fly / Do / you / weekend / a / the / at
__________________________________________________________ ✗
4 TV / ? / watch / at / weekend / the / Do / you
__________________________________________________________ ✓ 4
5 table / Do / tennis / you / play / weekend / at / ? / the
__________________________________________________________ ✗
11 Look at Activity 10. Answer the questions.

1 _________________ 4 _________________.
2 _________________. 5 _________________. 5
3 _________________.
12 Write about your week: Mondays to Sundays.
I on Mondays.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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Name:
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Test Unit 1
Part 1
Part 2
TOTAL
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Self-evaluation worksheet Unit 1
In my free time
I can …
… say all of these words.
… say more than five of these words.
… say more than three of these words.
… write all of these words.

… write more than five of these words.
… write more than three of these words.

… say more than two of these words.
… say more than one of these words.

… write more than two of these words.
… write more than one of these words.
… use and understand the Present simple.
… sing the At the weekend song.

… sing the Free time song.
… say I ride my bike and I fly my kite on Friday
at five o’clock. with good pronunciation.
… read and understand about physical activity.

… read and understand the story.
… read and understand Find Out! magazine.
… write about free time.
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Answers – Unit 1 Reinforcement, Extension and Grammar worksheets

Reinforcement worksheets 4 Write the questions. Answer Yes, I do or No, I don’t.
Pupils’ short answers will vary.
1 Circle and write. 1 Do you play computer games at the weekend? (example)
1 play computer games (example) 2 Do you watch TV on Mondays?
2 listen to CDs 3 Do you play the guitar on Tuesdays?
3 ride a mountain bike 4 Do you play table tennis at the weekend?
4 watch TV
5 play the guitar 5 Complete the sentences.
6 play table tennis 1 I start school at eight o’clock. (example)
7 fly a kite 2 I have lunch at half past one.
3 I finish school at four o’clock.
2 Complete the sentences. 4 I do my homework at quarter past five.
1 I play computer games on Saturdays. (example)
2 I don’t watch TV on Mondays. 6 Complete the text.
3 I don’t ride my mountain bike on Fridays. On Saturdays, I sleep for about nine hours (example). I don’t
4 I don’t listen to CDs on Mondays. watch TV because I haven’t got a TV! I play computer games
5 I fly a kite at the weekend. for about two hours and I listen to CDs. I play football and
6 I don’t play football on Fridays. table tennis with my friends.
3 Complete the dialogue. Grammar worksheets

1 Do (example) 5 watch
2 don’t 6 don’t 1 Complete the sentences. Use the correct verb.
3 play 7 games, TV 1 I fly a kite on Saturdays. (example)
4 don’t 8 play 2 I play the guitar on Mondays.
3 I play computer games on Sundays.
4 Match. 4 I ride a mountain bike at the weekend.
1 do my homework (example) 5 I watch TV in my free time.
2 watch TV 6 I play table tennis at the weekend.
3 finish school
4 start school 2 Write the sentences from Activity 1 in the negative.
1 I don’t fly a kite on Saturdays.(example)
5 Match the times. 2 I don’t play the guitar on Mondays.
1 c (example), 2 a, 3 d, 4 b 3 I don’t play computer games on Sundays.
4 I don’t ride a mountain bike at the weekend.
6 Look at the information. Write about Ben’s day. 5 I don’t watch TV in my free time.
Hello, I’m Ben. I start school at half past eight (example). 6 I don’t play table tennis at the weekend.
I have lunch at half past twelve. I finish school at four o’clock.
I do my homework at quarter to six. 3 Complete the sentences. Use the correct verb.
1 I play the guitar in my free time. (example)
Extension worksheets 2 I don’t listen to CDs on Tuesdays.
3 I fly a kite at the weekend.
1 Complete the song. 4 I don’t watch TV on Fridays.
(Pupils can check their answers on page 5 of the Pupil’s 5 I play table tennis in my free time.
book.) 6 I don’t ride a mountain bike at the weekend.
I play the guitar (example)
At the weekend. 4 Write the questions.
I play computer games 1 Do you play the guitar at the weekend? (example)
With my friends. 2 Do you listen to CDs on Saturdays?
I ride my mountain bike 3 Do you play table tennis in your free time?
I fly my kite 4 Do you fly a kite on Sundays?
5 Do you watch TV in your free time?
And we don’t go to school. 6 Do you ride a mountain bike at the weekend?
I play the guitar
At the weekend. 5 Write the questions. Answer Yes, I do or No, I don’t.
I play table tennis Pupils’ short answers will vary.
With my friends. 1 Do you play table tennis at the weekend? Yes, I do.
I listen to CDs (example)
I watch TV 2 Do you watch TV on Saturdays?
And we don’t go to school. 3 Do you fly a kite on Tuesdays?
4 Do you play computer games in your free time?
2 Write sentences. 5 Do you play the guitar on Mondays?
1 I don’t ride my mountain bike at the weekend. (example)
2 I fly a kite at the weekend. 6 Write sentences.
3 I don’t play table tennis at the weekend. 1 I ride a mountain bike at the weekend. (example)
4 I listen to CDs at the weekend. 2 I fly a kite at the weekend.
3 I don’t watch TV at the weekend.
3 Complete the table for you and write sentences. 4 I play computer games at the weekend.
Pupils’ answers will vary here depending on how they have 5 I play table tennis at the weekend.
completed the chart. 6 I play the guitar at the weekend.
7 I don’t listen to CDs at the weekend.

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2 The animal kingdom

• Understand and use appropriate classroom • At the top of
language • To become extinct
• Learn and sing songs • Birds, seal, fish, tiger
• Play a communicative game by asking and • Meat, fish, plants, insects
answering questions about animals • Run, swim, climb, eat
• Read and act out a dialogue • In a tree, in the sea, on land
• Learn and understand the Present simple 3rd person • Predator, prey
what animals eat Pronunciation
• Say where things are
• Read and understand a story Sounds
• Practise making the sound /´/ • Sound check! chant: /´/ Look! A frog, a whale and
• Find out and write about your favourite animal a flamingo. An otter, an eagle and an ant, too.
• Make and write a mini-book about predators
Stress and rhythm
• Write an acrostic poem
• Break a code • Is it time for English? chant
• Reflect on and evaluate work done in this unit • The animal song
• Predators and prey song
Key language
Vocabulary
• Understand and reflect on how people and animals
• Ant, spider, whale, frog, anteater, otter, iguana, eagle all depend on each other for survival
zebra, lion • Show respect for the classroom and pupils’
• Next to, between, opposite possessions
Structures • Show interest in learning English
• This otter lives / doesn’t live on land. • Be willing to participate in class
• This otter / It eats fish. • Show enjoyment in playing communicative games
• What colour is it? • Show pleasure in reading a story
• This animal is grey. • Show interest in the accuracy and correction of
• How many legs has it got? written work
• It’s got four legs.
• Does this otter / it live in water? Cross-curricular content
• Yes, it does. / No, it doesn’t. • Science: Find out about food chains in the animal world
• Is it the anteater?
• It’s my favourite (animal). Multi-cultural awareness
• It’s from (the UK).
• The zebra’s next to / between / opposite the lion(s). • Animals around the world: Find out about how
animals live in different countries

Unit 2 Project bank page 27
Answer keys page 42

Dear Parent/Carer
Your child is about to start Unit 2 of their English coursebook Find Out! 5. The topic of this unit is animals.
In Unit 2 your child will be introduced to The animal song and the Predators and prey song. The language in
the first song revises the Present simple third person question forms and affirmative and negative sentences.
In the second song the pupils are introduced to the concept of predators and prey in the animal kingdom.
The animal song Predators and prey

This animal lives in trees. The giraffe’s next to the parrot
It flies but it doesn’t climb. And that’s OK.
What can it be? But you can’t put predators
Is it the eagle, the ant or the iguana? Next to prey.
This animal lives in the sea. The lion’s between two tigers
It swims, but it doesn’t run. And that’s OK.
Is it the spider, the whale or the anteater? Next to prey.
This animal lives in trees. The seal’s opposite the whale
It climbs but it doesn’t fly. And that’s OK.
Is it the otter, the frog or the iguana? Next to prey.
In addition your child will talk about favourite animals, read and act out a dialogue, review the Present simple
third person, play a game, learn about interesting animals, read and listen to the story The missing anteater
(Stories and Songs CD, Track 8), practise a specific sound by saying the chant Look! A frog, a whale and a
flamingo. An otter, an eagle, and an ant, too. and write about their favourite animal.
Thank you again for your help in making learning English as enjoyable and successful as possible.
Yours
Class teacher
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Lesson 1
Learning objectives
• Extend the pupils knowledge of animals through a
song and a game
• Review the Present simple, affirmative and
negative
Productive language
Vocabulary
• Spider, eagle, ant, anteater, otter, iguana,
whale, frog
• Numbers, colours
Structures
• It (flies).
• It doesn’t (swim).
• Is it the (otter)?
• How many (legs) has it got?
• What colour is it?
Other language
• What can it be?
Materials
• Word card: 12 Play Word of the day
• CD 1 • Explain to the pupils that today they have got a
phrase, not just a word. Have the flashcard (number
Opening activities 11) of fly a kite in your hand and the word card ready.
Ask What’s the word of the day? It’s something you
Revision chant 2: Is it time for English? do in your free time in the park when it’s windy. It’s
• Explain to the pupils that they are going to learn a a physical activity. When the pupils have guessed
new chant which they will repeat at the beginning of correctly, put the picture of fly a kite in the corner of
each lesson in this unit. Say Let’s listen to the Find the board. Ask How do you spell fly a kite? Write the
Out! team singing the chant with Mr Green. Play letters on the board as the pupils call them out.
CD 1 (Track 33). • Show the word card of fly a kite to confirm that they
CD1
Is it time for English? under the flashcard.
33
Main activities
Mr Green: Is it time for Maths?
Pupils: No, it isn’t.
Mr Green: Is it time for Science? • Say Today we are starting a new unit. Let’s listen to
Pupils: No, it isn’t. the Find Out! team to find out what the theme is this
Mr Green: Is it time for Art? time. Listen carefully. Play CD 1 (Track 34).
Pupils: No, it isn’t. CD1
Mr Green: Is it time for English? Let’s find out! chant
Pupils: Yes, it is. 34
Mr Green: Good. Then let’s begin! Mr Green: I’ve got a new theme for the magazine.
• Say Mr Green says ‘Is it time for Maths?’ And the Tim, Kate,
pupils say … ? Elicit the answer from the pupils (No, Clare, Phil: Tell us Mr Green. What’s the theme for
it isn’t.) Repeat with the other lines of the chant and, the magazine?
if necessary, write the structure on the board: Is it … ? Mr Green: The theme for the magazine is ... the
No, it isn’t. Yes, it is. animal kingdom. Let’s find out about
• Say Let’s listen again and sing. Play the track again. different animals!
Encourage the pupils to join in.

• Ask What’s the theme? (the animal kingdom). Check

comprehension.
Vocabulary presentation (flashcards 15–22)
• Write zoo on the board. Say Today, we’re going to
the zoo. What animals are we going to see? Elicit
names of zoo animals from the pupils, they should
know quite a lot. When a pupil names an animal on a
flashcard, show the flashcard to the class and give it
to the pupil to put on the wall somewhere in the
classroom.
• When the pupils can’t name any more animals, show
them the remaining flashcards and ask if anyone
knows the name of the animal. Tell them the name
and give the flashcard to a pupil to put on the wall
somewhere in the classroom.
Teacher’s tip: Tell the pupils that they are going to

find out a lot about these animals in this unit of the
book.

• When all the flashcards are around the room, tell the
CD1
Animals word rap
35 • Continue with the remaining flashcards. When all the
flashcards have been returned, call out the names of
an ant … a spider … a whale … a frog … an anteater …
the animals at random and get the pupils to mime
an otter … an iguana … an eagle
what they hear.
Mini-mimes
• Nominate a pupil to choose one of the flashcards and
• Ask the pupils to open their Pupil’s Books at page 11.
give it back to you. Hold it up to show the class and
Challenge them to find all the animals in the picture
elicit the name of the animal. Ask the pupils to do a
for activity 1.
mime for the animal using just their hands.
• Ask What’s the song called? (The animal song).
Suggested mimes: • Follow the three steps on page 6 of the introductory
unit for teaching songs.
spider: put your hands together; wiggle your fingers
• As you finish each verse, ask the pupils to name the
snake: make your hand and arm move like a snake
animal it is about.
eagle: make a beak with your fingers and thumb
ant: make little jaws with your finger and thumb CD1
anteater: with your finger, draw the outline of a big The animal song
36
nose from your face
otter: hold your hands up to your chest and look This animal lives in trees.
curiously around you It flies but it doesn’t climb.
iguana: wiggle a finger near your mouth, as if it What can it be?
were a tongue Is it the eagle, the ant or the iguana?
whale: hold out your arms to make yourself big This animal lives in the sea.
It swims but it doesn’t run.
What can it be?
Is it the spider, the whale or the anteater?
This animal lives in trees.
It climbs but it doesn’t fly.
What can it be?
Is it the otter, the frog or the iguana?

Answers:
Verse 1: the eagle Fast finisher tips: 1 Ask the pupils to find four verbs in
Verse 2: the whale the word snake. All the verbs appear in The animal song.
Verse 3: the iguana Answers:
run, fly, climb, swim
Play a guessing game. (PB page 11, activity 2)
• Ask the pupils to look at the pictures. Ask What’s 2 Fast finishers can complete the code at the bottom
number 1? (an ant) What’s number 6? (an otter) etc. of page 15 in the Activity Book.
• Ask two volunteers to read Clare and Phil’s speech Answers:
bubbles. Explain that they are playing a guessing (spider, ninety, apple, kite, egg) SNAKE
game. Phil has chosen one of the animals and Clare
has to ask questions to find out which one he has
Closing activities
chosen.
• Explain that you are going to play the game, just like What time is it?
Clare and Phil. Ask a volunteer to read Clare’s first
question again (How many legs has it got? ). Ask
another volunteer to read Phil’s answer again (Four).
Go through the other questions and answers again,
then play the game with the class. Get the pupils to Let’s remember the word of the day
ask you the questions.
• Alternatively, get the pupils to play the game in pairs.
day? and elicit the answer (fly a kite). Then ask Who
Read and match. (AB page 15, activity 1) wants to spell it? Nominate a volunteer to spell the
phrase. Keep nominating pupils until someone spells
• Ask the pupils to open their Activity Books at page
it correctly. Turn over the word card. Say Well done.
15. Ask a volunteer to read the instruction (Read and
match.). Explain that the pupils have to match each
picture to one of the descriptions. Tell them that they
Extra activity: Miming animals
can refer to the colour pictures in the Pupil’s Book for
Put the pupils into groups of three or four. Tell them,
help.
in their groups, to think of any three animals that
• Check together. Say a. This animal is grey. It’s got
they all know the names of in English, not just
four legs. It’s the anteater. Then nominate pupils to
animals from today’s lesson. Give them two minutes
read out sentences b to h and to say which animal
to agree on the animals and to think of a mime for
they refer to.
each one. Then ask each group to mime their animals
to the rest of the class, who have to guess what the
Answers:
animals are.
1h 2e 3a 4d 5c 6g 7f 8b

• Ask a volunteer to read the instruction. Explain that Homework suggestion: Ask pupils to write a list of
the pupils have to find and circle the names of seven animals they know the names of in English.
animals in the word snake.
• Check together.
Answers:
spider ant
whale iguana
frog otter
eagle anteater


Lesson 2
Learning objectives:
• Act out a dialogue
Productive language
Vocabulary
• Frog, eagle, ant, anteater, spider, otter, iguana,
whale
• Fish, plants, birds
• Live, eat, climb, run, play
Structures
• It eats (meat).
• It doesn’t eat (plants).
• Does it live (in water)?
Materials
• Flashcards: 10, 15–22, 61 and 62
• Word cards: 13, 15–22
• CD 1
Opening activities
Revision word 2: Is it time for English? Teacher’s tip: To make the game more challenging,
• Say chant 2 Is it time for English? from Lesson 1 of explain that you will only turn over the flashcards
this unit (see page 3). If the pupils need help and word cards if the pupils ask you politely. Write
remembering it, play CD 1 (Track 33). Can we have flashcard (1) and word card (B), please?
on the board to remind the pupils how to ask for
Play Word of the day something politely in English.
• Have the flashcard (number 10) of ride a mountain
bike in your hand and the word card ready. Ask Sing The animal song
What’s the word of the day? It’s something you do
in the street in your free time. It’s a physical activity • Ask the pupils if they remember the song they learnt
and a sort of transport. When the pupils have
guessed correctly, put the picture of ride a mountain
bike in the corner of the board. Ask How do you spell
ride a mountain bike? Write the letters on the board
as the pupils call them out.
• Show the word card of ride a mountain bike to Listen and read. Act out. (PB page 12, activity 3)
confirm that they got it right. Put the word card face
down on the board under the flashcard.
they think the man in the picture does. Listen to their
Main activities suggestions but don’t confirm whether they are right
or wrong.
• Say Let’s listen and find out what he does. Play CD 1
• Put all the animal word cards and flashcards (see (Track 38).
Lesson summary box) on the board face down. Write
the numbers 1–8 next to the flashcards and the CD1
letters A–H next to the word cards. Listen and read. Act out.
• Divide the class into two teams and seat them at 38
opposite sides of the classroom. Invite one pupil from Today, Clare talks to Zack, a zookeeper.
one team to the front of the class. Tell them to turn He looks after the animals in a zoo.
match, they can move the pair to their side of the • Pause the CD and point to the picture of the man. Ask
board. If they don’t match, they turn them back over. What’s his name? (Zack) Is he a teacher? (No. He’s a
zookeeper.) Where does he work? (He works in a

zoo.). If necessary, point to the box next to the
dialogue for the pupils to refer to.
read. Act out.). Explain to the pupils that first, they
• Say Let’s listen and find out what Zack’s favourite
animal is. Play the rest of the track.
Zack: This otter is from the UK. It’s my favourite animal.
Clare: Does it live in water?
Zack: No, it doesn’t. It lives on land, near water.
It swims a lot.
Clare: Does it eat fish or plants?
Zack: It eats fish. It doesn’t eat plants. It eats birds
and frogs, too.
Clare: Does it climb trees?
Zack: No, it doesn’t. But it runs and it plays a lot.
Clare: Does it play football?
Zack: No, it doesn’t. But look! It likes table tennis balls!
pupils to follow the text in their Pupil’s Book.
Step 1
Check comprehension
look at the dialogue. Ask Does Zack like otters? (Yes)
Do otters live in water? (No) Do otters eat plants? correct their pronunciation. Ask Do you remember the
(No) Do otters run and play? (Yes). difference between the green and red grammar
tables? (The green grammar table is affirmative and
Step 2 the red grammar table is negative.). Which word tells
Read and repeat each sentence us the red grammar table is negative? (Doesn’t). Ask
• Encourage the pupils to repeat each sentence of the the pupils if they remember the negative word they
dialogue after you or after the CD. Help them with learnt in the last unit (don’t). Then try to elicit the
pronunciation when necessary. difference between them by asking Why do you think
the negative word is different here? (because we’re
Step 3 talking about the 3rd person). Now ask the pupils if they
Read the dialogue together notice anything different between the verbs in the green
• Say I’m Zack and you are Clare. Let’s read the grammar table and the verbs in the red (the verbs in the
dialogue together. Read the dialogue. When you affirmative sentences have got an s at the end of them,
have finished, say Now I’m Clare and you are Zack. but this doesn’t happen in negative sentences.).
Let’s read it again.
Teacher’s tip: Contrast the grammar of this unit with
Step 4 the grammar from Unit 1 so that pupils clearly
• Ask the pupils to read the dialogue in pairs. Encourage understand that the 3rd person singular form of the
them to read it more than once by changing roles. Present Simple is different to the 1st person.
Look and compare. Play a game. (Grammar
poster 2 / PB page 12, activity 4) • Point to the Remember! flash on the poster and ask a
volunteer to read. Explain that doesn’t and does not
• Display the grammar poster for this unit on the wall have the same meaning, but doesn’t is the
or board, where everyone can see it, and ask pupils contracted form and is more widely used in English.
to open their Pupil’s Books at page 12. Point to the • Focus the pupils’ attention back on the poster.
title on the poster and say Look! Today’s grammar is Encourage volunteers to construct affirmative
about the Present simple – 3rd person. sentences from the green grammar table. Then ask
volunteers to construct negative sentences from the
• Refer the pupils to the grammar tables on page 12 in
red grammar table in the same way.
• Now say Let’s play a game. Use flashcards 61 and 62 to
Focus their attention on the green and red grammar
play the game. Divide the class into two teams and get
tables. Ask volunteers to read the sentences in these
them to hold up the corresponding card as you call out
tables aloud. Repeat the sentences if necessary to affirmative and negative sentences constructed from the
poster. Alternatively, ask pupils to call out affirmative or Answers:

negative as you say the sentences, and then hold up the 1 The otter eats meat and fish.
corresponding card for all to see. 2 It doesn’t eat plants or insects.
3 This iguana eats plants.
Teaching option: Refer to page xviii in the Introduction 4 It doesn’t eat meat, insects or fish.
for more game ideas to play using the grammar poster. 5 This eagle eats meat.
6 It doesn’t eat plants, insects or fish.
7 This whale eats meat and fish.
Complete the tables. (AB page 16, activity 3) 8 It doesn’t eat plants or insects.
• Ask the pupils to close their Pupil’s Books and to
open their Activity Books at page 16. Ask a volunteer Write two sentences about an animal. Use the
to read the instruction (Complete the tables.). Check Present simple – 3rd person. (AB page 16,
comprehension. Explain that the pupils must write activity 6)
the missing words into the table.
• Suggest that they write the words in pencil until they • Ask a volunteer to read the instruction (Write two
have checked the answers. They can work in pairs. sentences about an animal.). Check comprehension.
• Check together. Explain that they have to think of an animal that is not
in the book, and write an affirmative sentence and a
Answers: negative sentence about what their animal eats.
See Pupil’s Book page 12 for the answers. • Tell them to use the grammar poster for Unit 2 to
guide their writing.
Listen and put a tick or a cross. (AB page 16,
activity 4)
Fast finisher tips: 1 Ask fast finishers to write the
• Explain to the pupils that they are going to hear Zack eight animals in Lesson 1 of the Pupil’s Book in order
talking about what the animals in the zoo eat. Tell of preference: the animal they most like at the top
them to put a tick if the animals eat something, and a and the animal they least like at the bottom. Pupils
cross if they don’t. can then compare their lists.
• Focus on Zack’s speech bubble. Ask a volunteer to 2 Fast finishers can break the code at the bottom of
read it. Then point out the example answers for the page 16 in the Activity Book.
otter and check that the pupils understand what they
have to do. Play CD 1 (Track 39). Answer:
(ice cream, newspaper, sixty, eye, computer, table)
CD1
INSECT
39
Zack: This otter eats meat and fish. It doesn’t eat Closing activities
plants or insects. This iguana eats plants. It What time is it?
doesn’t eat meat, insects or fish. This eagle
eats meat. It doesn’t eat plants, insects or • When it’s time to finish, ask What time is it? Elicit the
fish. This whale eats meat and fish. It correct time from the pupils and then say It’s (nearly)
doesn’t eat plants or insects. time to finish. Put your things away, please.
• Check together, encouraging the pupils to give you Let’s remember the word of the day
the information in sentences, e.g. The iguana doesn’t • When everything is tidy, ask What’s the word of the
eat meat. The iguana eats plants. day? and elicit the answer (ride a mountain bike).
Answers: Then ask Who wants to spell it? Nominate a
otter: ✓ meat, fish; ✗ plants, insects volunteer to spell the phrase. Keep nominating pupils
iguana: ✓ plants; ✗ meat, insects, fish until someone spells it correctly. Turn over the word
eagle: ✓ meat; ✗ plants, insects, fish card. Say Well done. See you all next lesson.
whale: ✓ meat, fish; ✗ plants, insects
Extra activity: Play Mime the animal
Look at activity 4. Write about the animals. (AB Stand at the front of the class. Hold up an animal
page 16, activity 5) flashcard for the pupils to see, but so that you can’t
• Explain that the pupils now have to use the see it yourself. Ask the pupils to mime it for you. Ask
information from activity 4 to write sentences about Is it an eagle? Is it an otter? etc. to guess the animal.
the animals. Point out the affirmative and negative
symbols at the end of each line and explain that Homework suggestion: Write the name of an
these tell the pupils what type of sentence to write. animal in code
• Read the two examples for the otter and check that Ask the pupils to write the name of an animal using
the pupils understand what they have to do. Explain The code breaker picture dictionary on pages 58 and
that they can use it in the second sentence in each 59 of the Pupil’s Book. In the next lesson, pupils can
pair so they sound more natural. exchange their codes and break them.
• Encourage the pupils to read out their sentences.

Lesson 3
Learning objectives
• Make game cards
Productive language
Vocabulary
• Ant, frog, spider, eagle, anteater, otter, iguana, whale
Structures
• Does this otter live in water?
• Does it eat fish?
• Yes it does. / No, it doesn’t.
• Does (this otter) eat meat or plants?
• It eats meat.
• It doesn’t eat plants.
Materials
• Activity Book, page 15 and page 88
• Flashcard: 12, 61–63
• Word card: 8
• CD 1
Opening activities
grammar table shows the interrogative.). Which word
Revision chant 2: Is it time for English? tells us the yellow grammar table is the
• Say chant 2 Is it time for English? from Lesson 1 of interrogative? (Does). Ask the pupils if they
this unit (see page 3). If the pupils need help remember the interrogative word they learnt in the
remembering it, play CD 1 (Track 33). last unit (Do). Then try to elicit the difference
between them by asking Why do you think the
Play Word of the day interrogative word is different here? (because we’re
• Have the flashcard (number 12) of play computer talking about the 3rd person). Use translation to
games in your hand and the word card ready. Ask explain if necessary. Now ask Do you remember what
What’s the word of the day? It’s not a physical else we need to make a question? (a question mark).
activity. It’s something you do at home on a
Gameboy or a PC. When the pupils have guessed Teacher’s tip: Contrast the grammar of this unit with
correctly, put the picture of play computer games in the grammar from Unit 1 so that pupils clearly
the corner of the board. Ask How do you spell play understand that the 3rd person singular form of the
computer games? Write the letters on the board as Present simple is different to the 1st person.
the pupils call them out.
• Show the word card of play computer games to • Focus the pupils’ attention back on the poster.
confirm that they got it right. Put the word card face Encourage volunteers to construct questions from the
down on the board under the flashcard. yellow grammar table about the otter / their partner
by putting together each piece of the puzzle, for
Main activities example Does this otter eat bread?. Then focus on
• Display the grammar poster for this unit on the wall the short answers and explain that this is how we
or board, where everyone can see it, and ask pupils answer the questions. Ask more volunteers to read
to open their Pupil’s Books at page 12. the short answers.
• Refer the pupils to the grammar tables on page 12 in • Ask individual pupils the questions and encourage
their Pupil’s Book and say Let’s make questions. them to answer truthfully using the short answers.
Focus their attention on the yellow grammar table. Then ask them more questions substituting the
Ask volunteers to read the questions in the table activities with others from this unit, for example Do
aloud. Repeat the questions if necessary to correct you fly a kite in your free time?.
their pronunciation. Ask Do you remember the • Now say Let’s play a game. Use flashcards 61, 62 and
difference between the yellow grammar table and 63 to play the game. Divide the class into three teams
the green and red grammar tables? (The yellow and get them to hold up the corresponding card as

you say examples of the affirmative, negative and the

interrogative constructed from both the poster and
other vocabulary learnt in Unit 2. Alternatively, ask
pupils to call out affirmative, negative or question as
you say the sentences / questions, and then hold up
the corresponding card for all to see.
Teaching option: Refer to page xviii in the Introduction

for more game ideas to play using the grammar poster.
Complete the tables. (AB page 17, activity 7)

17. Ask them to complete the tables in activity 7.
Explain that the pieces of the puzzle make questions.
The pupils can work in pairs.
• Suggest that they write the words in pencil until they
have checked the answers.
• Check together.
Answers:
Write the questions. Listen and write the

answers. (AB page 17, activity 8)
• Ask a volunteer to read the instruction (Write the
questions. Listen and write the answers.). Check
comprehension. Explain that these are all questions
Clare asked Zack about the anteater, but that the Zack: No, it doesn’t.
words are in the wrong order. Tell them to write the Number 4
words in the correct order to make the questions. Clare: Does it live in trees?
They can work in pairs. Zack: No, it doesn’t.
• Check together. Say Number 1. Does this anteater Number 5
eat fish? Nominate four different pupils to read Clare: Does it fly or run?
questions 2 to 5. Zack: It runs.
• When you have checked the questions, tell the pupils
to guess the answers to the questions, writing Yes, it Write about the anteater. (AB page 17, activity 9)
does or No, it doesn’t next to the questions. • Ask a volunteer to read the instruction (Write about
the anteater.). Check comprehension. Explain that the
Teacher’s tip: Write Yes, it does. and No, it doesn’t. pupils have to write the information from activity 8 in
on the board for the pupils to refer to during the full sentence form. Focus on the example and make
activity. sure they understand what they have to do.
• Monitor and help where necessary.
• Tell them that they are going to listen to the
questions and answers. Play CD 1 (Track 40) for them Answers:
to check their answers. 1 This anteater doesn’t eat fish.
• Play the track again, but pause after each question 2 This anteater eats insects.
for the pupils to answer. 3 This anteater doesn’t live in water.
CD1
4 This anteater doesn’t live in trees.
Write the questions. Listen and write the 5 This anteater runs, but it doesn’t fly.
40
answers. Go to Activity Book, page 17. (PB page 12,
Number 1 activity 5)
Clare: Does this anteater eat fish? • Ask the pupils to turn to page 17 in their Activity
Zack: No, it doesn’t. Books.
Number 2
Clare: Does it eat insects? Make the cards on page 87. (AB page 17)
Zack: Yes, it does. • Get someone to hand out the scissors. Don’t allow
Number 3 anybody to cut anything out until you say so.
Clare: Does it live in water? • Hold up the Activity Book at page 87 and show the

pupils which part of the page they must cut out. Be Closing activities
very clear that they are not to cut out the whole page,
but just the section marked by broken lines. What time is it?
Play Quiz! • When it’s time to finish, ask What time is it? Elicit the
• Ask the pupils to work in pairs. Each pupil should time to finish. Put your things away, please.
have a set of nine cards.
• Hold up a card at random. Move around the Let’s remember the word of the day
classroom showing everybody the picture of the • When everything is tidy, ask What’s the word of the
animal. Ask What is it? (an otter) Read out the day? and elicit the answer (play computer games).
question Does this otter eat frogs or plants? (it eats Then ask Who wants to spell it? Nominate a
frogs). Nominate a pupil to answer. Ask if everybody volunteer to spell the phrase. Keep nominating pupils
agrees with the answer. Confirm whether their until someone spells it correctly. Turn over the word
answer is correct or not by showing them that the card. Say Well done. See you all next lesson.
answer is written under the question.
• Pupils take it in turns to read and answer questions. Extra activity: Writing from memory
Tell them to repeat the questions until they get nine Challenge the pupils, in groups of three or four, to
correct answers in a row. write three of the questions in activity 5 from
Put the sentence cards somewhere safe memory.
• Get the pupils to keep their cards safe, as you may

want to play this game again in the future.
Homework suggestion: Ask the pupils to find a
picture of an animal and write a question to go with
Fast finisher tips: 1 Colour the grammar tables on it. Pupils can challenge each other to answer the
pages 16 and 17 of the Activity Book so that they questions in the next lesson.
match the colour code used in the Pupil’s Book.
Answer:
(zebra, orange, one, kite, elephant, eighty, pen, eye,
ruler) ZOO KEEPER


Lesson 4
Learning objectives:
• Learn about food chains in the animal world
• Interpret a food chain diagram
Productive language
Vocabulary
• Eagle, anteater, ants, plants, whale, seal, fish,
otter, frog, bird, insects
• Big, small
Structures
• The eagle eats anteaters.
• Anteaters eat ants.
Other language
• At the top
• To become extinct
Materials
• Flashcard: 9
• Word card: 11
• CD 1
Opening activities • Award a point to the team that guesses correctly. If

Revision chant 2: Is it time for English? the pupils shout out, award a point to the opposing
team.
• Say chant 2 Is it time for English? from Lesson 1 of
this unit (see page 3). If the pupils need help Find Out! magazine
remembering it, play CD 1 (Track 33). • Ask the pupils to turn to page 13 in the Pupil’s Book.
Play Word of the day Say Look! This is a page by Clare and Phil from Find
Out! magazine. Look at the title. What does it say?
• Have the flashcard (number 9) of play table tennis in Ask a volunteer to read it (What do animals eat? )
your hand and the word card ready. Ask What’s the • Focus on Food Chain 1. Ask What’s a food chain? And
word of the day? It’s a sport. You play with a ball elicit suggestions. Explain that a food chain tells us
and bats. You play with a partner. When the pupils which animals eat each other. Say We’re going to
have guessed correctly, put the picture of play table find out about food chains from the magazine.
tennis in the corner of the board. Ask How do you • Point to each animal in turn and elicit the name. Ask
spell play table tennis? Write the letters on the a volunteer to read Clare’s speech bubble.
board as the pupils call them out.
• Show the word card of play table tennis to confirm
that they got it right. Put the word card face down on
the board under the flashcard. • Say Let’s listen to the page in the magazine. Tell the
pupils to look at the page in their Pupil’s Book as
Main activities they listen. Encourage them to point to each part of
Revision game: Describing the animals the magazine page as they hear it referred to. Play CD
1 (Track 41).
• Divide the class into two teams. Tell them that you
CD1
are going to describe an animal and that they must
Listen and read.
put up their hands when they know the answer. 41
Describe an animal from the unit, e.g.:
It’s black and yellow. It’s got four legs. Clare: Let’s find out about food chains!
It lives in water. It eat flies. Phil: What do animals eat?
Clare: Food chain 1. This eagle is at the top of food
chain 1. It eats anteaters. Anteaters eat ants.
Ants eat plants.

Phil: Food Chain 2. This whale is at the top of Food

Chain 2. It eats seals. Seals eat big fish. Big
fish eat small fish. Small fish eat sea plants.
Clare: When one type of animal becomes extinct, it
affects all the animals and plants in the food
chain!
pupils to follow the text in their Pupil’s Book as they
listen.
• To check understanding of the concept, ask the
pupils to explain what they have understood. Ask
What animal is at the top of Food Chain 1? Does the
anteater eat the eagle, or does the eagle eat the
anteater? (The eagle eats the anteater.) Does the ant
eat the anteater or does the anteater eat the ant?
(The anteater eats the ant.).
• Repeat the process with Food Chain 2.
Listen and say the next word. (PB page 13,

activity 7)
• Ask a volunteer to read the instruction. Check
comprehension. Explain to the pupils that they are
going to listen to the magazine page again, and that
they have to say the next word when the CD stops.
• Tell the pupils to follow the text in the Pupil’s Book
and to identify the next word each time.
• Play CD 1 (Track 42). Pause before key words for the
pupils to give you the next word. CD1
CD1 Read and complete. Listen and check.
Listen and say the next word. 43
42
Clare: Food Chain 1. This eagle is at the top of food
(See script for activity 6) chain 1. It eats anteaters. Anteaters eat ants.
Ants eat plants.
Phil: Food Chain 2. This whale is at the top of food
Teaching option: Having found out about Food Chains chain 2. It eats seals. Seals eat big fish. Big
1 and 2, challenge the pupils to make their own food fish eat small fish. Small fish eat sea plants.
chain. Read the speech bubble at the bottom of the
page. Ask volunteers to say sentences about a chain Look at Activity 11. Write T (true) or F (false).
using the texts about Food Chains 1 and 2 as a model (AB page 18, activity 12)
to guide them, e.g. The otter eats frogs. Frogs eat
• Ask a volunteer to read the instruction (Look at
insects.
Activity 11. Write T (true) or F (false).). Check
comprehension. Explain that the pupils must look at
Read and complete. Listen and check. (AB page the food chain in activity 11 and say whether the
18, activity 11) sentences are true or false. They can work in pairs.
• Check together.
18. Ask a volunteer to read the instruction (Read and Answers:
complete. Listen and check.). Check comprehension. 1F 2T 3T 4F 5T 6T
Elicit that these are the food chains they have seen in
the Pupil’s Book. Explain that the pupils must fill in Read and draw. (AB page 18, activity 13)
the gaps from memory. • Ask a volunteer to read out the speech bubble. Ask
• Check together by listening to CD 1 (Track 43). Which food chain is this? (Food Chain 3) What
animal is at the top? (the eagle). Explain that the
pupils must read about Food Chain 3 and then draw it
in the space provided. Tell them to look at the chains
in activity 11 to help them.
• Check together and draw the correct chain on the
board as the pupils tell you which animal goes where.

Answers: Closing activities

eagle What time is it?
iguanas correct time from the pupils and then say It’s (nearly)
insects Let’s remember the word of the day
plants day? and elicit the answer (play table tennis). Then
ask Who wants to spell it? Nominate a volunteer to
Fast finisher tips: 1 Ask the fast finishers to find the spell the phrase. Keep nominating pupils until
animals in the food chains in their bilingual someone spells it correctly. Turn over the word card.
dictionary on page 24 of the Activity Book and to Say Well done. See you all next lesson.
write in the translations.
2 Fast finishers can break the code at the bottom of Extra activity: Think of a three-link food chain
page 15 in their Activity Books. Put pupils into small groups and challenge them to
Answer: think of mini food chains. As an example, write the
(football, orange, one, door) FOOD following on the board: The cat eats the mouse and
the mouse eats the cheese. Get the pupils to share
their chains with the rest of the class.
Homework suggestion: Write a three-link food

chain
Get the pupils to write down: The cat eats the mouse
and the mouse eats the cheese. Ask them to write
another three-link food chain and to hand it in next
lesson.


Lesson 5
Learning objectives
• Talk about where things are
• Do a quiz to find out about predators and prey
Productive language
Vocabulary
• Next to, opposite, between
• Giraffe, parrot, tiger, seal, whale
Structures
• The zebra is next to the lion.
• The iguana is between two eagles.
• The zebra is opposite the tiger.
Materials
• Flashcard: 14
• Word card: 9
• CD 1
Opening activities
Revision word 2: Is it time for English?
• Say chant 2 Is it time for English? from Lesson 1 of Look. Listen and say. (PB page 14, activity 8)
this unit (see page 3). If the pupils need help
Tell them to look at the three different pictures. Ask
Play Word of the day the pupils to tell you what animals they can see in
each picture and say what is happening.
• Have the flashcard (number 14) of listen to CDs in
• Ask volunteers to read the text under the pictures.
• Explain that you are going to call out words from
word of the day? It’s not a physical activity. It’s
under the pictures and that you want them to tell you
something you do in your room, with friends. When
the corresponding picture number. For example:
the pupils have guessed correctly, put the picture of
Teacher: Next to.
listen to CDs in the corner of the board. Ask How do
Pupils: Number one.
you spell listen to CDs? Write the letters on the
Teacher: Opposite.
Pupils: Number three.
• Show the word card of listen to CDs to confirm that
they got it right. Put the word card face down on the • Speed up as the pupils get more confident at
board under the flashcard. recognising the words.
Main activities question to elicit the phrase. For example:
Revision game: What’s next? Teacher: What’s number three?
Pupils: Opposite.
• Write the first animal (eagle) in Food Chain 1 at the
top of the board and the title, Food Chain 1. Listen, repeat and point
• Elicit the next animal in the Food Chain and the
• Tell the pupils that they are going to hear the words
spelling. Write it under eagle.
and the full sentences on the CD. Ask them to listen,
• Continue to build up Food Chain 1 in this way.
repeat and point to the corresponding picture in their
• Do the same with Food Chain 2.
Pupil’s Book. Play CD 1 (Track 44).

CD1
44
Number 1
The zebra’s next to the lion.
Number 2
The zebra’s between two lions.
Number 3
The zebra’s opposite the lion.
Look and find
picture. What animals can you see? (iguana, giraffe,
elephant, insect, whale, tiger, lion, parrot, seal,
zebra, anteater).

read. Sing.). Check comprehension. Tell the pupils that
they are going to learn a song about where the animals
are in the zoo. Ask What’s the song called? (Predators
and prey). Draw a food chain on the board to explain
predator (an animal that eats another animal) and prey
(an animal the gets eaten by another animal).
later.
Step 1
Listen and read
• Play CD 1 (Track 45) for the pupils to listen to the The seal’s opposite the whale
song and follow the words in their books. And that’s OK.
Step 2 But you can’t put predators
Listen and repeat Next to prey.
• Encourage the pupils to say each line. You can say Read and guess. Listen and find out. (PB page
each line and ask the pupils to repeat after you, OR 14, activity 10)
you play each line on the CD and pause for the pupils
to repeat after each one. • Ask the pupils to look at the picture of the television.
Ask What’s the programme called? (Do you know? )
Step 3 Who is on the programme today? (Zack the
Sing zookeeper). Then ask What is the programme about?
• Play the CD and encourage the pupils to sing along and direct the pupils to the bubble coming from the
with the song. Repeat until they are singing TV. Ask a volunteer to read it to elicit the answer.
confidently. • Ask a volunteer to read the instruction (Read and
• Ask the pupils some questions based on the song to guess. Listen and find out.). Check comprehension.
check comprehension, e.g. What is next to the Explain that the pupils must read the questions and
parrot? etc. Which animals can’t go next to each guess the correct answer: a), b), c) or d). Teach
other? Why? flamingo. Let them choose their answers in pairs.
• Ask pairs to read the questions and the answers they
CD1
have chosen. Then say Let’s listen to Zack and find
Predators and prey
45 out the answers.
• Play CD 1 (Track 46). Pause after the answer to
The giraffe’s next to the parrot Question 1 and check by asking the pupils to tell you
And that’s OK. which letter it is. Then continue.
But you can’t put predators
Next to prey.
The lion’s between two tigers
And that’s OK.
But you can’t put predators
Next to prey.

CD1 CD1
Read and guess. Listen and find out.
46 47 answer.
Presenter: Question 1. Which animal is not a Presenter: Question 3. Which animal isn’t a
predator? predator?
a) an otter a) a seal
b) an eagle b) an elephant
c) an anteater or c) a whale or
d) an elephant d) a tiger
For the answer, let’s listen to Zack. For the answer, let’s listen to Zack.
Zack: The otter, the eagle and the anteater are Zack: Seals, whales and tigers are all
predators. The elephant isn’t a predator. predators. The elephant isn’t a predator.
It eats plants and leaves.
Fast finisher tips: 1 Ask fast finishers to look at page
Presenter: Question 2. Which animal is a predator? 14 in the Pupil’s Book. Tell them to write the animals
a) a zebra in the zoo into two lists: predators and prey.
b) a lion 2 Fast finishers can break the code at the bottom of
c) a giraffe or page 19 of the Activity Book.
d) an elephant
Answer:
For the answer let’s listen to Zack.
(pen, ruler, elephant, door, ant, table, orange, rubber)
Zack: The lion is a predator. It eats meat.
PREDATOR
Complete. (AB page 19, activity 14)
• Ask the pupils to open their Activity Books at page Closing activities
19. Ask a volunteer to read the instruction
What time is it?
(Complete.). Check comprehension. Explain that the
pupils must complete the sentences under the • When it’s time to finish, ask What time is it? Elicit the
pictures with the words from the box. correct time from the pupils and then say It’s (nearly)
• Check together by nominating pupils to read out their time to finish. Put your things away, please.
answers.
Answers:
1 The zebra is opposite the lion.
day? and elicit the answer (listen to CDs). Then ask
2 The iguana’s between two eagles.
Who wants to spell it? Nominate a volunteer to spell
3 The ant’s next to the anteater.
the phrase. Keep nominating pupils until someone
Look and complete. (AB page 19, activity 15) spells it correctly. Turn over the word card. Say Well
done. See you all next lesson.
• Tell the pupils that this is a map of a zoo which
shows us where the animals are in their cages.
Extra activity: Complete the first half of the
Explain that they have to read sentences 1–6 about
the zoo and write in the names of the animals.
Put the pupils into groups of four or five and ask
• Read the first sentence out loud and encourage the
them to turn to the bilingual dictionary for Unit 2 on
pupils to check the map.
page 24 of the Activity Book. Encourage the pupils to
• The pupils can then look at the map and complete
work together to translate the words into their L1.
sentences 2–6.
• Check together.
they have got the translations right.
Answers:
1 giraffe, flamingo 2 flamingo 3 eagle 4 flamingo,
the pupils can ask you for help in English.
whale 5 giraffe 6 whale
Write the question. Listen and tick the answer.

(AB page 19, activity 16) Homework suggestion: Continue completing the
• Tell the pupils to put the words in order to make a bilingual dictionary for Unit 2. Tell the pupils that this
question. Check they all have the correct answer. is not a test. The dictionary is a record of the
vocabulary they have learnt. If there are any words
Answer:
they don’t understand, they should just leave the
Which animal isn’t a predator?
translation blank and ask someone next lesson.
• Tell them to tick their answer in pencil, then explain
that they are going to listen to Zack to check their
answer. Play CD 1 (Track 47).


Lesson 6
Learning objectives
• Read, understand and enjoy a story
• Break a code
Productive language
Vocabulary
Structures
Materials
• Story poster 2
• Flashcard: 13
• Word card: 14
• CD 1
Opening activities
Revision chant 2: Is it time for English?
Sing Predators and prey
• Ask the pupils if they can remember the song they
• Have the flashcard (number 13) of watch TV in your learnt last lesson. Try to remember the lyrics as a
hand and the word card ready. Ask What’s the word class, or read them on page 14 of the Pupil’s Book.
of the day? It’s not a physical activity. It’s • Play CD 1 (Track 45). If you prefer, use the karaoke
something you do when you want to see your version on CD 1 (Track 48).
favourite programme. When the pupils have guessed
correctly, put the picture of watch TV in the corner of Listen to the story. Read. (PB page 15,
the board. Ask How do you spell watch TV? Write the activity 11)
letters on the board as the pupils call them out. • Display the story poster so that everyone can see it. If
• Show the word card of watch TV to confirm that they possible, cover the last two frames of the story. Ask
got it right. Put the word card face down on the board Can you all see the poster? Allow the pupils to move
under the flashcard. so that they can see it clearly.
Main activities • All Lesson 6s can be taught following the six steps
below.
Revision game: Odd one out
Step 1
• Write three lists of three animals on the board, one of Create interest in the story
which is an odd one out (because it’s not a predator,
it doesn’t live on land, etc.), e.g. • Ask Who can you see in picture one? (Phil, Clare,
giraffe, zebra, lion Kate, Tim, Zack) Where are they? (at the zoo) What
eagle, elephant, tiger animal do they want to see? (anteater) Is it in the
kangaroo, whale, anteater enclosure? (No).
• Challenge the pupils to say which is the odd one out
in each list and why. There are many possible Step 2
answers and you can give a point for every logical Predict what happens
answer. • Ask the pupils to look at frames 2 to 6 on the poster
and, in pairs, to talk about what they think is
everybody think the same?

Step 3
Listen to the story
• Say Let’s listen to the story and find out if you are
right.
CD1
49
Narrator: The missing anteater.

Narrator: Phil, Clare, Kate and Tim are at the zoo.
Phil: Where’s the animal?
Kate: What animal is it?
Zack: It’s an anteater. But look! It’s missing.
Narrator: They read about the anteater.
Clare: Peter is a grey anteater. He’s from South
America. He lives in the forest and he
eats ants.
Tim: Hmm. Does he eat Choco Ants?
Kate: Let’s find Peter!
Clare: How?
Tim: We can put my chocolate ants here and
wait for him to find them.
Phil: But he doesn’t eat chocolate.
Clare: And the sign says Do not feed the
animals.
Kate: Let’s look for him!
Narrator: They look for Peter all around the zoo. was he eating? (Choco Ants) Do anteaters eat
Kate: He isn’t next to the flamingo. chocolate? (yes).
Tim: He isn’t between the elephant and the
Step 6
zebra.
Read the story in pairs
Clare: Sorry, Zack. We can’t find Peter anywhere.
Zack: Thank you for your help.
Ask the pupils to read the story in pairs. One person
Step 4 can be Kate and Tim, the other person can be
Pause to check. Then predict the end everyone else. Encourage them to read it more than
once, changing roles.
Teaching option: Refer to page xix in the
Introduction for more game ideas to play using the
story poster.
frames. Reveal the last two frames of the poster and
say Let’s find out if you’re right. Play the rest of the Which of these animals are not in the story?
story. (PB page 15, activity 12)
• Ask a volunteer to read the instruction (Which of
Narrator: Back at the magazine headquarters …
these animals are not in the story? ). Check
Phil: The zoo is fantastic.
Clare: My favourite animal is the whale.
Kate: Oh, no! Look in your bag, Tim!
animals in the list.
Narrator: Clare phones the zoo. • Give them time to do this, then ask them to tell you
Clare: Hi Zack. We’ve got Peter. He’s fine. which animals are not in the story.
Kate: He’s got chocolate on his nose.
Tim: And my Choco Ants are missing! Teacher’s tip: So as not to spoil the activity for
others, tell the pupils not to call out the answers
Step 5
Check comprehension
• Check that the pupils have understood the twist in
Answers:
the story. Ask Where was Peter? (in Tim’s bag) What
an eagle, an otter, a frog

Match. Put the speech bubbles in order. (AB

Fast finisher tips: 1 Put fast finishers into pairs. Ask
page 20, activity 17)
them to turn to the bilingual dictionary on page 24 of
• Ask the pupils to close their Pupil’s Books and to the Activity Book and to test each other by asking
open their Activity Books at page 20. Ask a volunteer How do you say … in English?
to read the instruction (Match. Put the speech 2 Fast finishers can break the code at the bottom of
bubbles in order.). Check comprehension. Explain page 20 in the Activity Book.
that the pupils must match the people from the story
Answer:
to their corresponding speech bubbles, and then
(computer, house, orange, CD, one, lion, apple, table,
number the speech bubbles in the order that they
eighty) CHOCOLATE
appear in the story. They can work in pairs.
Teacher’s tip: Allow the pupils to see the poster Closing activities
while completing this activity. Use the poster when
What time is it?
checking the answers to confirm who says what, and
where in the story they say it. • When it’s time to finish, ask What time is it? Elicit the
Answers:
1 Zack: It’s an anteater. But look! It’s missing. Let’s remember the word of the day
2 Tim: Does he eat Choco Ants?
3 Phil: But he doesn’t eat chocolate.
day? and elicit the answer (watch TV ). Then ask Who
4 Kate: Oh no! Look in your bag, Tim!
wants to spell it? Nominate a volunteer to spell the
5 Clare: Hi, Zack. We’ve got Peter. He’s fine.
Read and complete. Listen and check. (AB page correctly. Turn over the word card. Say Well done.
20, activity 18) See you all next lesson.
• Explain that this is a summary of the story and that
Extra activity: Put the pupils into groups to rehearse
the pupils must fill in the gaps using the words in the
the story as if it were a radio play. Give pupils a role
box.
in the story and suggest that they also create their
own sound effects. Confident groups might like to
give a performance to the rest of the class.
CD1
Listen and check.
50
Phil, Clare, Kate and Tim are at the zoo. They see Homework suggestion: Ask the pupils to look
Zack the zookeeper. Zack explains that Peter the through the bilingual dictionary on page 24 of the
anteater is missing. Tim wants to put Choco Ants on Activity Book. Ask them to write their ten favourite
the ground for Peter. Phil says that Peter doesn’t eat words for this unit onto a piece of paper. In the next
chocolate. They look for the anteater. He isn’t lesson, pupils can compare their lists and explain
between the elephant and the zebra. He isn’t next to why they chose their words.
the flamingo. Back at the magazine headquarters,
Kate sees something in Tim’s bag. It’s Peter. He’s
got chocolate on his nose, and Tim’s Choco Ants are
missing.

activity 19)
• Ask a volunteer to read the instruction (What do you
think? Complete.). Check comprehension. Explain that
the pupils must complete the first sentence with the
name of their favourite character, and then choose
the phrase which best describes how they feel about
the story and write it in to complete the second
sentence.
• Take a class vote. Ask Who thinks the story isn’t very
good? Who thinks the story is OK? etc.
• Tell the pupils to look back at page 15 of the Pupil’s
Book.
as they choose.


Lesson 7
Learning objectives
• Practise the pronunciation of the /´/ sound
• Write a text about themselves and their favourite
animal
Productive language
Vocabulary
Structures
Materials
• Flashcard: 8
• Word card: 10
• CD 1
Opening activities
remembering it, play CD 1 (Track 33). Listen and read. Say. (PB page 16, activity 13)
see in the picture? (Phil with some of his old toys: a
• Have the flashcard (number 8) of play the guitar in
whale, an ant, a flamingo, an otter, an eagle and a
frog).
word of the day? It’s not a physical activity. It’s
something you do when you want to make music.
common sound in the sentence (/´/).
picture of play the guitar in the corner of the board.
• Explain that they are going hear Phil practising the
Ask How do you spell play the guitar? Write the
tongue twister and they should repeat what is said.
letters on the board as the pupils call them out.
• Show the word card of play the guitar to confirm that
they got it right. Put the word card face down on the CD1
board under the flashcard. Listen and read. Say.

51
Main activities An ant, too …
Revision game: Who says what? An eagle and an ant, too …
An otter, an eagle and an ant, too …
• Write It’s an anteater. and He’s got chocolate on his A flamingo, an otter, an eagle and an ant, too …
nose. on the board. Ask Do you remember the story? A whale and a flamingo, an otter, an eagle and an
Who says ‘It’s an anteater’? (Zack) Listen to the ant, too …
pupils’ suggestions, but don’t confirm the answer. A frog, a whale and a flamingo. An otter, an eagle
Ask And who says ‘He’s got chocolate on his nose’? and an ant, too …
(Kate) Again, listen to their suggestions, but don’t Look! A frog, a whale and a flamingo. An otter, an
confirm the answer. eagle and an ant, too.
• Say Look at the story on page 15 of your Pupil’s
Book to find out if you’re right. • Allow the pupils to enjoy saying the tongue twister on
• When everybody has confirmed the answers, repeat their own. Listen to a few pupils say it out loud and
the activity with other sentences from the story. Get congratulate them on their improved pronunciation.

CD1
Listen and read.
52
Clare: Phil’s favourite animal.

Phil: My favourite animal is grey. It lives on
land. It runs and swims, but it doesn’t
climb trees. It isn’t a predator. It eats
plants.
What is it?
Phil: Clare’s favourite animal.
Clare: My favourite animal is green. It lives in
trees. It climbs and runs, but it doesn’t fly
or swim. It’s a predator. It eats insects
and leaves.
What is it?
Answers:
What’s Phil’s favourite animal? (elephant)
What’s Clare’s favourite animal? (iguana)
Read and write about your favourite animal.

(PB page 16, activity 15)
write about your favourite animal.). Check
comprehension. Explain that pupils are going to write
a description of their favourite animal similar to the
ones written by Phil, Clare and by David in this
activity.
• Ask the pupils to look at David’s questionnaire.
Invent and write your own rhyme. Draw it. Check comprehension. Ask Does David’s animal live
(AB page 21, activity 20) on land? Does it climb? etc.
• Ask the pupils to open their Activity Books at page • Ask volunteers to read David’s description out loud.
21. Ask a volunteer to read the instruction (Invent and Point out that David used the answers from his
write your own rhyme. Draw it.). Check questionnaire to write his description.
comprehension. Explain that the pupils can complete • Ask the pupils to guess what David’s favourite animal
the rhyme with the names of four animals of their is (a whale).
choice. But they must look carefully at a and an and Read and complete. Look at Activity 15, Pupil’s
think about whether the animals should begin with a Book page 16 and check. (AB page 21, activity 21)
vowel or not.
• The pupils can then illustrate their rhymes and read • Ask a volunteer to read the instruction (Read and
them out to the class. complete. Look at Activity 15, Pupil’s Book page 16
and check). Check comprehension. Explain that this is
Listen and read. (PB page 16, activity 14) David’s text from the Pupil’s Book, but there are some
• Ask a volunteer to read the instruction (Listen and words missing. Tell the pupils to complete the
read.). Check comprehension. Explain that pupils description from memory using the words from the box.
must listen to Phil and Clare talking about what their • Tell them to look at the text in the Pupil’s Book to
favourite animals are and read the magazine page to check their answers.
answer the question in the flash. Ask a volunteer to Answers:
read the question in the flash (What are Phil and My favourite animal is black and white. It lives in
Clare’s favourite animals? ). Check comprehension. water. It doesn’t run, climb trees or fly, but it swims.
Say Let’s listen about Phil first. It’s a predator. It eats seals and fish. What is it?
• Play CD 1 (Track 52) and tell the pupils to follow the
text in their books as they listen. Pause after Phil and
encourage the pupils to pick his favourite animal
from the photos on the right of the text.
• Check the answer together, then play Clare’s and
repeat the activity for her.

Answer the questions. Write about your Closing activities

favourite animal. (AB page 21, activity 22) What time is it?
• Explain that, before writing their descriptions, the
pupils should fill in the questionnaire to guide their
writing. Start this together. Read the first category:
colour(s). Get the pupils to write in the colour. Then
give them time to complete the rest. Help with any Let’s remember the word of the day
language they need.
day? and elicit the answer (play the guitar). Then ask
Teacher’s tip: Make sure the pupils keep the name
of the animal a secret so that other pupils can read it
the phrase. Keep nominating pupils until someone
and guess what the animal is.
spells it correctly. Turn over the word card. Say Well
• When writing their descriptions, encourage the pupils
to use Phil’s, Clare’s and David’s descriptions as
Extra activity: Reading in public
models.
Ask volunteers to read out their texts from activity 15
• Go round offering help where necessary. Ask the
to the rest of the class. Give them preparation time.
Make the activity special by orchestrating generous
so that you can have a look.
applause after each text has been read. Challenge
the other pupils to guess the animal.
Teacher’s tip: Ask the pupils to write about their
animal on a piece of paper and to then copy it into
their Activity Books after you have looked at it and
made any necessary corrections. They can then Homework suggestion: Revise for the evaluation
exchange their texts with other pupils, who can Revise the vocabulary of this unit by studying the
guess the name of the animal. bilingual dictionary on page 24.
Fast finisher tips: 1 Put fast finishers into pairs. Tell

them to look at the bilingual dictionary on page 24 of
the Activity Book. Encourage them to test each
other’s spelling, by asking How do you spell … ?
Answer:
(table, orange, yo-yo, spider) TOYS


Lesson 8
Learning objectives
and achievements
Productive language
Vocabulary
Structures
Materials
• Activity Book, pages 22, 23 and 24
• CD 1
• DVD (optional)
Opening activities
EXAMPLE QUESTIONS
Play Word of the day What colour is Peter the anteater on page 15?
• Explain that as today’s lesson is an evaluation lesson What colour is the cartoon ant on page 16?
there is no phrase of the day. How many animals are in Food Chain 2 on page 13?
How many animals are on page 12?
Tongue twister revision Where’s the iguana on page 14?
• Ask Who can remember the tongue twister from the Where’s the giraffe on page 14?
last lesson? Nominate pupils to say the tongue What’s Clare’s favourite animal? Page 15.
twister from memory. Elicit help from the rest of the What’s Zack’s favourite animal? Page 12.
class until they are able to say it. Ask everybody to Does the seal eat plants? Page 13.
breathe in deeply and say the tongue twister all Does the otter climb? Page 12.
together for the last time.
Teacher’s tip: Nominate a sensible pupil to keep the
Revision game: Flick and find score on the board. Only accept one answer from
• Tell the pupils you are going to play a game using the each team to avoid random calling out. Give a point
Pupil’s Book. Make sure they have their books ready. to the other team(s) if somebody calls out an answer
Divide the class into two or three teams, giving each without being nominated to do so.
team a name.
• Flicking through Unit 2 of the Pupil’s Book at random, Play a dictionary game
ask the teams questions. In their teams, the pupils
have to race to find the answers, putting up their • Ask the pupils to turn to the bilingual dictionary for
hands when they know the correct answer. Unit 2 on page 24. Ask What’s … in (L1)? What’s … in
English? Having modelled the activity with the class,
drill the pronunciation of the question and then get
the pupils to test each other in pairs or threes.

Answers:
Teacher’s tip: While the pupils are testing each 1 next to 2 opposite 3 between
other’s vocabulary, take the opportunity to see if
there are any translations that the pupils have not Complete the tables. (AB page 22, activity 3)
been able to write into their dictionaries. Offer help • Ask a volunteer to read the instruction (Complete the
where necessary. tables.). Check comprehension. Explain that the
pupils must fill in the gaps in the tables.
Preparing for the revision • Check together.
• Explain that today is a revision day – an opportunity Answers:

for the pupils to show how much they have learnt in 1 It 2 lives 3 This 4 doesn’t 5 eat 6 Does 7 this
Unit 2. Say Look at page 22 in your Activity Books. 8 live 9 does
Write and match. (AB page 22, activity 1) Write the dialogue. (AB page 23, activity 4)
• Ask a volunteer to read the instruction (Write and • Ask the pupils to look at the picture. Explain that Kate
match.). Check comprehension. Explain that the pupils and Tim are talking about the iguana.
must rearrange the anagrams to spell the names of • Explain to the pupils that the words are all sentences
the animals. Then they have to draw lines to match in the dialogue, but the words and punctuation are in
the animal words to the corresponding pictures. the wrong order. Explain that they have to reorder the
• Check together. Nominate pupils to read out their words to make the sentences.
answers. • Check together. Nominate pupils to read out their
answers.
Answers:
1 ant g 2 frog b 3 whale a 4 eagle h 5 otter e Answers:
6 iguana f 7 spider d 8 anteater c 1 Does your iguana eat chocolate?
2 No, it doesn’t.
Look and complete. (AB page 22, activity 2) 3 It eats insects and leaves.
• Ask a volunteer to read the instruction. Check 4 Does it live on land?
comprehension. Explain that the pupils must study 5 No, it doesn’t.
the pictures and complete the sentences so that they 6 It lives in trees.
are true.
• Check together. Nominate pupils to read out their
answers.

Read and circle the correct words. Listen and Fast finisher tips: 1 Encourage fast finishers to
check. Act out. (AB page 23, activity 3) continue testing their vocabulary with the dictionary
• Ask Who can you see in the picture? (Clare and Zack) on page 24.
What’s Clare doing? (talking to Zack). Focus on the 2 Pupil’s complete any of the code words that have
dialogue and explain that this is Clare’s interview not yet been completed in this unit.
with Zack, but there are too many verbs in each
sentence. Tell the pupils to read it and circle the
correct word. Time to choose
• Give the pupils enough time to do this. Check
together by listening to CD 1 (Track 53). • With the time remaining choose an activity from the
following:
CD1
Read and circle the correct words. Listen
53 and check. Act out. Extra activity: Choose a photocopiable worksheet
from and Reinforcement, Extension and Grammar
Clare: Does this frog live on land?
worksheets at the end of this unit (see pages 28–33).
Zack: No, it doesn’t. It lives in trees next to water.
Clare: Does it swim? Project work: Choose a project from the suggestions
Zack: Yes, it does. made in the Project bank at the end of this unit (see
Clare: Does it eat fish or insects? page 27).
Zack: It eats insects but it doesn’t eat fish.
Use the DVD: See DVD photocopiables for this unit
• Once you have confirmed the answers, ask pupils to in the photocopiable resources section.
and read it again.
Find Out about Grammar Booklet:
Write the sentences in your language. (AB Refer pupils to the Grammar Booklet, pages 4 and 5.
Answers:
• Tell the pupils to translate the sentences into their
1 1 swims 2 doesn’t swim 3 jumps 4 doesn’t live
own language.
5 eats 6 doesn’t live
• Sign the pupils’ pages if you are confident they have
2 1 Does this elephant eat meat? No, it doesn’t.
2 Does this eagle eat plants? Yes, it does.
• The pupils have now successfully completed Unit 2 of
3 Does your sister play computer games? No, she
doesn’t.
in the sentence at the bottom of the page to assess
4 Does this frog live in the sea? Yes, it does.
5 Does Tim live in a house? No, he doesn’t.
6 Does Clare eat fruit? Yes, she does.
3 1 doesn’t 2 doesn’t 3 swims
4 lives 5 doesn’t 6 live
Closing activities
What time is it?
Congratulations!
• Congratulate the pupils on completing the unit.

The animal kingdom Project bank Unit 2
PROJECT 1 • Once they have decided on the layout, they can draw
cages or enclosures on the card and stick the pictures
Make and write a mini-book of the animals into them, with the corresponding
texts.
• Explain to the pupils that they are going to make a • Finally, the pupils can add features to their zoos to
mini-book about predators. If possible, show them a make them look more authentic, such as a café,
mini-book that you or a pupil have already made. trees, benches and paths, etc.
• Give each pupil a sheet of plain A4 paper. Tell them
how to fold the paper. Refer to page 28 of Unit 1 for
instructions on how to make a mini-book.
them to give their book a title and to write it on the
cover. They can then write about predators on the
remaining pages. If necessary, write the following
model on the board for them to use as a guide:
cover: My book of predators

by (pupil’s name)
page 2: This is an otter. It eats fish and frogs.
page 3: This is a shark. It eats fish and seals. PROJECT 3
page 4: This is an eagle. It eats anteaters and
iguanas. Write an acrostic poem
page 5: This is a lion. It eats zebras.
page 6: This is a spider. It eats insects. You will need: pens, paper, some pictures of animals.
page 7: This is a fox. It eats chickens.
page 8: This is my favourite predator. It’s a wolf. It • Make sure the pupils know what an acrostic poem is
eats sheep. by showing them the following example, or by
creating one with the pupils on the board.
• The pupils can illustrate their books with drawings or
pictures cut out from magazines. These animals are all types of …
PROJECT 2
l i z a r d
Design a mini-zoo
s n a k e
You will need: a large piece of card, pictures of animals,
glue, pens and paper. t e r r a p i n
• Explain to the pupils that they are going to design a t o r t o i s e

mini-zoo. Put the pupils into small groups and get
them to decide which twelve animals they would like i g u a n a
in their zoo.
• The pupils can then find pictures of their animals and t u r t l e
information on the Internet or in magazines. Tell them
to write a short paragraph about each animal, e.g. c r o c o d i l e
This is a panda. It lives in trees in Asia. It eats
bamboo.
• The pupils now have to decide on the design and
layout of their zoo by placing the animal pictures next • Ask the pupils to write their own acrostic poems with
to each other on a large piece of card. They must not other categories of animal, e.g. birds, mammals, fish,
put any predators next to prey. insects, etc.

Name:
Class:
1 Write the words.
ant iguana spider whale anteater frog eagle otter
1 2 3
spider
This is a _________________. This is an ________________. This is a _________________.
4 5 6
This is an ________________. This is a _________________. This is an _______________.

7 8
This is an ________________. This is an _________________.
2 Read and circle the correct animal.

1 This animal is brown and red. 2 This animal is green.
It’s got eight legs. It’s got four legs.
spider / iguana otter / frog
3 This animal is grey and white. 4 This animal is brown.

It’s got two legs. It’s got four legs.
eagle / anteater whale / otter
3 Read and circle the correct word.
1 This whale live / lives in the sea.

2 This otter doesn’t fly, it swim / swims.
3 This anteater eats / eat ants.
4 This iguana climb / climbs trees.
5 This eagle live / lives in trees.
PH
6 This ant eat / eats plants.

OT
OC
OP

IA
BL
E
107
Name:
Class:
4 Write the questions. Look and write the answers.
1 climb / trees / it / Does / ? /

Does it climb trees?
__________________________________________________ No, it doesn’t.
__________________________
2 it / ? / Does / on / live / land /
__________________________________________________ __________________________.
3 birds / Does / eat / ? / it /
__________________________________________________ __________________________.
4 ? / plants / Does / it / eat /
__________________________________________________ __________________________.
5 Look at the picture. Write T (true) or F (false).
1 The tiger’s next to the flamingo. F

2 The tiger’s between the whale and
the lion.
3 The seal’s opposite the flamingo.
4 The tiger’s opposite the flamingo.
5 The giraffe’s next to the lion.
6 The flamingo’s between the seal and
the whale.
6 Look at the pictures and complete the sentences.
next to opposite between
next to the lion.

1 The zookeeper’s __________ 1 2
2 The zookeeper’s __________ two seals.
3 The zookeeper’s __________ the flamingo. 3 4
4 The ant’s __________ two spiders.

5 6
5 The lion’s __________ the tiger.
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1 Find and circle. Write the animals.

A N T E A T E R S
W N X F G I A U P
ant
1 _______________ H O T T E R G J I
8 _________________
A A S C F L L F D
L R S C D R E S E
2 _______________ E T N V F M O F R
7 _________________
I G U A N A N G B
3 _______________ 6 _________________
4 _______________ 5 _______________

____________________________________ What can it be?
____________________________________ It flies but it doesn’t climb.
____________________________________ Is it the eagle, the ant or the iguana?
____________________________________ This animal lives in trees.
3 What animal is it? Read and write.

How many legs has it got?
It’s got four legs.
Does it fly?
No, it doesn’t.
Does it swim?
Yes, it does.
Does it jump?
Yes, it does.
Does it eat insects?

Yes, it does.
Is it a ________________ ?
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1 it / Does / ? / fly
Does it fly?
__________________________________ No, it doesn’t.
_________________
2 swim / Does / it / ?
__________________________________ _________________.
3 trees / ? / live / Does / it / in
__________________________________ _________________.
4 meat / Does / eat / ? / it
__________________________________ _________________.
5 swim / it / Does / ?
__________________________________ _________________.
6 it / ? / Does / plants / eat
__________________________________ _________________.
5 Read and write the animals.
1 The elephant’s next to the giraffe. 4 The whale’s next to the tiger.
2 The tiger’s opposite the giraffe. 5 The seal’s next to the whale.
3 The elephant’s between the giraffe and the otter.
1 giraffe
_________________ 2 _________________ 3 _________________
4 _________________ 5 _________________ 6 _________________
6 Write three sentences.
1 The whale’s between __________________________________________________________ .
2 The otter’s _____________________________________________________________________ .

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Present Simple – 3rd person
This otter lives on land.
It eats fish.
This otter eat plants.

doesn’t
It live in water.
1 Complete the sentences with the correct form of the verb.
1 – doesn’t live (live) in water.

This frog ____________________
2 + This spider ____________________ (run) but it doesn’t swim.
3 – This ant ____________________ (eat) fish.
4 + This iguana ____________________ (live) in trees.
5 – This ant ____________________ (swim), it runs.
6 + This eagle ____________________ (eat) anteaters.

1 This anteater eats / eat ants.
2 This otter eat / eats fish.
3 This whale doesn’t live / lives on land.
4 This eagle doesn’t swim / swims.
5 This otter swim / swims and run / runs.
6 This whale doesn’t eat / eats plants.
3 Write sentences.
This frog lives in trees.

1 _____________________________________________
1 lives in trees → ✓ This frog
2 _____________________________________________ .
2 eats insects → ✓
3 _____________________________________________ .
3 eats plants → ✗ 4 _____________________________________________ .
4 climbs trees → ✓
5 _____________________________________________ .
5 swims → ✓
6 _____________________________________________ .
6 flies → ✗
7 _____________________________________________ .
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Present Simple – 3rd person
this otter live in water
Does ?
it eat fish
Yes, it does.
No, it doesn’t.
4 Write the questions and answers.

1 it / Does / ? / swim
Does it swim?
_____________________________ Yes, it does.
_________________
2 in / ? / water / Does / it / live
_____________________________ _________________ .
3 live / Does / it / ? / in / trees
_____________________________ _________________ .
4 ? / eat / fish / it / Does
_____________________________ _________________ .
5 run / Does / ? / it
_____________________________ _________________ .
5 Look at Activity 4. Write sentences.

This seal swims.
1 ____________________________________________________
2 ____________________________________________________ .
3 ____________________________________________________ .
4 ____________________________________________________ .
5 ____________________________________________________ .
1 Does this otter lives / live in water?
2 Does this eagle eat / eats plants?
3 Does this frog climbs / climb trees?
4 Does this whale eat / eats fish?
5 Does this iguana lives / live in trees?

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Listening 5 Read and put a tick or a cross.
Pupils read the text about whales and use the information to
CD4 put a tick or a cross in the table.
Listen and tick the correct picture. (1 point for each correct answer. Total 4 points)
20
Answers
They listen to the recording twice. sea tree fish seal plant
✓ ✗ ✓ ✓ ✗
Tapescript (example)
Number 1: This is an otter.
Number 2: This is a frog. 6 Read and write the animals.
Number 3: This is an anteater. Pupils read the sentences and write the names of the animals
Number 4: This is an iguana. on the zoo plan.
Number 5: This is an ant. (1 point for each correct answer. Total 6 points)
Number 6: This is an eagle.
Number 7: This is a spider. Answers
Number 8: This is a whale. a elephant (example), b giraffe, c anteater, d frog, e seal,
f whale, g lion, h spider
Answers
1 a (example), 2 a, 3 a, 4 b, 5 b, 6 a, 7 a, 8 b Writing
CD4 Pupils write the names of the animals underneath the
Listen and put a tick or a cross. illustrations.
21
2 Pupils listen and tick or cross the chart accordingly.
(1 point for each correct answer. Total 6 points) Answers
1 otter (example), 2 frog, 3 ant, 4 spider, 5 eagle,
Tapescript 6 anteater, 7 iguana, 8 whale
Otters live on land and near water. They eat lots of things.
They eat frogs. They eat birds and they eat fish. Fish is an 8 Complete.
otter’s favourite food. They don’t eat plants or insects – they Pupils read the grammar table and complete the missing verbs.
don’t like spiders or ants. They don’t climb trees. (1 point for each correct answer. Total 3 points)
Answers
frogs birds fish plants spiders ants trees 1 This otter eats fish. (example)
2 This otter doesn’t eat plants.
✓ ✓ ✓ ✗ ✗ ✗ ✗ 3 Does this otter live in trees?
(example) 4 No, it doesn’t.
9 Write sentences.
Pupils use the sentence cues to make sentences. They may
CD4
have to change the verb form or add words in order to do
Listen and put the pictures in order. this.
22
3 Pupils listen to the sentences and write a number in the box
under each picture. They listen to the recording twice. Answers
(1 point for each correct answer. Total 7 points) 1 This giraffe doesn’t eat meat. (example).
2 This giraffe doesn’t live in the sea.
Tapescript 3 This giraffe eats plants.
Number 1: The anteater is opposite the iguana. 4 This giraffe lives on land.
Number 2: The ant is between the anteaters. 5 This giraffe doesn’t eat fish.
Number 3: The otter is opposite the frog. 6 This giraffe doesn’t eat insects.
Number 4: The lion is next to the tiger.
Number 5: The zookeeper is between the lion and the tiger. 10 Write the questions and answers.
Number 6: The eagle is opposite the giraffe. Pupils order the questions about whales. They then answer
Number 7: The ant is next to the spider. the questions using Yes, it does or No, it doesn’t.
Number 8: The otter is next to the frog. (1 point for each correct answer- 1 for the question formed
correctly and 1 for the answer. Total 6 points)
Answers
1 d (example), 2 b, 3 f, 4 c, 5 e, 6 a, 7 g, 8 h Answers
1 Does this whale eat fish? Yes, it does. (example)
Reading 2 Does it live in the sea? Yes, it does.
4 Read and write the letters. 3 Does it eat insects? No, it doesn’t.
Pupils read the texts and write the corresponding letter at the 4 Does it live in trees? No, it doesn’t.
end of the text.
(2 points for each correct answer. Total 10 points)
Answers
1 b (example), 2 e, 3 c, 4 d, 5 a, 6 f

11 Write sentences. Sentences

Pupils write five sentences using the information given. Point to one of the animals in Part 1 of the speaking test
(1 point for each correct sentence. Total 5 points) and ask the pupil the questions:
What does this animal eat? Where does this animal live?
Answers Prompt the pupil to give three full sentences.
1 This eagle lives in trees. Then look at Part 2 of the test and ask them Where’s the
2 It eats anteaters. whale? Where’s the lion? Where’s the eagle? Prompt them
3 It doesn’t eat plants. to give full answers using prepositions next to / opposite /
4 It doesn’t swim. between.
5 It flies. (1 point for each sentence – three sentences from Part 1 and
6 It doesn’t run. three sentences from Part 2. Total 6 points)
12 Look and write. Questions

Pupils look at the layout of the zoo and complete the Tell the pupil to choose an animal but not to tell you what
sentences using an appropriate preposition. animal it is. Ask the pupil questions Where does it live? What
(1 point for each correct answer. Total 4 points) does it eat? Does it live in the sea? Does it fly? and guess
which animal the pupil has chosen. This acts as a model
Answers before they have to ask you the questions. You choose an
1 opposite (example) animal and they then have to ask questions to guess the
2 between animal. They have to ask a minimum of 6 questions, so you
3 next to may have to choose more than one animal.
4 opposite (1 point for each question. Total 6 points)
5 between
Pronunciation rhyme
Point to the Sound check! activity for the unit (PB page 16),
and prompt the pupil to say the rhyme Look! A frog, a whale
and a flamingo. An otter, an eagle and an ant, too.
Speaking (optional) (1 point for the pronunciation of individual sounds, 1 point
for rhythm and intonation, 1 point for evidence of the linking
Material: 1 copy of speaking test (page 40) and PB page 16 of sounds with the use of ‘an’. Total 3 points)
Sound check!
Total for speaking test: 20 points
Vocabulary
Point to five of the animals in Part 1 and ask the pupil What Total for listening, reading, writing and speaking sections of
animal is this? (a spider, an otter, an eagle, an ant, a whale, test: 90 points
an anteater, an iguana, a frog).
(1 point for each answer. Total 5 points)

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Test Unit 2
CD4
1 20
1 2 3 4
a ✓ b a b a b a b
5 6 7 8
a b a b a b a b
CD4 7
2 21
✓
CD4
3 22
Listen and put the pictures in order. 6
a b c d
1
e f g h
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Test Unit 2
4 Read and write the letters.
1 This animal is green. It 2 This animal is black. 3 This animal is grey

eats plants. It’s got six legs. and white. It’s got
b It eats plants. two legs. It flies.
4 This animal is brown 5 This animal is black 6 This animal is

and red. It’s got eight and white. It eats brown. It’s got four
legs. It lives on land. seals. It lives in water. legs. It eats ants.
a b c d e f
10
5 Read and put a tick or a cross.
Whales
This whale lives in
the sea. It doesn’t
live in trees. It eats
fish and it eats
seals. It doesn’t
eat plants.
4
a ______________
elephant e ______________ 1 The seal’s opposite the elephant.
2 The whale’s next to the seal.
b ______________ f ______________ 3 The whale’s between the lion
and the seal.
4 The lion’s opposite the anteater.

c ______________ g ______________ 5 The giraffe’s between the
elephant and the anteater.
6 The frog’s next to the anteater.

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Test
✓✓ Unit 2
1 2 3 4
otter This is a __________.

This is an __________. This is an __________. This is a __________.
5 6 7 8
This is an __________. This is an __________. This is an __________. This is a ______________.
7
8 Complete.
+ 1 eats fish.
This otter __________
– 2 This otter _________________ eat plants.
? 3 __________ this otter live in trees? 4 No, it ______________ .

3
9 Write sentences.
1 This giraffe / eat / meat

– This giraffe doesn’t eat meat.
________________________________________________________________
2 This giraffe / live / in the sea
– ________________________________________________________________ .
3 This giraffe / eat / plants
+ ________________________________________________________________ .
4 This giraffe / live / on land
+ ________________________________________________________________ .
5 This giraffe / eat / fish
– ________________________________________________________________ .
6 This giraffe / eat / insects
–
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Test
✓✓ Unit 2
1 whale / ? / Does / this / fish / eat

Does this whale eat fish?
______________________________________________ Yes, it does.
_______________
2 sea / live / in / the / it / ? / Does
______________________________________________ _______________ .
3 eat / ? / Does / it / insects
______________________________________________ _______________ .
4 live / Does / it / in / trees / ? /
______________________________________________ _______________ .
6
11 Write sentences.
1 lives in trees ✓ 1 This eagle lives in trees.

___________________________________________
2 eats anteaters ✓ 2 ___________________________________________ .

3 eats plants ✗ 3 ___________________________________________ .
4 swims ✗ 4 ___________________________________________ .
5 flies ✓ 5 ___________________________________________ .
6 runs ✗ 6 ___________________________________________ .
5
12 Look and write.
opposite the lion.

1 The anteater’s _______________
2 The anteater’s _______________ the elephant
and the seal.
3 The seal’s _______________ the anteater.

4 The elephant’s _______________ the otter.
5 The lion’s _______________ the otter and the
iguana. 4
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Test
✓✓ Unit 2
Part 1
Part 2
TOTAL
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The animal kingdom

I can …
… say more than six of these words.

… write more than six of these words.


… use and understand the Present simple – 3rd person.
… sing The animal song.

… sing the Predators and prey song.
… say Look! A frog, a whale and a flamingo. An otter,
an eagle and an ant, too. with good pronunciation.
… read and understand about food chains.

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Reinforcement worksheets 3 Read and write. What animal is it?
1 Write the words. Answer: It’s a frog.
1 spider (example) 4 Write the questions. Look and write the answers.
2 eagle 1 Does it fly? No, it doesn’t. (example)
3 whale 2 Does it swim? No, it doesn’t.
4 anteater 3 Does it live in trees? No, it doesn’t.
5 frog 4 Does it eat meat? Yes, it does.
6 otter 5 Does it jump? Yes, it does.
7 iguana 6 Does it eat plants? No, it doesn’t.
8 ant
2 Read and circle the correct animal. 1 giraffe (example)
1 spider (example) 2 elephant
2 frog 3 otter
3 eagle 4 tiger
4 otter 5 whale
3 Read and circle the correct word. 6 seal
1 lives (example) 6 Write three sentences.
2 swims 1 The whale’s between the seal and the tiger.
3 eats 2 The Otter’s next to the elephant / opposite the seal.
4 climbs 3 The elephant’s opposite the whale / next to the otter.
5 lives
6 eats Grammar worksheets
4 Write the questions. Look and write the answers. 1 Complete the sentences with the correct form of the verb.
1 Does it climb trees? No, it doesn’t. (example) 1 This frog doesn’t live in water. (example)
2 Does it live on land? No, it doesn’t. 2 This spider runs but it doesn’t swim.
3 Does it eat birds? No, it doesn’t. 3 This ant doesn’t eat fish.
4 Does it eat plants? Yes, it does. 4 This iguana lives in trees.
5 This ant doesn’t swim, it runs.
5 Look at the picture. Write (T) true or (F) false ?
6 This eagle eats eats anteaters.
1 F (example)
2T 2 Read and circle the correct words.
3F 1 This anteater eats ants. (example)
4T 2 This otter eats fish.
5F 3 This whale doesn’t live on land.
6F 4 This eagle doesn’t swim.
6 Look at the pictures and complete the sentences. 5 This otter swims and runs.
1 next to (example) 6 This whale doesn’t eat plants.
2 between 3 Write sentences.
3 opposite 1 This frog lives in trees. (example)
4 between 2 This frog eats insects.
5 next to 3 This frog doesn’t eat plants.
6 opposite 4 This frog climbs trees.
5 This frog swims.
Extension worksheets 6 This frog doesn’t fly.
1 Find and circle. Write the animals. 6 This frog doesn’t run.
A N T E A T E R S 4 Write the questions and answers.
W N X F G I A U P 1 Does it swim? Yes, it does. (example)
2 Does it live in water? Yes, it does.
H O T T E R G J I 3 Does it live in trees? No, it doesn’t.
A A S C F L L F D 4 Does it eat fish? Yes, it does.
L R S C D R E S E 5 Does it run? No, it doesn’t.
E T N V F M O F R 5 Look at Activity 4. Write sentences.
I G U A N A N G B 1 This seal swims.
2 This seal lives in water.
1 ant (example) 3 This seal doesn’t live in trees.
2 otter 4 This seal eats fish.
3 whale 5 This seal doesn’t run.
4 frog
5 spider
1 Does this otter live in water (example)?
6 eagle
2 Does this eagle eat plants?
7 anteater
3 Does this frog climb trees?
8 iguana
4 Does this whale eat fish?
2 Complete the song. 5 Does this iguana live in trees?
Pupils can also check their answers on page 11 of the PB. 6 Does this anteater swim?
It flies but it doesn’t climb.
What can it be?
Is it the eagle, the ant or the iguana?

3 Around the world
Learning objectives • I live in (Portugal).

• Where’s (China)?
• Understand and use appropriate classroom language • What do people speak in (China)?
• Learn and sing songs
• Play a memory game to learn where countries are Receptive language
on a world map
• Read and act out a dialogue • Labels
• Learn and understand the Present simple - to be • Brazil, the USA, Japan
• Read and understand short informative texts about • Computers, cocoa, games and toys, cotton, puzzle
where things are from • Chocolate, computer game
• Learn the six continents and which countries are in
which Recycled language
• Read and understand a story • T-shirt
• Identify how many syllables a word has got
• Find out and write about where a friend is from, Pronunciation
what languages they speak and where they want to
travel to Sounds
• Make and write a mini-book • Sound check! Counting syllables and identifying
• Colour a map of English-, Spanish- and Chinese- which one is stressed: Spain’s got one. China’s got
speaking countries two. Portugal’s got three. Australia’s got four. 1
• Break a code syllable, 2 syllables, 3 syllables, 4!
Stress and rhythm
Key language • Are you happy? chant
• We speak English song
Vocabulary
• I want to travel song
• Portugal, Spain, China, Australia, Portuguese,
Spanish, Chinese, English Socio-cultural aspects
• Africa, Asia, North America, South America, • Show interest in where people are from, where they
Australia, Europe live and the languages they speak
Structures • Show interest in where the things we use every day
come from
• Where are you from? • Show interest in learning English
• Where’s he / she from? • Be willing to participate in class
• I’m/ He’s / She’s from (Australia). • Show interest in the accuracy and correction of
• I’m not / He / She isn’t from (Portugal). written work
• This (puzzle) is from (China).
• (Brazil) grows lots of (cocoa). Cross-curricular content
• I/ He/ She speak(s) (Chinese).
• Do you speak (Spanish)? Geography: Find out about where things are from
• I want to travel to Africa. Multi-cultural awareness
• Do you want to travel around the world with me? • Continents: Find out which countries are in which
• Where do you live? continents

Answer keys page 42

Dear Parent/Carer
Your child is about to start Unit 3 of their English coursebook Find Out! 5. The topic of this unit is people and
languages from around the world.
In Unit 3 your child will be introduced to the We speak English song and the I want to travel song.
We speak English I want to travel

I’m from China. I want to travel to Africa.
I speak Chinese. I want to travel to Australia.
But I speak English, too. I want to travel to Europe and
How about you? All around the world.
I’m from Spain. I want to travel to Asia,
I speak Spanish. North and South America.
But I speak English, too. Do you want to travel
How about you? Around the world with me?
I’m from Portugal.
I speak Portuguese.
But I speak English, too.
How about you?
I’m from Australia.
I speak English.
But I speak Spanish, too.
How about you?
In addition your child will talk about where everyday objects came from, read and act out a dialogue, review
the Present simple – to be, play a game, learn about the continents, read and listen to the story The concert
(Stories and Songs CD, Track 11), practise identifying the number of syllables in words, and write about a
friend.
Thank you again for your help in making learning English as enjoyable and successful as possible for your
child.
Yours
Class teacher
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3 Around the world

Lesson 1
Learning objectives
• Learn a song
• Extend the pupils’ knowledge of countries around
the world through playing a memory game
Productive language
Vocabulary
• Portugal, Spain, China, Australia, Portuguese,
Spanish, Chinese, English
Structures
• I’m from (Spain).
• I speak (Spanish).
Revised structures
• Where’s (Portugal)?
• What do people speak in (China)?
Materials
• Word card: 21
• A world map
• CD 2

Opening activities
• Have the flashcard (number 22) of a frog in your hand
Revision chant 3: Are you happy? and the word card ready. Ask What’s the word of the
• Explain to the pupils that they are going to learn a day? It’s an animal. It swims and jumps. It lives next
new chant which they will repeat at the beginning of to water. It begins with /f/. When the pupils have
each lesson in this unit. Say Let’s listen to the Find guessed correctly, put the picture of a frog in the
Out! team singing the chant with Mr Green. Play CD corner of the board. Ask How do you spell a frog?
2 (Track 1). Write the letters on the board as the pupils say them.
• Show the word card of a frog to confirm that they got
CD2
Chant 3: Are you happy? it right. Put the word card face down on the board
1 under the flashcard.
Mr Green: Are you here? Main activities
Pupils: Yes, we’re here.
Mr Green: Are you happy?
Pupils: Yes, we’re happy. • Say Today we are starting a new unit. Let’s listen to
Mr Green: Are you ready? the Find Out! team to find out what the theme is this
Pupils: Yes, we’re ready. time. Listen carefully. Play CD 2 (Track 2).
Mr Green: Are you sure? CD2
Pupils: Yes, we’re sure. Let’s find out! chant
Mr Green: Good. Then let’s begin. 2
• Say Mr Green says ‘Are you here?’ And the pupils Mr Green: I’ve got a new theme for the magazine.
say … ? Elicit the answer from the pupils (Yes, we’re Tim, Kate,
here.). Repeat with the other lines of the chant and, if Phil, Clare: Tell us, Mr Green. What’s the theme for
necessary, write the structure on the board: Yes, the magazine?
we’re here / happy / ready. Mr Green: The theme for the magazine is ... around
• Say Let’s listen again and sing. Play the track again. the world. Let’s find out about people
Encourage the pupils to join in. and things around the world!
• Ask What’s the theme? (around the world). Check
comprehension.


• Bring a map of the world into class and stick it on the
board. Ask What’s this? (a map, the world, Earth).
Draw a line across the middle of the map. Say This is
the equator.
• Ask Where’s Spain? Invite a volunteer to come and
mark Spain on the map. Write a number 1 where
Spain is and then put the flashcard for Spain on the
map, next to the number 1.
• Ask the pupils if they know the names of other
countries in English. Listen to all their suggestions.
Correct their pronunciation as appropriate, but praise
all good attempts to say the words in English.
• Show the pupils the flashcard of Portugal. Ask
What’s the name of this country? (Portugal). Ask a
volunteer to come and mark Portugal on the map.
Write a number 2 where Portugal is on the map and
then put the flashcard on the map, next to number 2.
• Repeat the procedure with Australia (3) and China
(4).
• Point to the flashcard of Spain. Ask What do people
speak in Spain? (Spanish) What do people speak in
Portugal? (Portuguese). Continue with the other
countries. If the pupils don’t know, tell them and ask
them to repeat after you.
Teacher’s tip: Tell the pupils that they are going to

find out a lot about these countries and languages in
this unit of the book. What does he/she speak? Listen to their suggestions
but do not confirm yet.
Listen to the CD. Repeat and point • Ask What’s the song called? (We speak English).
• When all the flashcards are on the map, tell the • Follow the three steps on page 6 of the introductory
pupils that they are going to hear the countries and unit for teaching songs.
languages on the CD. Explain that they must listen, • As you finish each verse, ask the pupils to say where
repeat and point to the corresponding flashcard. the pupils are from and what they speak.
Play CD 2 (Track 3). CD2
CD2 We speak English
4
Countries and languages word rap
3
I’m from China.
Spain … Spanish … I speak Chinese.
Portugal … Portuguese … But I speak English, too.
China … Chinese … How about you?
Australia … English … I’m from Spain.
Categorise I speak Spanish.
But I speak English, too.
• Write these headings on the board: Countries, How about you?
Languages. Write the word Languages in a speech
bubble to illustrate it’s meaning. I’m from Portugal.
• Hold up each flashcard at random and encourage the I speak Portuguese.
pupils to call out the country and the language But I speak English, too.
spoken in that country. Then call out the countries How about you?
and languages at random and encourage the pupils I’m from Australia.
to tell you whether each word is a country or a I speak English.
language. But I speak Spanish, too.
Listen and read. Sing. (PB page 17, activity 1) How about you?
Ask them to look at the pupils on the computer. Point
to each one in turn and ask Where’s he/she from?

Play a memory game. (PB page 17, activity 2)

Fast finisher tips: 1 Write the four countries and
• Hold up your book. Say Look! They are playing a languages in alphabetical order.
game. Ask a volunteer to read Clare’s question 2 Fast finishers can break the code at the bottom of
(Where’s Portugal? ). Ask another volunteer to read page 25 in the Activity Book.
Tim’s answer and to point to Portugal on the map.
Answers:
Then ask another two volunteers to read the
(pen, elephant, orange, pencil, lion, eighty) PEOPLE
remaining two speech bubbles.
• Explain that they are going to play the game, using
the countries and languages at the bottom of the Closing activities
page. Ask a volunteer to make the question using
What time is it?
number 2, Spain (Where’s Spain? ). Ask the class to
point to it on the map and to answer (It’s here. • When it’s time to finish, ask What time is it? Elicit the
Number 2.). Continue to play the game for 3 and 4 correct time from the pupils and then say It’s (nearly)
with the class. Get volunteer pupils to ask the time to finish. Put your things away, please.
questions and the class can answer. When you get to
5, model Phil and Kate’s speech bubbles again to Let’s remember the word of the day
remind the pupils of the new question.
• Alternatively, get the pupils to play the game in pairs.
day? and elicit the answer (a frog). Then ask Who
Read and match. (AB page 25, activity 1) wants to spell it? Nominate a volunteer to spell the
25. Ask a volunteer to read the instruction (Read and
match.). Explain that the pupils have to match each
speech bubble in the top row to a picture and a
Extra activity: Get two pupils to come to the front of
speech bubble in the bottom row. Go through the
the classroom. Blindfold them, or position them so
example asking for volunteers to read the bubbles.
that they cannot see the other pupils. Nominate
Elicit that the first bubble tells us which country the
another to read a verse of We speak English. The
person comes from, and the second tells us which
pupils at the front have to guess who is reading.
language the person speaks.
• Check together. Say I’m from Australia. I speak
English, but I speak Spanish, too. Then nominate
pupils to read out the remaining pairs. Homework suggestion: Pupils can write a country
and a language in code using The code breaker picture
Answers:
dictionary on pages 58 and 59 of the Pupil’s Book.
See facsimile page for answers.
1 I’m from Portugal. I speak Portuguese, but I speak
English, too.
2 I’m from China. I speak Chinese, but I speak English,
too.
3 I’m from Spain. I speak Spanish, but I speak English,
too.
4 I’m from Australia. I speak English, but I speak
Spanish, too.

• Ask a volunteer to read the instruction (Find and
circle. Write.). Explain that the pupils have to find and
circle four countries and four languages in the
wordsearch.
• Check together. Tell the pupils to complete the four
sentences using the countries and languages they
found in the wordsearch. Check together by asking
the pupils to read out their sentences.
Answers:
1 People in Portugal speak Portuguese.
2 People in China speak Chinese.
3 People in Australia speak English.
4 People in Spain speak Spanish.

3 Around the world

Lesson 2
Learning objectives
• Act out a dialogue
• Review the Present simple – to be, affirmative and
negative
Productive language
Vocabulary
• Australia, China, Portugal, Spain, Brazil,
• English, Chinese, Portuguese, Spanish
Structures
• Where are you from?
• We speak (Spanish).
• I’m from (Spain).
• She/He’s from (Spain).
• I’m not from (Australia).
• He/She isn’t from (Portugal).
Revised structures
• We live in Madrid.
Materials
• Activity Book, page 26 over a flashcard and a word card. If the two cards
• Flashcards: 16, 23–26, 61 and 62 match, they can move the pair to their side of the
• Word cards: 18, 23–26 board. If they don’t match, they turn them back over.
• CD 2 • Repeat with a team member from the other team.
Continue until all of the cards have been matched.
Revision chant 3: Are you happy? The team with the most wins.
• Say chant 3 Are you happy? from Lesson 1 of this unit

(see page 3). If the pupils need help remembering it, Teaching option: To make the game more
play CD 2 (Track 1). challenging, explain that you will only turn over the
flashcards and word cards if the pupils ask you
Play Word of the day politely. Write Can we have flashcard (1) and word
• Have the flashcard (number 16) of an eagle in your card (B), please? on the board to remind the pupils
hand and the word card ready. Ask What’s the word of how to ask for something politely in English.
the day? It’s a big bird. It’s a predator. When the
pupils have guessed correctly, put the picture of an Sing We speak English
eagle in the corner of the board. Ask How do you spell
an eagle? Write the letters on the board as the pupils • Ask the pupils if they remember the song they learnt
call them out. in Lesson 1. Point to the different flashcards to help
• Show the word card of an eagle to confirm that they recall the lines of the song.
got it right. Put the word card face down on the board • Play CD 2 (Track 4) and encourage them to sing
under the flashcard. along. Repeat as appropriate.
Main activities
Listen and read. Act out. (PB page 18, activity 3)
• Put all the country and language word cards and they think the woman in the picture does. Listen to
flashcards (see Lesson summary box) on the board their suggestions but don’t confirm whether they are
face down. Write the numbers 1–8 next to the right or wrong.
flashcards and the letters A–H next to the word cards. • Say Let’s listen and find out what she does. Play
• Divide the class into two teams and seat them at CD 2 (Track 6).
opposite sides of the classroom. Invite one pupil from
one team to the front of the class. Tell them to turn

CD2
Listen and read. Act out.
6
Today, Kate talks to Jazz. She is the singer in the

international pop group Jazz and John.
• Pause the CD and point to the picture of the woman.
Ask What’s her name? (Jazz) Is she a teacher? (No.
She’s a singer.) What’s the name of her pop group?
(Jazz and John.) Who is John? Guess. If necessary,
point to the box above the dialogue for the pupils to
refer to.
• Say Let’s listen and find out about where Jazz and
John are from. Play the rest of the track.
Kate: Where are you from, Jazz?
Jazz: I’m from Australia.
Kate: How about John? Where’s he from?
Jazz: John isn’t from Australia. He is from
Portugal.
Kate: And where do you live?
Jazz: We live in Madrid, in Spain.
Kate: Oh! Do you speak Spanish?
Jazz: Yes, we do. We speak English and
Portuguese, too.
Kate: Wow! You speak lots of different languages.
Jazz: Yes. It’s important. We’re international pop
stars. Look and compare. Play a game. (Grammar
poster 3 / PB page 18, activity 4)
pupils to follow the text in their Pupil’s Book. • Display the grammar poster for this unit on the wall
• Follow steps 1–4 below to prepare the pupils for or board, where everyone can see it, and ask pupils
acting out the dialogue in pairs. to open their Pupil’s Books at page 18. Point to the
title on the poster and say Look! Today’s grammar is
Step 1 about the Present simple – to be.
Check comprehension • Refer the pupils to the grammar tables on page 18 in
• Check what the pupils have understood. Ask them to their Pupil’s Book and say Let’s make sentences.
look at the dialogue. Ask Where is Jazz from? Focus their attention on the green and red grammar
(Australia) Where is John from? (Portugal) Where do tables. Ask volunteers to read the sentences in these
they live? (Spain) What languages do they speak? tables aloud. Repeat the sentences if necessary to
(English, Spanish and Portuguese). correct their pronunciation. Ask Which words make
the red grammar table negative? (not, isn’t, aren’t).
Step 2 • Point to the Remember! flash on the poster and ask a
Read and repeat each sentence volunteer to read. Explain that I’m and I am have the
• Encourage the pupils to repeat each sentence of the same meaning, but I’m is the contracted form and is
dialogue after you or after the CD. Help them with more widely used in English. The same applies to
pronunciation when necessary. You’re and You are etc.
Step 3 Encourage volunteers to construct affirmative
Read the dialogue together sentences from the green grammar table. The rest of
• Say I’m Jazz and you are Kate. Let’s read the the class can say whether they think the sentences
dialogue together. Read the dialogue. When you are true or false. Then ask volunteers to construct
have finished, say Now I’m Kate and you are Jazz. negative sentences from the red grammar table in the
Let’s read it again. same way. Ensure that the pupils understand that
Step 4 isn’t means is not and aren’t means are not.
• Ask the pupils to read the dialogue in pairs. • Now say Let’s play a game. Use flashcards 61 and 62
Encourage them to read it more than once by to play the game. Divide the class into two teams and
changing roles. get them to hold up the corresponding card as you call
out affirmative and negative sentences constructed
from the poster.
• You could also play a true or false game, where Answers:

individual pupils are asked to construct sentences 1 My name’s Adam. I’m from Portugal. I speak
from the green and red grammar tables and the rest Portuguese, but I speak English, too.
of the class calls out true or false in response. 2 My name’s Emma. I’m from China. I speak Chinese,
but I speak Portuguese, too.
Teaching option: Refer to page xviii in the Introduction 3 My name’s Marc. I’m from Spain. I speak Spanish, but
for more game ideas to play using the grammar poster. I speak Chinese, too.
Draw and write about you. Use the Present

simple–to be. (AB page 26, activity 6)
• Tell the pupils to use the grammar poster for Unit 3
open their Activity Books at page 26. Ask a volunteer
as a guide to their writing. Tell them to write true
to read the instruction (Complete the tables.). Check
sentences. They can then draw (or stick) a portrait of
comprehension. Explain that the pupils must write
themselves in the space provided.
Fast finisher tips: 1 Pupils write a list of all the
have checked the answers. They can work in pairs.
objects they can name in the picture on page 18,
• Check together.
activity 3 of the Pupil’s Book.
Answers 2 Fast finishers can break the code at the bottom of
See Pupil’s Book page 18 for the answers. page 26 in the Activity Book.
Answer:
Listen and match. (AB page 26, activity 4)
(computer, orange, umbrella, ninety, table, ruler,
• Ask a volunteer to read the instruction (Listen and ice cream, eighty, snake) COUNTRIES
match.). Check comprehension. Explain that they are
going to hear four people talking about where they
come from and what languages they speak. Tell them Closing activities
to listen and draw a line to match each person to What time is it?
their corresponding country and languages.
• Go through the example, reading the speech bubble, and • When it’s time to finish, ask What time is it? Elicit the
check they understand what to do. Play CD 2 (Track 7). correct time from the pupils and then say It’s (nearly)
CD2
Listen and match. Let’s remember the word of the day
7
Number 1 day? and elicit the answer (an eagle). Then ask Who
My name’s Nina. I’m from Australia. I speak English, wants to spell it? Nominate a volunteer to spell the
but I speak Spanish, too. word. Keep nominating pupils until someone spells it
Number 2 correctly. Turn over the word card. Say Well done.
My name’s Adam. I’m from Portugal. I speak See you all next lesson.
Portuguese, but I speak English, too.
Number 3 Extra activity: Play a chain game
My name’s Marc. I’m from Spain. I speak Spanish, Everybody writes the name of a country or a city. Tell
but I speak Chinese, too. the pupils that what they’ve written is now where
Number 4 they are from.
My name’s Emma. I’m from China. I speak Chinese, A pupil starts and says where they are from. The
but I speak Portuguese, too. pupil next to them has to repeat where this pupil is
• Check together. Say I’m Nina. I’m from Australia. I from and add where they are from, e.g.
speak English, but I speak Spanish, too. Encourage Pupil 1: I’m from Valencia.
the pupils to tell about Adam, Marc and Emma. Invite Pupil 2: He’s from Valencia. I’m from London.
the pupils to link the notes in grammatical sentences. Pupil 3: He’s from Valencia. She’s from London. I’m
from China.
Look at Activity 4. Write. (AB page 26, activity 5)
• Explain that the pupils have to write true sentences
about Adam, Mark and Emma based on the Homework suggestion: Pupils cut out a picture of
information they heard in activity 4. Encourage the pupils someone from a magazine. They write in a speech
to use the text in Nina’s speech bubble as a model. bubble, using the 1st person singular, about the
• Check together. Encourage the pupils to read out person’s name, country and languages. They then
their sentences. stick the speech bubble onto the picture.

3 Around the world

Lesson 3
Learning objectives
• Review the Present simple–to be interrogative
• Make game cards
Productive language
Vocabulary
• Australia, Brazil, China, Portugal, Spain,
• Australian, Brazilian, Chinese, Portuguese,
Spanish, American
Structures
• Where’s he/she from?
• I’m from (Brazil).
Revised structures
• Do you speak (English)?
• Are you (Sue)?
• Yes, I am.
Materials
• Activity Book, page 27 and page 89
• Flashcard: 18, 61–63 • Refer the pupils to the grammar tables on page 18 in
• Word card: 17 their Pupil’s Book and say Let’s make questions.
• CD 2 Focus their attention on the yellow grammar table.
Ask volunteers to read the questions in the table
Opening activities their pronunciation.
Revision chant 3: Are you happy? • Focus the pupils’ attention back on the poster. Ask
individual pupils the questions and encourage them
to answer truthfully. Now encourage volunteers to
(see page 3). If the pupils need help remembering it,
construct questions from the yellow grammar table
play CD 2 (Track 1).
by putting together each piece of the puzzle, for
Play Word of the day example Where’s she from?.
• Have the flashcard (number 18) of an anteater in your
63 to play the game. Divide the class into three teams
hand and the word card ready. Ask What’s the word of the
and get them to hold up the corresponding card as
day? It’s an animal. It eats ants. When the pupils have
you say examples of the affirmative, negative and the
guessed correctly, put the picture of an anteater in the
interrogative constructed from the poster, and using
corner of the board. Ask How do you spell an anteater?
other countries depending on the nationalities of
Write the letters on the board as the pupils call them out.
pupils in your class. Alternatively, ask pupils to call
• Show the word card of an anteater to confirm that
out affirmative, negative or question as you say the
sentences / questions, and then hold up the
board under the flashcard.
corresponding card for all to see.
Main activities
Teaching option: Refer to page xviii in the
Teacher’s tip: Use lower case and capital letters Introduction for more game ideas to play using the
correctly, as this is an important aspect of spelling grammar poster.
countries and nationalities.
Complete the table. (AB page 27, activity 7)
• Display the grammar poster for this unit on the wall • Ask the pupils to open their Activity Books at page
or board, where everyone can see it, and ask pupils 27. Ask them to complete the table in activity 7.
to open their Pupil’s Books at page 18. Explain that the pieces of the puzzle make questions.
Write about Clare and Mr Green. (AB page 27,

activity 9)
• Ask a volunteer to read the instruction (Write about
Clare and Mr Green.). Check comprehension. Explain
that the pupils have to write the information from
activity 8 into each box. Do the first sentence in
Clare’s box together to make sure they understand
what they have to do.
• Monitor and help where necessary.
Answers:
Clare’s from China. She speaks Chinese and English.
She doesn’t speak (Portuguese).
Mr Green’s from the USA. He speaks English and
Portuguese. He doesn’t speak (Spanish).
Go to Activity Book, page 27. (PB page 18,

activity 5)
• Ask the pupils to turn to page 27 in their Activity
Books.
Make the cards on page 89. (AB page 27,
activity 10)
• Get someone to hand out the scissors. Don’t allow
anybody to cut anything out until you say so.
• Hold up the Activity Book at page 89 and show the
pupils which part of the page they must cut out. Be
but just the section marked by broken lines. Explain
• Suggest that they write the words in pencil until they that they should have four cards, each one with three
have checked the answers. Check together. people on.
Answer: Play Who am I?
Rules of the game:
1 Tick (in pencil) one character from each of the four
Write the questions. Listen and write the countries but don’t let your partner see.
answers. (AB page 27, activity 8) 2 The objective is for your partner to find out who you
• Ask a volunteer to read the instruction (Write the are, but they can only ask two questions. If they
questions. Listen and write the answers.). Check guess correctly, they win your card.
comprehension. Explain that these are all questions 3 Players take it in turns to ask and answer.
Kate asked Clare, but that the words are in the wrong 4 The winner is the first person to win all four of their
order. Tell them to order the words to make the partner’s cards.
questions. They can work in pairs.
• Explain the rules to the pupils and demonstrate the
• Check together. Say Number 1. Where are you from,
game with a confident pupil. Highlight the maps on
Clare? Nominate three different pupils to read
the cards and the question prompts on the back of
questions 2 to 4.
the cards. Get the pupil to hold up his/her card so
• Tell the pupils to guess the answers to the questions.
that you can read the question prompts on the back.
• Tell them that they are going to listen to the
questions and answers. Play CD 2 (Track 8). Teacher: Where are you from?
CD2 Pupil: I’m from (Portugal).
Write the questions. Listen and write the Teacher: Do you speak (Chinese)?
8
answers. Pupil: Yes.
Kate: Where are you from, Clare? Teacher: Are you (Joe)?
Clare: I’m from China. Pupil: Yes.
Kate: Do you speak lots of languages? • Repeat the game as many times as appropriate,
Clare: Yes, I do. I speak Chinese and English. rubbing out and putting new ticks each time.
Kate: Where’s Mr Green from?
Clare: He’s from the USA. Play Bingo!
Kate: Does he speak lots of languages? • Get the pupils to cut out all 12 of the pictures so that
Clare: Yes, he does. He speaks English and they are no longer in groups of three.
Portuguese.
• Tell the pupils to choose one person from each country Closing activities
and to put them face up on the table in front of them.
• Put the full set of cards face up on your table. Pick up What time is it?
cards at random. Say where the character is from and • When it’s time to finish, ask What time is it? Elicit the
the languages they speak and ask the pupils for the correct time from the pupils and then say It’s (nearly)
name, e.g.: time to finish. Put your things away, please.
Teacher: I’m from China.
I speak Chinese, English and Portuguese. Let’s remember the word of the day
What’s my name? • When everything is tidy, ask What’s the word of the
Pupils: Sue. day? and elicit the answer (an anteater). Then ask
• Pupils who have the character on the table in front of the word. Keep nominating pupils until someone
them turn the card over. The first pupil to turn over spells it correctly. Turn over the word card. Say Well
all four cards shouts out Bingo! done. See you all next lesson.
Put the sentence cards somewhere safe
Extra activity: Pupils each choose a person from the
• Get the pupils to keep their sentence cards safe, as game cards and pretend to be that person.
you may want to play these games again in the Everybody stands up and tries to find another pupil
future. with the same identity by asking:
Where are you from?
Fast finishers tips: 1 Colour the grammar tables on Do you speak Spanish, English and Portuguese?
pages 26 and 27 of the Activity Book so that they Are you (Sue)?
match the colour code used in the Pupil’s Book.
Homework suggestion: The pupils each choose one
Answer: of the characters from the game cards. They stick the
(lion, ant, ninety, giraffe, umbrella, apple, guitar, eye) card (or draw it) in their notebooks and write a short
LANGUAGE paragraph using the 3rd person singular, just as they
did for Clare and Mr Green on page 27 of the Activity
Book.

3 Around the world

Lesson 4
Learning objectives
• Learn about where everyday things come from
• Read labels to find out where things come from
Productive language
Vocabulary
• Japan, Brazil, China, the USA
• computers, cocoa, chocolate, toys and games,
puzzle, cotton, T-shirt
Structures
• Japan makes a lot of computers.
• Brazil grows a lot of cocoa.
• This chocolate is from Brazil.
Other language
• Labels
Materials
• Flashcard: 21
• Word cards: 19, 23–26
• CD 2
Opening activities Find Out! magazine

Revision chant 3: Are you happy? • Ask the pupils to open their Pupil’s Book at page 19.
Say Look! This is a page by Kate and Clare from Find
Out! magazine. Look at the title. What does it say?
Ask a volunteer to read it (Where is it from? ).
• Ask How many flags can you see? (four) What are
Play Word of the day the countries? (Japan, Brazil, China and the USA).
• Point to the photo of the computer. Ask Where’s this
• Have the flashcard (number 21) of a whale in your
computer from? (It’s from Japan.). If they give the
answer in L1, echo it back in English.
of the day? It’s a large animal that lives in the sea.
• Repeat the process with the other three photos.
It’s a predator. When the pupils have guessed
correctly, put the picture of a whale in the corner of
the board. Ask How do you spell a whale? Write the Listen and read. (PB page 13, activity 6)
letters on the board as the pupils call them out. • Ask a volunteer to read Kate’s speech bubble.
• Show the word card of a whale to confirm that they • Say Let’s listen to Kate and Clare talking about the
got it right. Put the word card face down on the board page in the magazine. Tell the pupils to look at the
under the flashcard. page in their Pupil’s Book as they listen. Encourage
them to point to each part of the magazine page as
Main activities
they hear it referred to. Play CD 2 (Track 9).
Revision game: Lip reading CD2
• Write I’m from … on the board. Put the word cards for Listen and read.
9
Australia, China, Portugal and Spain under it. Tell the
pupils that you are going to say where you are from, Kate: Let’s find out where things are from!
but without any sound. They will have to read your Clare: Where is it from?
lips and then say where you are from. Kate: Lots of the things we eat and use are from
• When you’ve modelled the activity, encourage the other countries.
pupils to play the game in pairs or threes. Clare: Japan makes lots of computers. This
computer is from Japan.
Kate: Brazil grows lots of cocoa. This chocolate is
from Brazil.

Clare: China makes lots of games and toys. This

puzzle is from China.
Kate: The USA grows lots of cotton. This T-shirt is
from the USA.
Ask Where do lots of things we eat come from?
(other countries) What grows in Brazil? (cocoa) What
grows in the USA? (cotton) How do you know where
things come from? (labels).
Listen and say true or false. (PB page 19,

activity 7)
• Explain that the pupils are going to hear Phil, Tim,
Kate and Clare talking about the magazine page and
that they must look at it and say whether the
sentences are true or false. Play CD 2 (Track 10).
• Pause after each sentence and encourage the pupils
to call out True or False. If it’s false, encourage
volunteers to tell you why.
CD2
Listen and say true or false.
10
Clare: Japan grows lots of computers.

This computer is from Japan.
Tim: Brazil grows lots of cocoa.
This chocolate is from Spain. Look and write. (AB page 28, activity 12)
Phil: China makes lots of games and toys. • Focus on the labels. Tell the pupils to read the labels
This puzzle is from Australia. and write sentences explaining where each object is
Clare: The USA grows lots of cotton. from.
This T-shirt is from the UK. • Check together. Nominate pupils to read out each
sentence.
Match. Listen and check. (AB page 28, Answers:
activity 11) 1 This T-shirt is from the USA.
• Ask a volunteer to read the instruction (Match. Listen 2 This computer is from Japan.
and check.). Check comprehension. Explain that the 3 This chocolate is from Brazil.
pupils must match the countries on the left to the 4 This toy is from China.
words and images across the page. They can work in
pairs. Write the questions. Then write the answers.
• Play CD 2 (Track 11) for them to check their answers. (AB page 28, activity 13)
CD2 • Focus on the objects and labels. Explain that the
Match. Listen and check. pupils have to write a question and answer for each
11 object. Go through the example question and answer.
Number 1 • Check together by asking one pupil to read a
The USA grows lots of cotton. question and another to give the answer.
Number 2 Answers:
Japan makes lots of computers. 1 Where’s this computer game from? It’s from Japan.
Number 3 2 Where’s this football from? It’s from Brazil.
Brazil grows lots of cocoa. 3 Where’s this guitar from? It’s from Spain.
Number 4 4 Where’s this CD from? It’s from the USA.
China makes lots of toys and games. 5 Where’s this puzzle from? It’s from China.

Fast finisher tips: 1 Ask fast finishers to make a list

of where objects they have with them are from.
Answer:
(lemon, ant, book, elephant, leg, spider) LABELS
Closing activities
What time is it?
day? and elicit the answer (a whale). Then ask Who
Extra activity: Ask the pupils to look for labels on

things in the classroom. Are there things from other
countries?
Homework suggestion: Pupils can draw a picture of

one of their toys or personal possessions and write a
sentence about where it’s from.

3 Around the world

Lesson 5
Learning objectives
• Learn about the six continents
• Do a quiz about countries and continents
Productive language
Vocabulary
• Africa, North America, South America, Asia,
Australia, Europe
Structures
• I want to travel to (Africa).
• Do you want to travel with me?
Materials
• Flashcard: 17
• Word card: 22
• world map
• CD 2
Opening activities
Revision chant 3: Are you happy?
• Say chant 3 Are you happy? from Lesson 1 of this unit • Focus on the names on the continents under the map
(see page 3). If the pupils need help remembering it, and make sure the pupils know where they are on the
play CD 2 (Track 1). map. Explain that you are going to call out the names
of the continents and that you want the pupils to call
Play Word of the day out the corresponding numbers and point to them on
• Have the flashcard (number 17) of an ant in your hand the map. For example:
and the word card ready. Ask What’s the word of the Teacher: Europe.
day? It’s a small insect. When the pupils have guessed Pupils: Number three.
correctly, put the picture of an ant in the corner of the Teacher: Africa.
board. Ask How do you spell an ant? Write the letters Pupils: Number four.
on the board as the pupils call them out. • Speed up as the pupils get more confident at
• Show the word card of an ant to confirm that they got recognising the words.
it right. Put the word card face down on the board • Now change the activity so that you are asking a
under the flashcard. question to elicit the phrase. For example:
Pupils: Europe.
Revision game: Where is it from?
Listen and point
• Collect together objects from around the classroom
that the pupils know in English. Check the labels and • Tell the pupils that they are going to hear the
write the countries on the board. continents on the CD. Ask them to listen, repeat and
• Hold up each object in turn and ask Where’s this point to the corresponding picture in their Pupil’s
(jacket) from? Encourage the pupils to guess. Book. Play CD 2 (Track 12).
• Invite the pupils who guess correctly to come and CD2
choose other objects to play with, or put pupils into Look. Listen and say.
12
pairs to play together.
Number 1
North America
Look. Listen and say. (PB page 20, activity 8)
Number 2
• Ask the pupils to open their Pupil’s Books at page 20. South America
Tell them to look at the map. Number 3
Europe

Step 3 Sing
• Play the CD and encourage the pupils to sing along
with the song. Repeat until they are singing
confidently.
• Ask the pupils some questions to check
comprehension, e.g. Which continents do they want
to see? Which continent do you want to see?
CD2
I want to travel
13
I want to travel to Africa.

I want to travel to Australia.
I want to travel to Europe and
All around the world.
I want to travel to Asia,
North and South America.
Do you want to travel
Around the world with me?
Read and guess. Listen and find out. (PB page

20, activity 10)
• Ask the pupils to look at the picture of the television.
Ask What’s the programme called? (Do you know? )
Who is on the programme today? (Jazz) What is the
programme about? and direct the pupils to the
bubble coming from the TV. Ask a volunteer to read it
to elicit the answer from the class.
• Explain that the pupils must read the questions and
Number 4
guess the correct answer: a), b), c) or d). Show them
Africa
where the countries are on a world map if necessary.
Number 5
Let them choose their answers in pairs.
Asia
• Ask pairs to read the questions and the answers they
Number 6
have chosen. Then say Let’s listen to Jazz and find
Australia
out the answers.
Look and find
question 1 and check by asking the pupils to tell you
• Ask the pupils to look at activity 9. Say Look at the which letter it is: a), b), c) or d). Then continue.
map. What countries can you see? What continent is CD2
Tim pointing at? (Australia) What continent is Clare Read and guess. Listen and find out.
pointing at? (Asia). 14
Presenter: Question 1. Which country is not in

Listen and read. Sing. (PB page 20, activity 9) Europe?
• Ask a volunteer to read the instruction (Listen and a) Finland
read. Sing.). Check comprehension. Tell the pupils b) Germany
that they are going to learn a song about travelling c) Japan or d) Spain
around the world. Ask What’s the song called? (I For the answer, let’s listen to Jazz.
want to travel) . Jazz: Finland, Germany and Spain are in
• Say First, let’s listen and read. We can sing the song Europe. Japan isn’t in Europe. Japan’s in
later. Asia.
Step 1 Presenter: Question 2. Which country is in South
Listen and read America?
• Play CD 2 (Track 13) for the pupils to listen to the a) China
song and follow the words in their books. b) Brazil
c) Japan or d) Germany
Step 2
For the answer, let’s listen to Jazz.
Listen and repeat
Jazz: China, Japan and Germany aren’t in
• Encourage the pupils to say each line. You can say
South America. Brazil’s in South
each line and ask the pupils to repeat after you, OR
America.
to repeat after each one.
Write the continents. (AB page 29, activity 14) CD2

• Focus on the map. Tell the pupils that each number 16
answer.
on the map represents a continent, and that they
have to decide which one it is and write it next to the Presenter: Question 3: Which country is in Asia?
matching number on the left. a) The USA
Answers: b) Germany
1 North America 2 South America 3 Europe c) Japan or d) Australia
4 Africa 5 Asia 6 Australia For the answer, let’s listen to Jazz.
Jazz: The USA, Germany and Australia aren’t in
Asia, but Japan is in Asia.
Who says what? Read and guess. Listen and
check. (AB page 29, activity 15) Fast finisher tips: 1 Tell the pupils to look for all the
• Ask a volunteer to read the instruction. Explain that countries in this unit and to write them in a list.
the answers to Mr Green’s question in the four 2 Fast finishers can break the code at the bottom of
speech bubbles are from our Find Out! characters. page 29 in the Activity Book.
Ask a volunteer to read the question. Answer:
• Tell the pupils to work in pairs and guess which (computer, orange, ninety, table, ice cream, ninety,
character says what. Tell them to draw the speech elephant, ninety, table, spider) CONTINENTS
bubble tails in pencil until they have checked the
answers.
• When they have finished, play CD 2 (Track 15) for Closing activities
them to check their answers. What time is it?
CD2
Who says what? Read and guess. Listen • When it’s time to finish, ask What time is it? Elicit the
15 and check. correct time from the pupils and then say It’s (nearly)
Number 1
Mr Green: Which continents do you want to travel
to, Tim? • When everything is tidy, ask What’s the word of the
Tim: I want to travel to Australia. I want to see day? and elicit the answer (an ant). Then ask Who
the animals. wants to spell it? Nominate a volunteer to spell the
Number 2 word. Keep nominating pupils until someone spells it
Mr Green: Which continents do you want to travel correctly. Turn over the word card. Say Well done.
to, Phil? See you all next lesson.
Phil: I want to travel to Africa. I want to take
photos of lions and elephants. Extra activity: Complete the first half of the
Number 3 bilingual dictionary for Unit 3
Mr Green: Which continents do you want to travel Put the pupils into groups of four or five and ask
to, Clare? them to turn to the bilingual dictionary for Unit 3 on
Clare: I want to travel to Asia. I want to visit page 34 of the Activity Book. Encourage the pupils to
friends in China. work together to translate the words into their L1.
Number 4 They should use pencil until you have confirmed that
Mr Green: Which continents do you want to travel they have got the translations right.
to, Kate?
Kate: I want to travel to Europe and North
America. I want to sing in the USA.

(AB page 29, activity 16) Homework suggestion: Continue completing the
bilingual dictionary for Unit 3. If there are any words
• Tell the pupils to put the words in order to make the
question. Check together.
Answer:
Which country is in Asia?
• Tell them to tick the answer they think is correct.
• Play CD 2 (Track 16) for them to check their answers.

3 Around the world

Lesson 6
Learning objectives
• Understand and enjoy a story
• Break a code
Productive language
Vocabulary
Structures
Materials
• Story poster 3
• Flashcard: 19
• Word card: 20
• CD 2
Opening activities
Play Word of the day Listen to the story. Read. (PB page 21, activity 11)
• Have the flashcard (number 19) of an otter in your
If possible, cover the last two frames of the story. Ask
Can you all see the poster? Allow the pupils to move
of the day? It’s an animal. It lives on land, but it swims
in the water and eats fish. When the pupils have
guessed correctly, put the picture of an otter in the
below.
corner of the board. Ask How do you spell an otter?
Write the letters on the board as the pupils say them. Step 1
• Show the word card of an otter. Put the word card Create interest in the story
face down on the board under the flashcard.
• Ask Who can you see in picture 1? (Jazz, John and the
Main activities Find Out! team) Where are they? (at magazine
headquarters) Where are they in picture 3? (at a pop
Revision game: Continents we want to travel to
concert) Who is playing the guitar in picture 5?
• Ask the pupils to name the six continents. Write them (Kate).
up on the board. Ask them to write the three
Step 2
continents they most want to travel to on a piece of
paper in order of preference.
• Ask the pupils to try and find other pupils with the • Ask the pupils to look at frames 2 to 5 on the poster
same list as theirs by saying I want to visit (Africa, and, in pairs, to talk about what they think is
Asia) and (North America). happening in the story. When they’ve had sufficient
• If they find people with the same list, they should time to do this, listen to some of their ideas. Does
stay together and continue the search together. After everybody think the same?
two minutes, see which is the largest group.
Step 3
Sing I want to travel Listen to the story
• Ask the pupils if they can remember the song they • Say Let’s listen to the story and find out if you are
learnt last lesson. Try to remember the lyrics as a right.
class, or read them on page 20 of the Pupil’s Book. • Play CD 2 (Track 18).
version CD 2 (Track 17).

CD2
18
Narrator: The concert.

Jazz and John visit the magazine
headquarters.
John: Where’s this from?
Phil: It’s from a school in Brazil.
Tim: We want to work with schools in China,
but we need a new computer.
Mr Green: Our school hasn’t got enough money.
Jazz: Kate, I’ve got an idea!
Narrator: The next day …

Tim: Jazz’s idea is very good.
Narrator: At the concert …

Jazz: Hello. I’m Jazz. I’m from Australia.
John: And I’m John. I’m from Portugal.
Jazz: We want to sing a song by Kate, with

Kate on the guitar.
Kate: The song is called We speak.
Jazz: I speak English. He speaks Portuguese.

She speaks Chinese. But we all speak the
language of life.
Step 4
Pause to check. Then predict the end Step 6
• Pause the CD after frame 5. Ask the pupils to tell you Read the story in pairs
what they have understood. Encourage them to do • Ask the pupils to open their Pupil’s Books at page 21.
this in English as much as possible and allow them to Ask the pupils to read the story in pairs. One person
come to the poster if it helps their explanation. can be Kate and Tim, the other person can be
• Ask them to predict what happens in the last two everyone else. Encourage them to read it more than
frames. Reveal the last two frames of the poster and once, changing roles.
say Let’s find out if you’re right. Play the rest of the
story. Teaching option: Refer to page xix in the Introduction
Narrator: After the concert … for more game ideas to play using the story poster.
Mr Green: Thank you. Now we’ve got enough
money to buy a new computer. Which of these countries and languages are
Man in hat: Excuse me. not in the story? (PB page 21, activity 12)
Man in hat: I’m a music producer. I want to make • Ask a volunteer to read the instruction (Which of
CDs of your song. these countries and languages are not in the story? ).
All: Fantastic! Check comprehension. Explain that the pupils have to
Phil: The money from the CDs can buy read the text again and look at the pictures to try and
computers for lots of schools. find the countries and languages in the list.
• Give them time to do this, then ask them to tell which
Step 5 ones are not in the story.
Check comprehension
• Check that the pupils have understood the story. Ask Teacher’s tip: So as not to spoil the activity for
Can they buy the computer? (yes) Who is the man in others, tell the pupils not to call out the answers
the hat? (a music producer) What does he want to when they think they have them.
do? (make a CD of Kate’s song) What can they do
with the money from the CD? (buy computers for lots Answer:
of schools). Spain, Spanish

Put the pictures in order. Match. (AB page 30, Fast finisher tips: 1 Fast finishers can choose a word
activity 17) from the story and write it as a code using The Code
• Ask the pupils to close their Pupil’s Books and to breaker picture dictionary. They can exchange coded
open their Activity Books at page 30. Ask a volunteer words for decoding.
to read the instruction (Put the pictures in order. 2 Fast finishers can break the code at the bottom of
Match.). Check comprehension. Explain that the page 30 in the Activity Book.
pupils have to number the pictures in the order that
they appear in the story, and then match the pictures Answer:
to their corresponding speech bubbles. They can (computers, orange, ninety, CD, eighty, ruler, table)
work in pairs. CONCERT
Teacher’s tip: While the pupils put the pictures in

order, cover the story poster. You can uncover the Closing activities
poster for the pupils to check that they have put the What time is it?
pictures in the correct order.
Answers: time to finish. Put your things away, please.
1 = c We want to work with schools in China, but we
need a new computer. Let’s remember the word of the day
2 = B Jazz’s idea is very good. • When everything is tidy, ask What’s the word of the
3 = A We want to sing a song by Kate, with Kate on day? and elicit the answer (an otter). Then ask Who
the guitar. wants to spell it? Nominate a volunteer to spell the
4 = D I’m a music producer. I want to make CDs of word. Keep nominating pupils until someone spells it
your song. correctly. Turn over the word card. Say Well done.
Read. Write T (true) or F (false). (AB page 30,
activity 18) Extra activity: Put the pupils into groups to rehearse
• Tell the pupils that the sentences make up a the story as if it were a radio play. Give pupils a role
summary of the story, but there are some false in the story and suggest that they also create their
sentences. Explain that they have to read each own sound effects. Confident groups might like to
sentence and mark it true or false. They can work in give a performance to the rest of the class.
pairs.
• Check together, encouraging the pupils to read out
the sentences before stating whether they’re true or
false. They can correct the false ones. Homework suggestion: Ask the pupils to look
through the bilingual dictionary for Unit 3 on page 34
Answers: of the Activity Book. Ask them to write their ten
1 F (a computer, not a television) favourite words for this unit onto a piece of paper. In
2 F (they haven’t got enough) 3 T 4 T 5 T the next lesson, pupils can compare their lists and
6 F (it’s called We speak) 7 F (CDs) 8 T explain why they chose their words.
activity 19)
name of their favourite character, and then choose
the phrase which best describes how they feel about
the story and write it in to complete the second
sentence.
Book.
as they choose.

3 Around the world

Lesson 7
Learning objectives
• Count the syllables in words
• Write a text about a friend
Productive language
Vocabulary
• Review the vocabulary from Unit 3
Structures
• Review the structures from Unit 3
Materials
• Flashcard: 20
• Word card: 15
• CD 2

• Have the flashcard (number 20) of an iguana in your
hand and the word card ready. Ask What’s the word Listen and read. Say. (PB page 22, activity 13)
of the day? It’s an animal. It climbs trees. It lives in • Ask the pupils to turn to page 22. Ask What can you
hot countries. It eats leaves and plants. When the see in the picture? (Mr Green at a blackboard). Ask a
pupils have guessed correctly, put the picture of an volunteer to read his speech bubble (How many
iguana in the corner of the board. Ask How do you syllables has Brazil got? ). Elicit the answer from the
spell an iguana? Write the letters on the board as the pupils (two), explaining what a syllable is if
pupils call them out. necessary. This can best be done by clapping the
• Show the word card of an iguana to confirm that they rhythm of words.
got it right. Put the word card face down on the board • Explain that they are going to hear Mr Green
under the flashcard. practising a rhyme about syllables, and that you want
the pupils to repeat what they hear. Play CD 2
Main activities (Track 19).
Revision game: Who says what? CD2
• Write Our school hasn’t got enough money. and We Listen and read. Say.
19
want to sing a song by Kate. on the board. Ask Do
you remember the story? Who says ‘Our school Spain’s got one.
hasn’t got enough money’? (Mr Green) Listen to the China’s got two.
pupils’ suggestions, but don’t confirm the answer. Portugal’s got three.
Ask And who says ‘We want to sing a song by Kate’? Australia’s got four.
(Jazz) Again, listen to their suggestions, but don’t 1 syllable, 2 syllables, 3 syllables, 4!
confirm the answer. • Let the pupils enjoy repeating the rhyme a few times.
• Say Look at the story on page 21 of your Pupil’s Point out that the big circles indicate the main stress
Book to find out if you’re right. in the words. Exaggerate it to show them. Listen to a
• When everybody has confirmed the answers, repeat few pupils saying it out loud and congratulate them
the activity with other sentences from the story. Get on their improved pronunciation.
Find circle. Write the countries. (AB page 31,
activity 20)
Explain that the pupils have to complete the rhyme
with the names of the countries they find in the
wordsearch. Elicit what the circles mean above the

lines (the number of syllables a word has and how
they are stressed).
• Check together and say the rhyme together again.
Answers:
See facsimile page for answers.
Spain’s got one.
China’s got two.
Portugal’s got three.
Australia’s got four.

read.). Check comprehension. Explain that pupils
must listen to John and Su Lin talking about where
they are from and where they want to travel to. Ask a
volunteer to read the question in the flash (Where do
John and Su Lin want to travel? ). Check
comprehension. Say Let’s listen about John first.
text in their books as they listen. Pause after John
and ask the pupils where he wants to travel to and
why.
• Check the answer together, then play Su Lin and
repeat the activity for her.
CD2
Listen and read.
20
Clare: People from around the world. Read and complete. Look at Activity 15, Pupil’s
Kate: This is John. He’s from Portugal. He lives in Book page 22 and check. (AB page 31, activity 21)
Madrid. He speaks Portuguese, but he
• Explain that this is Anna’s text from the Pupil’s Book,
speaks Spanish and English, too. He wants
but there are some words missing. Tell the pupils to
to travel to South America. He wants to visit
complete the description from memory using the
his grandma.
words from the box.
Clare: This is Su Lin. She’s from China. She lives in • Tell them to look at page 22 in the Pupil’s Book to
Spain. She speaks Chinese, but she speaks check their answers.
Spanish and English, too. She wants to
Answers:
travel to Brazil. She wants to see anteaters
This is Marc. He’s from Barcelona. He lives in Madrid.
and other amazing animals.
He speaks Spanish, but he speaks Catalan and English,
Read and write about a friend. (PB page 22, too. He wants to travel to the USA. He wants to speak
activity 15) to people and he wants to practise his English.
• Ask a volunteer to read the instruction (Read and Answer the questions. Write about a friend. (AB
write about a friend.). Check comprehension. Explain page 31, activity 22)
that pupils are going to write a description of their
friend similar to the ones about John and Su Lin, and
pupils should interview a friend. Go through the
the one Anna wrote about Marc in this activity.
questions with the pupils and explain any they are
• Ask the pupils to look at the questionnaire. Check
unsure of. Then put them into pairs to complete the
comprehension. Ask Does Marc live in Spain? Does
rest. Help with any language they need.
he speak Chinese? etc.
• Encourage the pupils to use John’s, Su Lin’s and
• Ask volunteers to read Anna’s description out loud.
Anna’s descriptions as models.
Point out that Anna interviewed Marc and used the
answers from the interview to write about him.

Closing activities
friend on a piece of paper and to then copy it into What time is it?
their Activity Books after you have looked at it and • When it’s time to finish, ask What time is it? Elicit the
made any necessary corrections. correct time from the pupils and then say It’s (nearly)
Teaching option: You can tell the pupils to keep the time to finish. Put your things away, please.
name of their friend a secret. When they have all
finished, collect in the texts and read them to the
class. The pupils can try and guess who each text is • When everything is tidy, ask What’s the word of the
about. day? and elicit the answer (an iguana). Then ask Who
them to look at the bilingual dictionary on page 34 of
the Activity Book. Encourage them to test each
Extra activity: Play Stop! Ask the pupils to look at
other’s spelling by asking How do you spell … ?
the text on page 22 of the Pupil’s Book. Read the text
out loud, but make mistakes as you read. Encourage
the pupils to shout Stop! and correct you each time.
Answer:
(spider, yo-yo, lemon, leg, ant, bike, lion, elephant)
SYLLABLE

3 Around the world

Lesson 8
Learning objectives
• To reflect on pupils’ learning and recognise
progress and achievements
Productive language:
Vocabulary
Structures
• All the structures presented Unit 3
Materials
• CD 2
• DVD (optional)

Play Word of the day EXAMPLE QUESTIONS
Where’s John from? Page 18.
• Explain that as today’s lesson is an evaluation lesson Where’s Su Lin from? Page 22.
there is no word of the day. Where’s the T-shirt from on page 19?
Main activities Where’s the computer from on page 19?
What colour’s the flag of Brazil? Page 19.
Revision Game: I’m from clap clap clap! What colour’s the man’s hat on page 21?
• Put all four flashcards for this unit on the board. Say What colour’s Kate’s guitar on page 21?
I’m from … but instead of saying the name of the How many countries are on page 19?
country, clap the syllable(s). The pupils must guess How many syllables has Portuguese got?
where you are from. Do the same with the four How many people are on page 17?
nationalities, saying I’m … . Who wants to travel to South America on page 22?
Who wants to see his grandmother on page 22?
Revision game: Flick and find
• Tell the pupils you are going to play a game using the Teacher’s tip: Nominate a sensible pupil to keep the
Pupil’s Book. Make sure they have their books ready. score on the board. Only accept one answer from
Divide the class into two or three teams, giving each each team to avoid random calling out. Give a point
team a name. to the other team(s) if somebody calls out an answer.
• Flicking through Unit 3 of the Pupil’s Book at random,
ask the teams questions. In their teams, the pupils Play a dictionary game
have to race to find the answers, putting up their
hands when they know the correct answer. • Ask the pupils to turn to the bilingual dictionary for
Unit 3 on page 34 of the Activity Book. Ask What’s …
in Spanish? What’s … in English? Having modelled
the activity with the class, drill the pronunciation of
the question and then get the pupils to test each
other in pairs or threes.

other see if there are any translations that they have
not been able to write into their dictionaries. Offer
help.

North
5 America Europe 1
South
2 America Asia 3
6 Africa Australia 4
CD2
Preparing for the revision Write. Listen and number.
21
• Explain that today is a revision day – an opportunity
for the pupils to show how much they have learnt in Number 1
Unit 3. Say Look at page 32 in your Activity Books. Europe
Number 2
South America
Look and write. (AB page 32, activity 1)
Number 3
• Tell the pupils that they have to complete the speech Asia
bubbles with a country and a language. Point out the Number 4
maps and the anagrams. Explain that the letters Australia
needed to write the languages are jumbled up in the Number 5
speech bubbles. North America
• Check together by nominating pupils to read the Number 6
answers out. Africa
Answers: Answers:
1 I’m from Australia. I speak English. See facsimile page for the answers.
2 I’m from Spain. I speak Spanish.
3 I’m from China. I speak Chinese. Complete the tables. (AB page 32, activity 3)
4 I’m from Portugal. I speak Portuguese.
• Tell the pupils to fill in the gaps in the grammar
puzzles. Remind them that they can refer to the
Write. Listen and number. (AB page 32,
puzzles in their Pupil’s Books if they need to.
activity 2)
• Check together.
• Tell the pupils that they are going to hear people
talking about the continents, and they must number Answers:
the continents on the map in the order that they hear 1 She’s 2 from 3 I’m 4 isn’t 5 are 6 he 7 from
them. Play CD 2 (Track 21).
Write the sentences. (AB page 33, activity 4)
• Explain to the pupils that the words are all sentences
in a dialogue between Phil and Kate, but the words
and punctuation are in the wrong order. Explain that

they have to reorder the words to make the Time to choose

sentences.
• With the time remaining choose an activity from the
following:
answers.
Extra activity: Choose a photocopiable worksheet
Answers:
from the Reinforcement, Extension and Grammar
1 Where are you from, Phil?
2 I’m from Portugal.
3 Do you speak Portuguese? Project work: Choose a project from the suggestions
4 Yes, I do. made in the Project bank at the end of this unit (see
5 I speak English, too. page 27).
Read and complete. Listen and check. Act out. Use the DVD: See DVD photocopiables for this unit
(AB page 33, activity 5) in the photocopiable resources section.
• Ask Who can you see in the picture? Read the
speech bubbles. (Natalie and Paco). Focus on the
dialogue and explain that this is Natalie and Paco’s Find Out about Grammar Booklet:
conversation, but there are some words missing. Tell Refer pupils to the Grammar Booklet, pages 6 and 7.
the pupils to read it and fill in the gaps using words
Answers:
from the box.
1 1 ’s 2 aren’t 3 ’re 4 aren’t 5 are 6 isn’t 7 ’s 8 ’m not
• Check together, by listening to CD 2 (Track 22).
2 1 Where’s Jazz from?
CD2 2 Where are Brad and Natalie from?
Read and complete. Listen and check. 3 Where are you from?
22
Act out. 4 Where’s your T-shirt from?
Natalie: Where are you from? 5 Where’s this computer from?
Paco: I’m from Spain. 6 Where are your friends from?
Natalie: Do you speak Spanish? 7 Where’s Mr Green from?
Paco: Yes, I do. But I speak English, too. 8 Where this chocolate from?
Natalie: I’m from Australia. 3 1 She’s from Australia.
Paco: Wow! I want to travel to Australia. 2 They’re from the UK.
3 I’m from Spain.
• Once you have confirmed the answers, ask pupils to 4 It’s from Portugal.
read the dialogue in pairs. Get them to change roles 5 It’s from Japan.
and read it again. 6 They’re from the China.
7 He’s from the USA.
8 It’s from Brazil.
Write the sentence in your language. (AB page
33, activity 6)
• Tell the pupils to translate the sentences into their Closing activities
own language.
• Sign the pupils’ pages if you are confident they have What time is it?
completed all the revision activities correctly. • When it’s time to finish, ask What time is it? Elicit the
• The pupils have now successfully completed Unit 3 of correct time from the pupils and then say It’s (nearly)
Find Out! 5. Congratulate them and invite them to fill time to finish. Put your things away, please.
how well they feel they have done. Congratulations!
continue testing their vocabulary with the dictionary
on page 34 of the Activity Book.
2 Pupil’s complete any of the codes that have not yet
been completed in this unit.

Around the world Project bank Unit 3
PROJECT 1 PROJECT 2
Make and write a mini-book Reading packaging
• Explain to the pupils that they are going to make a • Collect twelve to fifteen different types of packaging –
mini-book about languages and countries. If possible, boxes, packets, bottles, wrappers – from toys, food
show them a mini-book that you or a pupil have products, clothes, electrical devices, etc. The
already made. packages can be in the pupils’ L1 or in English, but
• Give each pupil a sheet of plain A4 paper. Tell them they must show an illustration of the products they
how to fold the paper. Refer to page 28 of Unit 1 for contain and say where the product is from.
instructions on how to make a mini-book. • Make a word card for the contents of each package.
• Once the pupils have made their mini-books, tell Then put the packages around the classroom with
them to give their book a title and to write it on the their corresponding word cards.
cover. They can then write about languages and • Put the pupils in pairs. Tell them to walk around the
countries on the remaining pages. If necessary, write classroom, read the packages and try to find out
the following model on the board for them to use as a where the different products are from. Tell them to
guide: write down their answers in English, using full
sentences, e.g. The rice is from China.
cover: My book of countries and languages
by (pupil’s name) Teacher’s tip: Ask the pupils to bring in packaging
page 2: This is the flag of Denmark. In Denmark from home.
people speak Danish.
page 3: This is the flag of France. In France people PROJECT 3
speak French.
page 4: This is the flag of Canada. In Canada people Colour a map of English-, Spanish- and Chinese-
speak English and French. speaking countries
page 5: This is the flag of Mexico. In Mexico people
speak Spanish. • Ask the pupils if they know which three languages
page 6: This is the flag of Wales. In Wales people are the most spoken in the world (Chinese, Spanish
speak Welsh and English. and English). Elicit the main countries where these
page 7: This is the flag of Morocco. In Morocco languages are spoken (Chinese-speaking countries:
people speak Arabic and French. China; Spanish-speaking countries: Mexico,
page 8: This is the flag of my country. I speak …, but Argentina, Ecuador, Spain, Peru; English-speaking
I speak English, too. countries: Canada, the USA, the UK, Australia). Write
them on the board in English.
• The pupils can illustrate their books with national • Give the pupils an English black and white photocopy
flags and silhouettes of the countries. of a map of the world. Ask them to locate the
countries they named. They can colour the countries
according to the language spoken and draw a key to
explain the colour code.

Name:
Class:
Reinforcement worksheet 1 Unit

Unit3
1 Read and match.
1 2 3 4
Hola
Hello Ola
I’m from Portugal. c

b d
I speak Portuguese. I’m from Australia.
I’m from China. I speak English. I’m from Spain.
I speak Chinese. I speak Spanish.
2 Look and write.
Maurice.
My name’s ______________
Name: Maurice
I’m from _______________.
Country: Australia
Languages: English I speak _______________ but
Spanish I speak _______________ ,too.
3 Look and complete.
Spain English Portuguese China Australia Chinese Spanish Portugal
1 People in C hina
__________________ speak __________________ .
2 People in __________________ speak Hola __________________ .
3 People in __________________ speak Hello __________________ .

PH
Ola
OT
4 People in __________________ speak __________________ .

OC
OP

IA
BL
E
Name:
Class:

Unit3
4 Match.
1 Europe 4 Asia
a c e
2 South America 5 Australia
d
3 North America 6 Africa
b
f
5 Match the sentences.
1 I want to travel to Australia. a I want to see lions.
I want to travel to Europe. b I want to visit China.

2
I want to travel to North America. c I want to see lots of animals.
3
I want to travel to Africa. d I want to visit Brazil.
4
5 I want to travel to Asia. e I want to visit friends in the USA.
I want to travel to South America. f I want to visit the UK.

6
6 Look and write about Clara.
Clara’s from Brazil. She

_______________________________________
Name: Clara
_______________________________________
Country: Brazil _______________________________________
_______________________________________
Language: Portuguese
_______________________________________
Other languages: English _______________________________________
_______________________________________
Wants to travel to: Asia, to visit Japan
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Reinforcement
Extension worksheet
worksheet
1 Unit
Unit3
I’m from China. I’m from _________________ .
C hinese .
I speak _________________ I speak Portuguese.
But I speak _________________ , too. But I speak English, too.
How about you? Ola How about you?
I’m from _________________ . I’m from Australia.

I speak Spanish.
Hola I speak _________________ .
But I speak _________________ , too. But I speak Spanish, too.
How about you? Hello How about you?
2 Look and write.
1 Hola 2
____________________
____________________
I’m from Spain.
____________________
____________________
I speak
_______________.
_______________
Spanish.
3 Hello 4 Ola
____________________ ____________________
____________________ ____________________
_______________. _______________.
3 Write about you.
My name’s ________________________.
I’m from ________________________.
I speak ________________________.
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But I speak ________________________ , too.

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Extension
Reinforcement
worksheet
worksheet
2 Unit
Unit3
4 Look and write the answers.
1 Where’s this ball from? 4 Where’s this kite from?

It’s from Portugal.
______________________________ ____________________________________ .
2 Where’s this ruler from? 5 Where’s this CD from?
____________________________________ . ____________________________________ .
3 Where’s this newspaper from? 6 Where’s this computer from?
____________________________________ . ____________________________________ .
5 Complete the song. Match.

Africa.
I want to travel to __________
I want to travel to ________________ .
I want to travel to ________________ and
All around the ________________ .
I want to travel to ________________ ,
________________ and ________________ America.
Do you want to travel
Around the ________________ with me?
6 Read and complete.
makes grows cotton toys
Things from around the world

makes lots of computers. Brazil _______________ lots of cocoa. China makes
Japan _________
lots of games and _______________ . The USA grows lots of _______________ .
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Reinforcement
Grammar worksheet
worksheet
1 Unit
Unit3
Present Simple – to be
I’m Australia.
from
He’s/She’s Portugal.
I’m not Australia.

from
He/She isn’t Portugal.
1 Write in the affirmative.
1 I’m from
( I ) ________________________________ Australia.
2 (He) _______________________________ China.
3 (She) ______________________________ Portugal.
4 ( I ) ________________________________ the UK.
5 (He) _______________________________ Brazil.
6 (She) ______________________________ Spain.
2 Write the sentences in Activity 1 in the negative.
1
I’m not from Australia.
( I ) __________________________________________
(He) _________________________________________ .
2
(She) ________________________________________ .
3
( I ) __________________________________________ .
4
(He) _________________________________________ .
5
(She) ________________________________________ .
6
3 Complete the sentences. Use the correct form of the verb to be.
1 + I ’m
_______________ from Portugal.
2 – He _______________ from China.
3 + She _______________ from China.
4 – I _______________ from Spain.
5 + He _______________ from Australia.
6 – She _______________ from Brazil.
7 + I _______________ from Japan.
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8 – He _______________ from the USA.

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Present simple – questions
Where are you

from ?
Where’s he/she
Where’s Phil from?

1 _______________________________________________
2 _______________________________________________ 1 Phil’s from Portugal.
2 Harry Potter’s from England.
3 _______________________________________________ 3 Madonna’s from the USA.
4 _______________________________________________ 4 Raul’s from Spain.
5 _______________________________________________ 5 I’m from China.
5 Match the questions and answers.
Where’s Peter from? a I’m from Australia.

1
Does he speak lots of languages? b He’s from the USA.
2
Do you speak lots of languages? c She’s from China.
3
d Yes, I do.
4 Where are you from?
e Yes, he does.
5 Where’s your aunt from?
f She’s from Spain.
6 Where’s Clare from?
6 Circle the correct word. Write.
1 Chinese.
People in China speak / speaks ___________
2 People in Australia speak / speaks ____________________ .
3 Jose is from Spain. He speak / speaks ____________________ .
4 Maria’s from Portugal. She speak / speaks ____________________ .
5 Su’s from China. She speak / speaks ____________________ .

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Listening Answers
1 thirteen (example), 2 the USA, 3 New York, 4 English,
CD4 5 Spain, 6 to visit my family, 7 the eagle
Listen and put the pictures in order.
23
Reading
1 The pupils listen to the sentences and write a number in the 4 Read. Write T (true) or F (false).
box under each picture. They listen to the recording twice. Pupils read the text about Sonia. They decide if the sentences
(1 point for each correct answer. Total 7 points) are true or false.
Tapescript
Number 1: Hello, my name’s Tamiko and I’m from Japan. Answers
Number 2: Hello, my name’s Mike and I’m from England. 1 F (example), 2 T, 3 T, 4 T, 5 F, 6 F, 7 F, 8 F
Number 3: Hello, my name’s Mia and I’m from China.
Number 4: Hello, my name’s Manuel and I’m from Spain. 5 Read and complete.
Number 5: Hello, my name’s Joao and I’m from Brazil. Pupils read the text about James from Australia and they
Number 6: Hello, my name’s Emma and I’m from the USA. complete the text with words from the box.
Number 7: Hello, my name’s Colin and I’m from Australia. (1 point for each correct answer. Total 8 points)
Number 8: Hello, my name’s Fernanda and I’m from
Portugal. Answers
James is from (example) Australia, but he lives in Barcelona.
Answers He speaks English, and he speaks Spanish and Catalan too.
1 b (example), 2 f, 3 g, 4 a, 5 e, 6 c, 7 d, 8 h He wants to travel to South America. He wants to talk to lots
of new people and he wants to see amazing animals.
CD4
Listen and match. 6 Match the sentences.
24
Pupils read the sentences and match them by drawing a line
2 Pupils listen to where each object comes from and draw a between a sentence in the left column and a sentence in the
line between the object and the corresponding country. The right column.
objects are mentioned in order.
1 f (example), 2 e, 3 a, 4 d, 5 c, 6 b
Tapescript
Number 1: This kite is from Spain.
Number 2: This guitar is from Portugal. Writing
Number 3: This coffee is from Brazil. 7 Complete.
Number 4: This computer is from Japan. Pupils complete the sentences with an appropriate word or
Number 5: This T-shirt is from the UK. verb form. They can use contractions.
Number 6: This football is from Australia. (1 point for each correct answer. Total 4 points)
Number 7: This cotton is from the USA.
Number 8: This CD is from China. Answers
1 from (example) 4 are
Answers 2 not 5 where’s /where is
1 Spain (example), 2 Portugal, 3 Brazil, 4 Japan, 5 the UK, 3 isn’t / is not
6 Australia, 7 the USA, 8 China
CD4 8 Write the questions and answers.
Listen and tick the answers. Pupils write the sentences in order.
25 (1 point for each correct answer. Total 9 points)
3 Pupils listen to Clare interviewing a pupil called Brad. They Answers

tick his answers. 1 Where are you from? (example) I’m not from China. (example)
(1 point for each correct answer. Total 6 points) 2 Where’s he from? He’s from Spain. (example)
3 Where are you from? I’m from Australia.
Tapescript 4 Where’s she from? She isn’t from Portugal.
Clare:Hello, Brad. 5 Where’s he from? He’s from the UK.
Brad: Hello, Clare. 6 Where are you from? I’m not from Brazil.
Clare:How old are you, Brad?
Brad: I’m thirteen. 9 Look and write.
Clare:Thirteen. Where are you from? Pupils look at the information in the identity card and write a
Brad: I’m from the USA. short text about Maria. Points are awarded for sentence
Clare:And where do you live? structure, vocabulary, coherence and task completion.
Brad: I live in a very big city! New York! (Maximum 4 points)
Clare:Do you speak lots of languages?
Brad: No, I don’t. I only speak English. Example answer:
Clare:Where do you want to travel to? My name’s Maria and I’m from Brazil. I speak Portuguese and
Brad: I want to travel to Spain. English but I don’t speak Spanish. I want to travel to Africa
Clare:Why do you want to travel there? because I want to see lions and elephants.
Brad: I’ve got family in Spain. I want to visit my family.
Clare:And what’s your favourite animal Brad?
Brad: I think my favourite animal is a bird. The eagle. They
are fantastic and very interesting!
Clare:Thank you very much, Brad.

10 Complete the sentences. Speaking (optional)

Pupils write the name of the language at the end of each
sentence. Material: 1 copy of speaking test (page 40)
(1 point for each correct answer. Total 3 points) and PB page 22 Sound check!
Answers Vocabulary
1 Portuguese (example), 2 Chinese, 3 English, 4 Spanish Ask the pupil the following questions (it isn’t necessary to
refer to page 40 at this point).
11 Write sentences. What language do people speak in Spain?
Pupils look at the objects and using the information about What language do people speak in Portugal?
where they’re from, they write sentences. What language do people speak in England?
(1 point for each correct answer. Total 5 points) What language do people speak in China?
What language do people speak in France?
Answers (1 point for each answer. Total 5 points)
1 This T-shirt is from the USA. (example)
2 This football’s from China. Sentences
3 This chocolate’s from Brazil. Point to the boy, Max, in Part 1 of the speaking test and
4 This hat’s from the UK. prompt pupils to say four sentences about him using the
5 This TV’s from Japan. information from the poster he’s holding.
6 This guitar’s from Portugal. Then look at Part 2 of the speaking test and ask pupils
Where is the kite from? Prompt them to give full answers.
12 Answer the questions about you. Repeat with a second object.
Pupils write full answers to the questions. They must answer (1 point for each sentence – four sentences from Part 1 and
truthfully. Points are awarded according to sentence two sentences from Part 2. Total 6 points)
structure, spelling, task completion and coherence.
(1 point for each correct answer. Total 5 points) Questions
Point to an object from Part 2 of the speaking test and prompt
Example answers: the pupil to ask you Where’s the (kite) from? Pupils should
1 I’m from Spain. ask you three questions.
2 She’s from Brazil. Then refer the pupil to Ana in Part 1 of the speaking test and
3 I speak Spanish and English. prompt the pupil to ask you three questions about her (Where
4 I want to travel to Africa. is she from? How old is she? What languages does she speak?
5 I want to see lions and tigers. Does she speak Chinese?).
(1 point for each question. Total 6 points)
Pronunciation rhyme
Point to the Sound check! activity for the unit (PB page 22),
and prompt the pupil to say the rhyme How many syllables
has Brazil got?
(2 points for the pronunciation of individual sounds, 1 point
for rhythm and intonation. Total 3 points)
Total for listening, reading, writing and speaking sections of

test: 90 points

Name:
Class:
Test
Reinforcement worksheet Unit
Unit3
CD4
1 23
b c d
a Hola Hello Hello
1
e f g h
Olà Hello Olà
7
CD4
2 24
Listen and match.
1 2 3 4 5 6 7 8
7
Brazil the UK Spain Portugal China Japan the USA Australia
3 Listen and tick the answers.

CD4
25
Name: Brad
1How old are you? 5 Where do you want to travel to?

10 11 12 ✓ 13 Spain Australia
2Where are you from? Portugal the UK
Australia The USA 6 Why ?
Spain Portugal to watch the football
3Where do you live? to see the animals
New York Rome to visit the museums
London Paris to visit my family
4Do you speak lots of languages? 7 What’s your favourite animal?

English Spanish the eagle the whale
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Portuguese Chinese the lion the iguana

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Test Unit 3
4 Read and write T (true) or F (false).

1 Sonia is eleven years old. F
2 She’s from Spain.
3 She doesn’t live in the UK.

My name’s Sonia. I’m twelve 4 She lives in Portugal.
years old. I’m from Spain but I
live in Portugal. I speak Spanish 5 She speaks Spanish and English.
but I speak Portuguese and 6 She speaks Chinese, too.
English too. I want to travel to
South America. I want to see 7 She wants to travel to North America.
7
lots of amazing animals.
8 She wants to see friends and family.
in Spanish to wants and see animals from speaks
from Australia, but he lives _______________

James is ________
Barcelona. He _______________ English _______________ he
speaks ______________ and Catalan, too. He ________________
to travel to South America. He wants _______________ talk
to lots of new people and he wants to ________________ 8
amazing ________________ .
I want to travel to
1 North America. a I want to visit Japan and China.
2 I want to travel to Africa. b I want to visit Brazil.
3 I want to travel to Asia. c I want to visit Spain and Portugal.
4 I want to travel to Australia. d I want to see lots of animals.
5 I want to travel to Europe. e I want to see lions.

5
6 I want to travel to South America. f I want to visit New York.
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Name:
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Test
Unit3
7 Complete.
+ 1 I’m _______________
from Spain.
2 I’m _______________ from Australia.

– 3 She _______________ from China.
4 Where _______________ you from?
? 5 _______________ he from?
4
1 from / ? / Where / you / are
Where are you from?
_______________________________ (China ✗ ) I’m not from China.
___________________________________
2 ? / he / Where’s / from
_______________________________ (Spain ✓ ) He’s from Spain.
___________________________________
3 are / ? / Where / from / you
_______________________________ (Australia ✓ ) ___________________________________ .
4 from / ? / she / Where’s
_______________________________ (Portugal ✗ ) ___________________________________ .
5 Where’s / ? / from / he
_______________________________ (the UK ✓ ) ___________________________________ .
6 from / ? are / you / Where
_______________________________ (Brazil ✗ ) ___________________________________ .
9 Look and write.

9
My name’s
_____________________________________
_____________________________________
Name: Maria _____________________________________
Country: Brazil _____________________________________
Languages: Portuguese _____________________________________

✓
_____________________________________
English ✓
_____________________________________
Spanish ✗
_____________________________________
Wants to travel to Africa
____________________________________ .
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Why? to see lions and elephants 4

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Reinforcement
Test worksheet Unit
Unit3

1 Portuguese .
I’m from Portugal, I speak _________________
2 I’m from China, I speak _________________ .
3 I’m from Australia, I speak _________________ .
4 She’s from Spain, she speaks _________________ .

3
11 Write sentences.
1 1 This T-shirt is from the USA.
_______________________________________________________
2 2 ______________________________________________________ .
3
3 ______________________________________________________ .
4
5 4 ______________________________________________________ .
6 5 ______________________________________________________ .
6 ______________________________________________________ .
5
12 Answer the questions about you.
1 Where are you from? 4 Where do you want to travel to?

_____________________________________ . _____________________________________ .
2 Where’s your friend from? 5 Why?
_____________________________________ . _____________________________________ .
3 What languages do you speak?
_____________________________________ .
5
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Test
Unit3
Part 1
Name: Max Name: Ana

Age: 12 Age: 13
Country: Spain Country: Portugal
Languages: Spanish Languages: Portuguese
English English
Wants to travel to: Wants to travel to: Asia
South America Why? to visit China
Why? to visit friends
Part 2
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Name:
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Around the world

I can …



… use and understand the Present simple – to be.
… sing the We speak English song.
… sing the I want to travel song.
… hear and count syllables in words.
… read and understand about where things are made.

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Reinforcement worksheets 5 Complete the song. Match.
Pupils can also check on page 20 of PB.
1 Read and match.
1 c (example), 2 d, 3 a, 4 b I want to travel to Africa. (example)
I want to travel to Australia.
2 Look and write. I want to travel to Europe and
My name’s Maurice. (example) All around the world.
I’m from Australia. I speak English
but I speak Spanish, too. I want to travel to Asia.
North and South America,
3 Look and complete. Do you want to travel
1 People in China (example) speak Chinese. Around the world with me?
2 People in Spain speak Spanish.
3 People in Australia speak English. 6 Read and complete.
4 People in Portugal speak Portuguese. Things from around the world.
Japan makes (example) lots of computers. Brazil grows lots of
4 Match. cocoa. China makes lots of games and toys. The USA grows
1 c (example), 2 b, 3 a, 4 e, 5 f, 6 d lots of cotton. Lots of things we use and eat are from other
countries.
1 c (example), 2 f, 3 e, 4 a, 5 b, 6 d Grammar worksheets
6 Look and write about Clara. 1 Write the affirmative.
Clara’s from Brazil (example). She speaks Portuguese but she 1 I’m from Australia. (example)
speaks English, too. She wants to travel to Asia. She wants to 2 He’s from China.
visit Japan. 3 She’s from Portugal.
4 I’m from the UK.
Extension worksheets 5 He’s from Brazil.
6 She’s from Spain.
2 Write the sentences in Activity 1 in the negative.
I’m from China. 1 I’m not from Australia. (example)
I speak Chinese. (example) 2 He isn’t from China.
But I speak English, too. 3 She isn’t from Poland.
How about you? 4 I’m not from the UK.
5 He isn’t from Brazil.
I’m from Spain. 6 She isn’t from Spain.
I speak Spanish.
But I speak English, too. 3 Complete the sentences. Use the correct form of the verb
How about you? to be.
Answers are given here with contractions, but full form should
I’m from Portugal. also be marked as correct.
I speak Portuguese. 1 I’m from Portugal. (example)
But I speak English, too. 2 He isn’t from China.
How about you? 3 She’s from China.
4 I’m not from Spain.
I’m from Australia. 5 He’s from Australia.
I speak English. 6 She isn’t from Brazil.
But I speak Spanish, too. 7 I’m from Japan.
How about you? 8 He isn’t from the USA.
2 Look and write. 4 Write the questions.

1 I’m from Spain. I speak Spanish. (example) 1 Where’s Phil from? (example)
2 I’m from China. I speak Chinese. 2 Where’s Harry Potter from?
3 I’m from Australia. I speak Australian. 3 Where’s Madonna from?
4 I’m from Portugal. I speak Portuguese. 4 Where’s Raul from?
5 Where are you from?
3 Write about you.
Pupils’ answers will vary. 5 Match the questions and answers.
1 b (example), 2 e, 3 d, 4 a, 5 f, 6 c
4 Look and write the answers.
1 It’s from Portugal. (example) 6 Circle the correct words. Write.
2 It’s from Brazil. 1 People in China speak Chinese. (example)
3 It’s from Australia. 2 People in Australia speak English.
4 It’s from the USA. 3 Jose is from Spain. He speaks Spanish.
5 It’s from China. 4 Maria’s from Portugal. She speaks Portuguese.
6 It’s from Japan. 5 Su’s from China. She speaks Chinese.
6 Daniela’s from Spain. She speaks Spanish.

163
4 Spies and secret codes

• Understand and use appropriate classroom language • He’s got a (camera).
• Learn and sing songs • read, write, talk, wear
• Play a communicative game by describing a person for
a partner to guess Pronunciation
• Learn and understand the Present continuous Sounds
• Read and understand short informative texts about • Sound check! chant: contractions
the Semaphore Code I am talking.
• Learn about communicating through codes and signs You are talking.
• Read and understand a story He is talking.
• Practise using contracted forms She is talking.
• Write about a spy We are talking.
• Break and use a code They are talking
• Make and use a telephone On their mobile phones.
I’m talking.
Key language You’re talking.
He’s talking.
Vocabulary She’s talking.
• Map, microphone, camera, mobile phone, newspaper, We’re talking.
disguise, message in code They’re talking
• Touch your ear, scratch your head, fold your arms, On their mobile phones.
cross your legs
Stress and rhythm
Structures • Can you hear me? chant
• I’m/ He’s/ She’s watching a spy. • The spy song
• I’m not sending a message. • Our secret code song
• He/ She isn’t speaking English.
• What are you doing? Socio-cultural aspects
• What’s he saying? • Show interest in learning English
• He’s wearing a (blue) (coat).
• What does this mean?
• What’s that noise? • Show enjoyment in playing communicative games
• If I touch my head, it means turn left. • Show pleasure in reading a story
• Turn left/right. • Show interest in the accuracy and correction of written
• Go straight on. work
Receptive language Cross-curricular content

• I can’t hear her. • Social science: Find out about the Semaphore Code
• The letters of the alphabet
• Flag, ship Multi-cultural awareness
• Watch, sit, speak, say, communicate, draw • Road signs: Find out what road signs mean in different
countries

Answer keys page 42

Dear Parent/Carer
Your child is about to start Unit 4 of their English coursebook Find Out! 5. The topic of this unit is spies and
secret codes.
In Unit 4 your child will be introduced to the The spy song and the Our secret code song.
The spy song Our secret code

I’m watching a spy. If I scratch my head
His name is 005. It means turn left.
He’s sitting at a table. If I touch my ear
He’s wearing a disguise. It means turn right.
If I cross my legs
He’s looking at a map,
It means go straight on.
He’s writing a message in code.
If I fold my arms
He’s got a camera in his bag
It means stop!
And he’s got a mobile phone.
This is our secret code
He’s reading a newspaper
But sshhh! Nobody knows.
And he’s talking into a microphone.
I’m watching a spy. .

His name is 005.
He’s sitting at a table.
He’s wearing a disguise.
In addition your child will talk about spies and secret codes, read and act out a dialogue, learn the Present
continuous, practise giving directions, read and listen to the story The secret documents (Stories and Songs
CD, Track 14), practise contracting words and write about a spy.
child.
Yours
Class teacher
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4 Spies and secret

codes
Lesson 1
Learning objectives
• Learn a song
• Play a guessing game
Productive language
Vocabulary
• A map, a microphone, a camera, a mobile phone,
a newspaper, a disguise, a message in code
Structures
• He’s sitting at a table.
• He’s writing a message in code.
Revised structures
• He’s got a mobile phone.
• He’s wearing a hat.
Materials
• Word card: 23
• CD 2

Opening activities • Have the flashcard (number 25) of Australia in your
Revision chant 4: Can you hear me? hand and the word card ready. Ask What’s the word
of the day? It’s a country and a continent. It begins
• Explain to the pupils that they are going to learn a with /æ/. When the pupils have guessed correctly,
new chant which they will repeat at the beginning of put the picture of Australia in the corner of the board.
each lesson in this unit. Say Let’s listen to the Find Ask How do you spell Australia? Write the letters on
Out! team singing the chant with Mr Green. Play CD the board as the pupils call them out.
2 (Track 23). • Show the word card of Australia and put it face down
CD2 on the board under the flashcard.
Chant 4: Can you hear me?
23 Main activities
Mr Green: Can you hear me? Find out the theme of the unit
Pupils: Yes, we can hear you.
• Say Today we are starting a new unit. Let’s listen to
Mr Green: Can you see the board?
the Find Out! team to find out what the theme is this
Pupils: Yes, we can see the board.
time. Listen carefully. Play CD 2 (Track 24).
Mr Green: Can you be quiet now?
Pupils: Yes, we can be quiet now.
Mr Green: Good. Then let’s begin. CD2
Let’s find out! chant
• Say Mr Green says ‘Can you hear me?’ And the 24
pupils say … ? Elicit the answer from the pupils (Yes, Mr Green: I’ve got a new theme for the magazine.
we can hear you.). Repeat with the other lines of the Tim, Kate,
chant and, if necessary, write the structure on the Phil, Clare: Tell us, Mr Green. What’s the theme for
board: Yes, we can hear/ see you. the magazine?
• Say Let’s listen again and sing. Play the track again. Mr Green: The theme for the magazine is ... spies
Encourage the pupils to join in. and secret codes. Let’s find out about
spies and secret codes!
• Ask What’s the theme? (spies and secret codes).
Check comprehension.


• If possible, put the flashcards for this unit in a
briefcase or bag. If not, draw a briefcase on the board.
• Explain that today you are a spy. Ask the pupils if they
know the name of any famous spies (James Bond –
007). Ask What have I got in my bag? Take a flashcard
out and hold it up. Say Look! I’ve got a (map)! Drill
pronunciation and put the flashcard on the left of the
board. Ask What else have I got in my bag?
• Take out each flashcard in turn and ask What’s this?
If the pupils use L1, acknowledge their answers and
echo them in English. When a pupil says one of the
flashcards in English, congratulate them and put it on
the board. Repeat until all seven flashcards are on
the board, left to right.
CD2
Spies word rap
25
a map … a microphone … a camera … a mobile

phone … a newspaper … a disguise … a message in
code …
Play I’m a spy and I’ve got a …
• Start on the left side of the board. Say I’m a spy and
Play a guessing game. (PB page 23, activity 2)
I’ve got a … Point to the first flashcard and elicit the • Ask the pupils to look at the pictures. Ask What’s
word from the pupils (map). Remove it and put it number 1? (a map) What’s number 6? (a disguise)
back in your briefcase or bag. etc.
• Repeat the process until all seven flashcards are in • Ask two volunteers to read Clare’s and Tim’s speech
your bag. bubbles. Explain that they are playing a guessing
game. Clare has chosen one of the spies in the main
Listen and read. Sing. (PB page 23, activity 1) picture and Tim is asking questions to find out which
• Ask the pupils to open their Pupil’s Books at page 23. one she has chosen. Focus on 007 and show that he
Challenge them to find all the spy objects in the is wearing a green hat and has got a map.
picture for activity 1. • Explain that you are going to play the game, just like
• Ask What’s the song called? (The spy song). Clare and Tim. Ask a volunteer to read Clare’s speech
• Follow the three steps on page 6 of the introductory bubble again and ask another volunteer to read Tim’s
unit for teaching songs. answer again. Then play the game with the class. You
CD2 give the descriptions and let them guess.
The spy song • Alternatively, get the pupils to play the game in pairs.
26
Look and read. Write 003 or 004. Listen and
Phil: I’m watching a spy.
check. (AB page 35, activity 1)
His name is 005.
He’s sitting at a table. • Ask the pupils to close their Pupil’s Books and to
He’s wearing a disguise. open their Activity Books at page 35. Ask a volunteer
to read the instruction (Look and read. Write 003 or
He’s looking at a map.
004. Listen and check.). Check comprehension.
He’s writing a message in code.
Explain that the pupils have to look at the pictures
He’s got a camera in his bag
and complete the sentences, with the correct spy,
And he’s got a mobile phone.
003 or 004.
He’s reading a newspaper
• Check together by listening to CD 2 (Track 27).
And he’s talking into a microphone.
I’m watching a spy.
His name is 005.
He’s sitting at a table.
He’s wearing a disguise.

CD2
Look and read. Write 003 or 004. Listen and
27 check. • When everything is tidy, ask What’s the word of the
day? and elicit the answer (Australia). Then ask Who
Number 1
003 is wearing a disguise.
Number 2
004 is looking at a map.
Number 3
003 is writing a message in code.
Extra activity: Who’s got what?
Number 4
Tell the pupils to look at page 35 of their Activity
004 has got a camera.
Books. Ask Who’s got a camera? (004) Who’s
Number 5
wearing a disguise? (003) etc. Then get the pupils to
003 has got a microphone.
close their books and to answer the questions from
Number 6
memory.
004 has got a mobile phone.
Number 7 Encourage the pupils to play the game in pairs.
003 has got a newspaper. Challenge them to get seven correct answers in a
row.
• Tell the pupils that the unfinished sentences are
about the spies in activity 1. Explain that they have to
Homework suggestion: Ask the pupils to create
look at the spies and complete the sentences using
their own spy. They can draw the spy and write three
the words in the box. Tell them to look closely at the
sentences about what they have got and what they
beginning of each sentence to see whether it is about
are wearing.
the man or the woman.
• Check together.
Answers:
1 a message in code
2 a camera/mobile phone
3 a mobile phone/camera
4 a disguise
5 a map/microphone
6 a microphone/map
7 a newspaper
Fast finisher tips: 1 Ask fast finishers to write the

spy’s objects from page 23 of the Pupil’s Book in
alphabetical order.
Answer:
(computer, orange, ant, table) COAT
Closing activities
What time is it?

4 Spies and secret

codes
Lesson 2
Learning objectives
• Introdue the pupils to the Present continuous –
affirmative and negative
• Play a game to practise the Present continuous
Productive language
Vocabulary
Structures
• What are you doing?
• What’s she saying?
• She’s talking into a microphone.
• I’m watching a spy.
• He/She’s wearing a disguise.
• I’m not sending a message.
• He/ She isn’t speaking English.
Other language
• I can’t hear.
Materials
opposite sides of the classroom. Invite one pupil from
• Activity Book, page 36 one team to the front of the class. Tell them to turn
• Flashcards: 26, 27–33, 61 and 62 over a flashcard and a word card. If the two cards
• Word cards: 25, 27–33 match, they can move the pair to their side of the
• CD 2 board. If they don’t match, they turn them back over.
• Repeat with a team member from the other team.
Opening activities The team with the most wins.
Revision chant 4: Can you hear me?
• Say chant 4 Can you hear me? from Lesson 1 of this challenging, explain that you will only turn over the
unit (see page 3). If the pupils need help flashcards and word cards if the pupils ask you
remembering it, play CD 2 (Track 23). politely. Write Can we have flashcard (1) and word
Play Word of the day card (B), please? on the board to remind the pupils
• Have the flashcard (number 26) of China in your hand how to ask for something politely in English.
and the word card ready. Ask What’s the word of the
day? It’s a country. It makes lots of toys. When the Sing The spy song
pupils have guessed correctly, put the picture of
China in the corner of the board. Ask How do you • Ask the pupils if they remember the song they learnt
spell China? Write the letters on the board as the in Lesson 1. Point to the different flashcards to help
pupils call them out. recall the lines of the song.
• Show the word card of China to confirm that they got • Play CD 2 (Track 26) and encourage them to sing
it right. Put the word card face down on the board along. Repeat as appropriate.
under the flashcard. • If you prefer, use the karaoke version (CD 2, Track 28).
Main activities
• Put all the spy word cards and flashcards (see Lesson they think the man in the picture does. Listen to their
summary box) on the board face down. Write the suggestions but don’t confirm whether they are right
numbers 1–7 next to the flashcards and the letters or wrong.
A–G next to the word cards. • Say Let’s listen and find out what he does. Play CD 2
• Divide the class into two teams and seat them at (Track 29).
CD2
29
Kate: Today, Phil talks to a spy. His name is 005

and he’s wearing a disguise.
• Pause the CD and point to the picture of the man. Ask
What’s his name? (005) Is he a singer? (No. He’s a spy.)
What’s he wearing? (a disguise). If necessary, point to
the box above the dialogue for the pupils to refer to.
• Say Let’s listen and find out about what 005 is
doing. Play the rest of the track.
Phil: What are you doing?
005: I’m watching a spy. Her name is 006. She’s
wearing a disguise.
Phil: What’s she doing?
005: She’s talking into a microphone.
Phil: What’s she saying?
005: I don’t know. She isn’t speaking English.
Now she’s sending a message on her mobile
phone.
Phil: What’s that noise?
005: It’s a message on my mobile phone. It’s
from 006!
pupils to follow the text in their Pupil’s Books.
• Follow steps 1–4 below to prepare the pupils for title on the poster and say Look! Today’s grammar is
acting out the dialogue in pairs. about the Present continuous.
Step 1 their Pupil’s Book and say Let’s make sentences.
Check comprehension Focus their attention on the green and red grammar
• Check what the pupils have understood. Ask them to tables. Ask volunteers to read the sentences in these
look at the dialogue. Ask What is 005 doing? tables aloud. Repeat the sentences if necessary to
(watching a spy) What’s the spy’s name? (006) What correct their pronunciation.
is 006 doing? (talking into a microphone, sending a • Ask Does 005 watch a spy every day? (No, but he is
message on her mobile phone) Can 005 see and hear at the moment.). And does 006 wear a disguise
her? (no) Who did 006 send a message to? (005). every day? (No, but she is at the moment.). Ask
What’s happening at the moment in the classroom?
Step 2 Encourage the pupils to answer using the Present
Read and repeat each sentence continuous. (listening to the teacher / sitting down /
• Encourage the pupils to repeat each sentence of the looking at the poster / speaking English). Explain that
dialogue after you or after the CD. Help them with we use the Present continuous tense to talk about
pronunciation when necessary. things that are happening at the moment, but that
don’t happen all the time.
Step 3 • Focus the pupils’ attention on the red grammar table
Read the dialogue together again. Ask How do we make a Present continuous
• Say I’m 005 and you are Phil. Let’s read the dialogue sentence negative? What word do we add? Where
do we put it? (We put the word not between be and
together. Read the dialogue. When you have finished,
the main verb.) Point out that if we remove not, the
say Now I’m Phil and you are 005. Let’s read it again.
sentence becomes affirmative.
• Ask the pupils to read the dialogue in pairs. Encourage volunteer to read. Explain that I’m not and I am not
them to read it more than once by changing roles. have the same meaning, but I’m not is the contracted
form and is more widely used in English.
Look and compare. Play a game. (Grammar • Focus the pupils’ attention back on the poster.
poster 4 / PB page 24, activity 4) Encourage volunteers to construct affirmative
• Display the grammar poster for this unit on the wall sentences from the green grammar table. Then ask
or board, where everyone can see it, and ask pupils volunteers to construct negative sentences from the
to open their Pupil’s Books at page 24. Point to the red grammar table in the same way.
• Now say Let’s play a game. Use flashcards 61 and 62 Write about the clothes you and your friend are
to play the game. Divide the class into two teams and wearing today. Use the Present continuous.
get them to hold up the corresponding card as you (AB page 36, activity 6)
call out affirmative and negative sentences
constructed from the poster. • Ask a volunteer to read the instruction (Write about
the clothes you and your friend are wearing today.
Teaching option: Refer to page xviii in the Use the Present continuous). Check comprehension.
Introduction for more game ideas to play using the Explain that the pupils must complete the sentences
grammar poster. so that they are true.
• Read the beginning of each sentence and make sure
the pupils know who each one is about. Monitor and
Complete the tables. (AB page 36, activity 3) help with vocabulary the pupils may not know.
• Ask the pupils to close their Pupil’s Books and to open Suggest that they use the grammar poster for Unit 4
their Activity Books at page 36. Ask a volunteer to read to guide their writing.
the instruction (Complete the tables.). Check • Ask volunteers to read out their completed sentences.
comprehension. Explain that the pupils have to write the
missing words into the table. Suggest that they do this Fast finisher tips: 1 Ask fast finishers to write a list
together in pairs and that they write the words in pencil of things they can see in the picture on page 24 of
until they have confirmed the answers with the poster. the Pupil’s Book, activity 3.
Answers: 2 Fast finishers can break the code at the bottom of
See Pupil’s Book page 24 for the answers. page 36 in the Activity Book.
Answer:
What are they saying? Write and match. (AB (table, orange, dog, apple, yo-yo) TODAY
• Tell the pupils to complete the sentences in the Closing activities
speech bubbles with words from the box. What time is it?
• Check together.
Answers: correct time from the pupils and then say It’s (nearly)
I’m reading a message on my computer. time to finish. Put your things away, please.
I’m sending a message on my mobile phone.
I’m not wearing a hat. Let’s remember the word of the day
I’m writing a message in code. • When everything is tidy, ask What’s the word of the
day? and elicit the answer (China). Then ask Who
• Now tell the pupils to match the speech bubbles to wants to spell it? Nominate a volunteer to spell the
the spies and to draw in the speech bubble tails. word. Keep nominating pupils until someone spells it
Read and complete. Listen and check. (AB, correctly. Turn over the word card. Say Well done.
page 36, activity 5) See you all next lesson.
• Tell the pupils to look at the picture of the characters. Extra activities: Who is it?
Explain that 1–4 are descriptions of what each person Describe someone in the room by their clothes and/or
is doing. Tell them to fill in the gaps with the correct posture and any actions they may be doing, e.g.
information from the box. Today this person is wearing black shoes. This
• Check together. Nominate four different pupils to person is sitting down. At the moment, this person
read out a description each. is writing/talking/touching ... etc. The pupils have to
• Play CD 2 (Track 30) for them to check their answers. look around the room and tell you who the person is.
CD2 Chain game: Start the chain by saying what someone
Read and complete. Listen and check. is wearing, e.g. Juan is wearing a black jumper.
30
Nominate a pupil to repeat the sentence and to add
Number 1 another sentence about someone else. Continue round
Clare’s talking on her mobile phone. the class until someone makes a mistake. Play again.
Number 2
Phil’s taking a photo with his camera.
Homework suggestion: Ask the pupils to find a
Number 3
picture from a magazine of a (famous) person. Tell
Tim’s playing on the computer.
them to stick it in their notebook and write sentences
Number 4
about what the person is wearing/doing.
Kate’s drawing a picture.

4 Spies and secret

codes
Lesson 3
Learning objectives
• Learn the Present continuous – interrogative
• Make game cards
• Use the cards to play a game to practise the
Present continuous
Productive language
Vocabulary
Structures
• What’s he/she saying?
• She’s wearing a jumper.
Other language
• Is it a man or a woman?
• It’s a man.
Materials
• Flashcard: 24, 61–63 • Refer the pupils to the grammar tables on page 24 in
• Word card: 26 their Pupil’s Book and say Let’s make questions.
• CD 2 Focus their attention on the yellow grammar table.
Ask volunteers to read the questions in the table
Opening activities their pronunciation.
Revision chant 4: Can you hear me? • Now guide the pupils to look at the picture of 005 on
page 24 and ask What’s 005 doing? (He’s reading a
• Say chant 4 Can you hear me? from Lesson 1 of this newspaper / He’s watching a spy.). Ask questions
unit (see page 3). If the pupils need help about pupils in the class and elicit the answers, for
remembering it, play CD 2 (Track 23). example What’s he/she doing? (He’s / She’s
Play Word of the day listening to the teacher / sitting down / looking at the
Pupil’s Book etc.).
• Have the flashcard (number 24) of Portugal in your • Focus the pupils’ attention back on the poster.
hand and the word card ready. Ask What’s the word Encourage volunteers to construct questions from the
of the day? It’s a country. John from Unit 3 comes yellow grammar table by putting together each piece
from here. When the pupils have guessed correctly,
of the puzzle, for example What are you reading?.
put the picture of Portugal in the corner of the board.
• Ask individual pupils more questions and encourage
Ask How do you spell Portugal? Write the letters on
them to answer truthfully. Then ask them more
the board as the pupils call them out.
questions using different pictures in Unit 4 of the
• Show the word card of Portugal to confirm that they
Pupil’s Book, using the question forms practised to
under the flashcard. elicit what a character is doing / saying / reading etc.
Main activities 63 to play the game. Divide the class into three teams
and get them to hold up the corresponding card as
Teacher’s tip: Use small and capital letters correctly, you say examples of the affirmative, negative and the
as this is an important aspect of spelling names. interrogative constructed from the poster.
Alternatively, ask pupils to call out affirmative,
negative or question as you say the sentences /
• Display the grammar poster for this unit on the wall questions, and then hold up the corresponding card
or board, where everyone can see it, and ask pupils for all to see.
to open their Pupil’s Books at page 24.


grammar poster.

• Ask them to complete the table. Explain that the
pieces of the puzzle make questions. The pupils can
work in pairs.
• Check together.
Answers:
Write the questions. (AB page 37, activity 8)

questions.). Check comprehension. Explain that these
are all questions about what the characters are
doing, but that the words are in the wrong order. Tell
them to order the words to make the questions. They
can work in pairs.
• Check together. Say Number 1. What is Kate doing?
Nominate four different pupils to read questions 2
to 5.
Answers:
1 What’s Kate doing?
2 What’s Tim writing?
Play True or false?
3 What’s Phil doing?
4 What’s Mr Green saying? • Ask the pupils to look at the eight spies. Explain that
5 What’s Clare reading? they are going to hear sentences about the spies. Tell
them to listen, look at the pictures, and put up their
Look at Activity 8. Write the answers. (AB page hand if a sentence is true and not put up their hand if
37, activity 9) the sentence is false.
• When you have checked the questions, tell the pupils • Say, for example:
to answer them by looking at the pictures. Go 0011 is wearing at hat.
through the example to make sure the pupils 0012 is reading a book.
understand what they have to do. 0013 is sending a message.
• Monitor and help where necessary. 0014 is reading a newspaper.
0015 is saying Hello!
Answers:
0016 is saying Goodbye!
1 Kate’s drawing a picture.
0017 is speaking on a mobile phone.
2 Tim’s writing a message.
0018 isn’t wearing a hat.
3 Phil’s taking a photo.
• Nominate pupils to say similar sentences about the
4 Mr Green’s saying Hello.
spies. Get the rest of the class to say whether the
5 Clare’s reading Find Out! magazine.
sentences are true or false.
Go to Activity Book, page 37. (PB page 24, Play Who’s my spy?
activity 5) • Tell the pupils to put all eight pictures face up on the
• Ask the pupils to turn to page 37 in the Activity Book. table in front of them.
• Ask the pupils to look at page 24 in their Pupil’s Books.
Make the cards on page 89. (AB page 37, Read the speech bubbles and explain that the girl is
activity 10) trying to guess which spy the boy has chosen. Tell the
pupils that they are going to play this game now.
• Ask the pupils to turn to page 89 and to cut out the
• Show them that you have one of the spy cards in your
eight spy cards. Tell the pupils to find each spy’s
hand, but don’t show them which spy it is. Challenge
number on their clothing.
them to find out who it is by asking questions. Play a
game so the pupils know how to play. For example:

Pupils: What’s the spy doing?

Teacher: He’s reading a newspaper. Extra activities: Say true/false negative sentences
Pupil’s say sentences about spies using the negative
(Tell the pupils to turn face down all the men form of the Present continuous. The rest of the class
speaking on the telephone.) have to say if the sentences are true or false.
Pupils: What’s he wearing? Play the negative version of Who’s my spy?
Teacher: He’s wearing a coat but he isn’t wearing Repeat the game, but the pupils answering the
a hat. questions can only answer using the negative form
(Tell the pupils to turn face down all the men wearing of the Present continuous, e.g.
a hat.)
Pupil A: What’s he doing?
Pupils: Is he happy? Pupil B: He isn’t reading a newspaper.
Teacher: Yes, he is.
Pupil A: What’s he saying?
(Tell the pupils to turn face down the men who aren’t Pupil B: He isn’t saying goodbye.
happy.)
Teacher: Who’s my spy? Closing activities
Pupils: 0017
What time is it?
• Having modelled the game, encourage the pupils to
play in pairs. • When it’s time to finish, ask What time is it? Elicit the
Teaching option: If your pupils can’t work in pairs time to finish. Put your things away, please.
yet, repeat the game as described above, but Let’s remember the word of the day
nominate pupils to come to the front of the class to
take the role of the teacher. • When everything is tidy, ask What’s the word of the
day? and elicit the answer (Portugal). Then ask Who
Fast finisher tips: 1 Fast finishers can colour the correctly. Turn over the word card. Say Well done.
grammar tables on pages 36 and 37 of the Activity See you all next lesson.
Book so that they match the colours used in the
Pupil’s Book. Homework suggestion: Describe a picture
2 Fast finishers can break the code at the bottom of Tell the pupils to choose two of the spies, one man
page 37 in the Activity Book. and one woman. Ask them to stick the cards in their
Answer: notebooks and write two or three sentences about
(pen, ice cream, computer, table, umbrella, rubber, what each person is doing/wearing.
elephant) PICTURE

4 Spies and secret

codes
Lesson 4
Learning objectives
• Learn about the Semaphore Code
• Decode words using the Semaphore Alphabet
Productive language
Vocabulary
• The letters of the alphabet
Structures
• What’s he saying?
• He’s saying HELP.
Other language
• Haven’t got
• Present simple
Materials
• Flashcard: 23
• Word cards: 24, 27–33
• CD 2
Opening activities • When you’ve modelled the activity, encourage the

Revision chant 4: Can you hear me? pupils to play the game in pairs or threes.
• Say chant 4 Can you hear me? from Lesson 1 of this Find Out! magazine
unit (see page 3). If the pupils need help
remembering it, play CD 2 (Track 23). • Tell the pupils to open their Pupil’s Book at page 25.
Say Look! This is a page by Phil and Kate from Find
Play Word of the day Out! magazine. Look at the title. What does it say?
• Have the flashcard (number 23) of Spain in your hand Ask a volunteer to read it (What is the Semaphore
and the word card ready. Ask What’s the word of the Code?). You will have to help with the word
day? It’s a country. Madrid is the capital city. When Semaphore.
the pupils have guessed correctly, put the picture of • Ask if any of the pupils know what Semaphore is.
Spain in the corner of the board. Ask How do you Tell them that it is a way of talking to someone
spell Spain? Write the letters on the board as the without using words.
pupils call them out. • Explain that they are going to find out about it and
• Show the word card of Spain to confirm that they got use it in this lesson.
it right. Put the word card face down on the board • Ask two volunteers to read the speech bubbles. Elicit
under the flashcard. that the spies on the boat can’t hear each other.
• Ask the pupils how they could communicate (mobile
Main activities phone, radio). Praise these answers. But now ask the
Revision game: Lip reading pupils to imagine that they don’t have any of these
new technologies. The two boats could communicate
• Write I’m … on the board. Put the word cards for Unit 4 with the Semaphore Code.
under it. Tell the pupils that you are going to say what
you are doing, but without any sound. They will have
to read your lips and then say what you are doing.
Say:
I’m wearing a disguise.
I’m reading a newspaper.
I’m sending a message in code.
I’m looking at a map. etc.
Unit 4 page 12

• Say Let’s listen to Kate and Phil talking about the
page in the magazine. Tell the pupils to look at the
page in their Pupil’s Book as they listen. Encourage
CD2
Listen and read.
31
Kate: Let’s find out about the Semaphore Code!

Phil: What is the Semaphore Code?
Kate: Imagine you are on a ship. You haven’t got
a computer, a radio or a mobile phone, but
you want to speak to people on another
ship. How do you communicate?
Phil: In Semaphore you spell words with two
flags. The flags are usually red and yellow.
You put the flags in a different position for
each letter of the alphabet.
listen.
• Ask What do you spell words with? (two flags) What
do the different positions mean? (a letter of the
alphabet).
Listen and say the next word. (PB page 25,

activity 7)
CD2
• Ask a volunteer to read the instruction. Check Complete the speech bubbles. Listen and
comprehension. Explain to the pupils that they are 33
check
going to hear the track again, but that you are going to
stop the CD regularly. Tell them that they have to read Man 1: What’s 0012 saying?
and listen and say the next word when the CD stops. Man 2: I don’t know. I can’t hear her.
• Tell the pupils to follow the text in the Pupil’s Book
as they listen, to help them identify the next word Circle the correct words. Listen and check. (AB
each time. page 38, activity 12)
• Play CD 2 (Track 32). Pause after every four or five • Ask a volunteer to read the instruction (Circle the
words so the pupils can tell you the next word. correct words. Listen and Check.). Check
comprehension. Explain that this is a summary of the
Teaching option: Read the text yourself and stop magazine page in the Pupil’s Book, but there are
before key words. some extra words in it. Tell the pupils to circle the
correct words.
CD2 • Play CD 2 (Track 34) for them to check their answers.
Listen and say the next word.
33 CD2
Circle the correct words. Listen and check.
(See the script for PB, page 25 activity 6) 34
Complete the speech bubbles. Listen and In Semaphore you spell words with two flags. The
check. (AB page 38, activity 11) flags are usually red and yellow. You put the flags in a
• Ask a volunteer to read the instruction (Complete the different position for each letter of the alphabet.
speech bubbles. Listen and check.). Check
at the picture, think about what’s happening and fill
in the speech bubbles with the words from the box.
Ask Is the first speech bubble a question or a
sentence? Is the second speech bubble a question
or a sentence?
• Check together by listening to Track 33.

What are they spelling? Write the words. (AB Closing activities
page 38, activity 13) What time is it?
• Ask the pupils to look at the Semaphore messages.
Explain that the pupils have to decode the
Semaphore by referring to the code key in their
Pupil’s Books.
• Check together. Let’s remember the word of the day
Answers: • When everything is tidy, ask What’s the word of the
1 code 2 ship 3 stop 4 help day? and elicit the answer (Spain). Then ask Who
• When they have decoded the Semaphore they can
complete the sentences.
• Check together by asking What’s Tim spelling?
What’s Kate spelling? etc.
Answers: Extra activity: Get pupils to spell words in English
1 Clare is spelling code. using the Semaphore Code. They can use their arms,
2 Tim is spelling ship. or use coloured paper (red and yellow). The other
3 Kate is spelling stop. pupils must work out what the word is.
4 Phil is spelling help.
Fast finisher tips: 1 Ask fast finishers to write a

Homework suggestion: Pupils can draw a word they
message using the diagrams on page 25 of the
have learnt in Unit 4 using Semaphore Code stick
Pupil’s Book. They can exchange codes and write the
men, as on page 25 of the Pupil’s Book. Pupils can
messages.
exchange words in the next lesson and decode them.
Answer:
(sixty, elephant, mobile, ant, pen, house, orange,
ruler, eighty) SEMAPHORE

4 Spies and secret

codes
Lesson 5
Learning objectives
• Learn a song
• Learn how to give directions
• Do a quiz to find out about international road
signs
Productive language
Vocabulary
• Scratch your head, touch your ear, fold your arms,
cross your legs
Structures
• If I fold my arms, it means stop.
• Turn left/right.
• Go straight on.
Materials
• Flashcard: 26
• Word card: 25
• CD 2
Opening activities • Focus on the instructions under the pictures and

make sure the pupils know what each one means.
Revision chant 4: Can you hear me? Demonstrate each action. Explain that you are going
• Say chant 4 Can you hear me? from Lesson 1 of this to call out each instruction and that you want the
unit (see page 3). If the pupils need help pupils to call out the corresponding numbers and do
remembering it, play CD 2 (Track 23). the action. For example:
Teacher: Fold your arms.
Play Word of the day Pupils: Number three.
• Have the flashcard (number 26) of Chinese in your Teacher: Cross your legs.
hand and the word card ready. Ask What’s the word Pupils: Number four.
of the day? It’s a language. People from China speak • Speed up as the pupils get more confident at
this language. When the pupils have guessed recognising the words.
correctly, put the picture of Chinese in the corner of • Now change the activity so that you are asking a
the board. Ask How do you spell Chinese? Write the question to elicit the phrase and action. For example:
letters on the board as the pupils call them out. Teacher: What’s number three?
• Show the word card of Chinese to confirm that they Pupils: Fold your arms.
under the flashcard. Listen and point
Main activities • Tell the pupils that they are going to hear the phrases
on the CD. Ask them to listen, repeat and point to the
Revision game: Which letter? corresponding picture in their Pupil’s Book. Play CD 2
• Hold up a red and yellow piece of paper. Ask What (Track 35).
code can I use with these? (Semaphore). Hold your CD2
arms in the shape of a letter in Semaphore. Encourage Look. Listen and say.
35
the pupils to tell you which letter it is. The pupil who
gives the correct answer can come to the front of the Number 1
class to form a different letter in Semaphore using the Touch your ear.
paper. Continue for a few minutes. Number 2
Scratch your head.
Look. Listen and say. (PB page 26, activity 8)
Number 3
• Ask the pupils to open their Pupil’s Books at page 26. Fold your arms.
Tell them to look at the pictures. Number 4
Find Out! 5 Cross your legs. Unit 4 page 15
Look and find

poster. What actions can you see?

• Say Look at the picture. How many spies can you
see? (two) Which one is the teacher? (the woman).
Ask two volunteers to read the speech bubbles.
• Tell the pupils that they are going to learn a song
about the spies’ secret code. Ask What’s the song
called? (Our secret code).
later.
Step 1
Listen and read
• Play CD 2 (Track 36) for the pupils to listen to the
song and follow the words in their books.
Step 2
Listen and repeat
play each line on the CD and pause.
Step 3
Sing
confidently.
• Ask the pupils some questions based on the song, CD2
e.g. What does scratch my head mean? What does Complete the song. Match. Listen and
37
fold my arms mean? etc. check.
CD2 (See the script for PB page 26, activity 9)
Our secret code
36
Answers:
If I scratch my head If I scratch my head, it means turn left. (Clare)
It means turn left. If I touch my ear, it means turn right. (Tim)
If I touch my ear If I cross my legs, it means go straight on. (Kate)
It means turn right. If I fold my arms, it means stop! (Phil)
If I cross my legs
It means go straight on. Read and guess. Listen and find out. (PB page
If I fold my arms 26, activity 10)
It means stop! • Ask the pupils to look at the picture of the television.
This is our secret code. Ask What’s the programme called? (Do you know? )
But sshhh! Nobody knows. What can you see on the TV? (a spy and a road sign).
Ask if any of the pupils know what the sign means.
Teacher’s tip: To get silence in class, establish a Then ask What is the programme about today? and
code at the beginning of each week, e.g. If I fold my direct the pupils to the bubble coming from the TV.
arms, it means be quiet, please. etc. Ask a volunteer to read it to elicit the answer from the
class (maps and road signs).
Complete the song. Match. Listen and check. • Ask a volunteer to read the instruction (Read and
(AB page 39, activity 15) guess. Listen and find out.). Check comprehension.
Explain that the pupils must read the questions and
• Ask a volunteer to read the instruction (Complete the guess the correct answer: a), b), c) or d). Let them
song. Match. Listen and check.). Check choose their answers in pairs.
comprehension. Explain that the pupils have to • Ask pairs to read the questions and the answers they
complete the song with the words from the box. have chosen. Then say Let’s listen to 006 and find
• Play CD 2 (Track 37) for the pupils to check their out the answers.
answers.
• Tell them to match each verse to one of the pictures.


Question 1 and check the answer by asking the pupils Fast finisher tips: 1 Ask fast finishers to write a list
to tell you which letter it is: a), b), c) or d). Then of the things they can see in the picture for activity 15
continue. on page 39 of the Activity Book.
CD2
Read and guess. Listen and find out. page 39 in the Activity Book.
38 Answer:
Presenter: Question 1. What does this mean? (spider, ice cream, giraffe, newspaper, seventy)
a) Stop. b) Turn left. SIGNS
c) Go straight on. or
d) Turn right. Closing activities
For the answer, let’s listen to 005.
005: Spies read messages in code. They read What time is it?
maps and road signs too. This sign • When it’s time to finish, ask What time is it? Elicit the
means go straight on. correct time from the pupils and then say It’s (nearly)
Presenter: Question 2. What does this mean?
a) Stop. b) Turn left. Let’s remember the word of the day
c) Go straight on. or • When everything is tidy, ask What’s the word of the
d) Turn right. day? and elicit the answer (Chinese). Then ask Who
For the answer, let’s listen to 005. wants to spell it? Nominate a volunteer to spell the
005: This sign means turn right. word. Keep nominating pupils until someone spells it
Follow the signs. Write the sentences. Mark an See you all next lesson.
X. (AB page 39, activity 14)
• Tell the pupils to follow the arrows on the map and to Extra activity: Complete the first half of the bilingual
write what each one tells them to do. dictionary for Unit 4
• Focus on the first one and say Turn left. Put the pupils into groups of four or five and ask
• They can work in pairs. them to turn to the bilingual dictionary for Unit 4 on
• Check answers. Tell them to mark an X where they page 44 of the Activity Book. Encourage the pupils to
end up. work together to translate the words into their L1.
Answers: they have got the translations right.
1 Turn left. 2 Turn right. 3 Turn right.
4 Go straight on. 5 Turn left 6 Go straight on.
7 Turn right. 8 Turn right.

(AB page 39, activity 16) Homework suggestion: Tell the pupils to continue
completing the bilingual dictionary for Unit 4. If there
are any words they don’t understand, they should
question. Listen and tick the answer.). Check
just leave the translation blank and ask someone
comprehension. Explain that the pupils have to put
next lesson.
the words in order to make the question.
• Check together.
Answer:
What does this mean?
• Tell them to tick the answer they think is correct, in
pencil, before listening to find out. Play CD 2 (Track
39).
CD2
39 answer.
Presenter: Question 3. What does this mean?
a) Turn left. b) Turn right. c) Don’t turn left.
or d) Don’t turn right.
For the answer, let’s listen to 005.
005: This sign means don’t turn left.

4 Spies and secret

codes
Lesson 6
Learning objective
Productive language
Vocabulary
Structures
Materials
• Story poster 4
• Flashcard: 25
• Word card: 23
• CD 2
Opening activities
• Say chant 4 Can you hear me? from Lesson 1 of this
unit (see page 3). If the pupils need help remembering
it, play CD 2 (Track 23).
Teacher’s tip: Nominate a responsible pupil to give
Play Word of the day paper clips to anyone who responds incorrectly to an
instruction. The winners are the pupils with the
• Have the flashcard (number 25) of English in your
fewest clips at the end of the game.
of the day? It’s a language people speak in
Australia. When the pupils have guessed correctly, Sing Our secret code
put the picture of English in the corner of the board.
Ask How do you spell English? Write the letters on
• Show the word card of English to confirm that they
version on CD 2 (Track 40).
Main activities Listen to the story. Read. (PB page 27,
activity 11)
Revision game: Fold your arms
• Give instructions from Lesson 5. Encourage the pupils If possible, cover the last two frames of the story. Ask
to do each one (touch your ear, scratch your head, Can you all see the poster? Allow the pupils to move
fold your arms, cross your legs). so that they can see it clearly.
• When you have reviewed the instructions, tell the • All Lesson 6s can be taught following the six steps
pupils you are going to play a game. Tell them to do below.
the instruction if it is affirmative, but to freeze if it is
Step 1
negative, e.g.
Create interest in the story
Fold your arms.
Scratch your head. • Ask Who can you see in picture 1? (Tim and Kate, a
Don’t cross your legs. man) Where are they? (in the park) Who is the man
Touch your ear. in the hat? (a spy) What are Tim and Kate doing?
Cross your legs. (Kate is drawing, Tim is sitting) Who is the man
Don’t touch your ear. meeting? (a woman) Who is in picture 5? (another
spy) What are the spies doing? (scratching their
ears).

Step 2
• Ask the pupils to look at frames 2 to 6 on the poster
Step 3
Listen to the story
• Say Let’s listen to the story and find out if you are right.
CD2
41
Narrator: The secret documents.

Narrator: Tim and Kate are in the park.
Tim: What are you drawing?
Kate: I’m drawing the man in the hat.
Tim: Look at the newspaper. The man in the
hat is a spy.
Kate: Call the police!
Tim: I can’t call the police. I haven’t got my
mobile phone.
Kate: Look! He’s standing up.
Kate: He’s putting documents in the bin.
Tim: Yes! The top secret documents!
Step 6
Kate: He’s scratching his ear. Read the story in pairs
Tim: It’s a code. Look! The woman with the dog
is scratching her ear, too.
Tim: What can we do? can be Kate and Tim, the other person can be
Kate: Let’s take the documents to the police. everyone else. Encourage them to read it more than
Step 4
Teaching option: Refer to page xix in the
• Pause the CD after frame 6. Ask the pupils to tell you Introduction for more game ideas to play using the
what they have understood. Encourage them to do story poster.
• Ask them to predict what happens in the last two Which of these things are not in the story? (PB
frames. Reveal the last two frames of the poster and page 27, activity 12)
say Let’s find out if you’re right. Play the rest of the • Ask a volunteer to read the instruction (Which of
story. these things are not in the story? ) Check
comprehension. Explain that the pupils have to read
Kate: Hello! What a nice dog.
the text again and look at the pictures to try and find
Man: Stop! What are you doing?
items in the list.
Kate: This man is a spy. The police want to talk to • Give them time to do this, then ask them to tell you
him. which ones are not in the story.
Man: He isn’t a spy. He’s an actor.
Tim: An actor? Teacher’s tip: So as not to spoil the activity for
Actor: We’re making a film. others, tell the pupils not to call out the answers
Step 5
Check comprehension
Answers:
a mobile phone, a microphone, a map
the story. Ask Is the man a spy? (no) Who is he? (an
actor) What is he doing? (making a film).

Complete the speech bubbles. Put the pictures Fast finisher tips: 1 Fast finishers can choose a word
in order. (AB page 40, activity 17) from the story and write it in code using The code
• Ask the pupils to close their Pupil’s Books and to breaker picture dictionary. They can exchange codes
open their Activity Books at page 40. Ask a volunteer for decoding.
to read the instruction (Complete the speech bubbles. 2 Fast finishers can break the code at the bottom of
Put the pictures in order.). Check comprehension. page 40 in the Activity Book.
Explain that the pupils have to complete the speech Answer:
bubbles from the story with the words from the box, (dog, orange, computer, umbrella, mobile, elephant,
and then number the pictures in the correct order. newspaper, table, spider) DOCUMENTS
They can work in pairs.
Teacher’s tip: While the pupils put the pictures in Closing activities
order, cover the story poster. You can uncover the What time is it?
poster for the pupils to check that they have put the • When it’s time to finish, ask What time is it? Elicit the
pictures in the correct order. correct time from the pupils and then say It’s (nearly)
Answers:
1 d What are you drawing? Let’s remember the word of the day
2 c He’s putting documents in the bin.
3 a Stop! What are you doing? • When everything is tidy, ask What’s the word of the
4 b We’re making a film. day? and elicit the answer (English). Then ask Who
Read. Write T (true) or F (false). (AB page 40, word. Keep nominating pupils until someone spells it
activity 18) correctly. Turn over the word card. Say Well done.
• Tell the pupils that the sentences make up a See you all next lesson.
summary of the story, but there are some false
sentences. Explain that they have to read each Extra activity: Put the pupils into groups to rehearse
sentence and mark it true or false. They can work in the story as if it were a radio play. Give pupils a role
pairs. in the story and suggest that they also create their
• Check together, encouraging the pupils to read out own sound effects. Confident groups might like to
the sentences before stating whether they’re true or give a performance to the rest of the class.
false. They can correct the false ones.
Answers:
1 F (drawing him) 2 T Homework suggestion: Ask the pupils to look
3 F (he hasn’t got his mobile phone) through the bilingual dictionary for Unit 4 on page
4 T 5 F (his ear) 6 T 7 F 8 T 44. Ask them to write their ten favourite words for
this unit onto a piece of paper. In the next lesson,
What do you think? Complete. (AB page 40, pupils can compare their lists and explain why they
activity 19) chose their words.
name of their favourite character, and then tick the
phrase which best describes how they feel about the
story.
Book.
as they choose.

4 Spies and secret

codes
Lesson 7
Learning objectives
• Practise the pronunciation of contractions
• Read and write about a spy
Productive language
Vocabulary
Structures
Materials
• Flashcard: 23
• Word card: 24
• CD 2
Opening activities
unit (see page 3). If the pupils need help
remembering it, play CD 2 (Track 23). Listen and read. Say. (PB page 28, activity 13)
Play Word of the day • Ask the pupils to turn to page 28 in their Pupil’s
Books. Ask What can you see in the picture? (people
• Have the flashcard (number 23) of Spanish in your
talking on their mobile phones). Invite two pupils to
read out the poems. Explain that the poems are the
of the day? It’s a language. People in Spain speak
same, but the first uses the full form and the second
this language. When the pupils have guessed
uses the contracted form.
correctly, put the picture of Spanish in the corner of
• Explain that they are going to hear somebody saying
the board. Ask How do you spell Spanish? Write the
the poems and that you want the pupils to repeat
what they hear. Play CD 2 (Track 42).
• Show the word card of Spanish to confirm that they
got it right. Put the word card face down on the board CD2
under the flashcard. Listen and read. Say.

42
Main activities I am talking.
Revision game: Who says what? You are talking.
He is talking.
• Write What are you drawing? and He’s scratching his She is talking.
ear. on the board. Ask Do you remember the story? We are talking.
Who says ‘What are you drawing?’ (Tim). Listen to They are talking
the pupils’ suggestions, but don’t confirm the On their mobile phones.
answer. Ask And who says ‘He’s scratching his ear’?
I’m talking.
(Kate). Again, listen to their suggestions, but don’t
You’re talking.
confirm the answer.
He’s talking.
She’s talking.
Book to find out if you’re right.
We’re talking.
They’re talking
On their mobile phones.
• Ask if they heard any difference. The second is faster,
because it’s more fluid and easier to say.
• Let the pupils enjoy repeating the poems a few times.
Listen to a few pupils say them out loud.
Write. Listen and check. (AB page 41, activity

20)
41. Ask a volunteer to read the instruction (Write.
Listen and check.). Check comprehension. Explain
that the pupils have to complete the poems from
memory.
• Say the poems for the pupils to check their answers.
Say the poems together again.
Answers:
See the poem on page 28 of the Pupil’s Book.

read.). Check comprehension. Tell the pupils that this
is a page about spies from Find Out! magazine. Explain
that Tim and Kate are playing Who’s my spy? Remind
pupils of the game (they played it in Lesson 3).
• Explain that the pupils must read the magazine to
match Tim and Kate to their spies.
text in their books as they listen. Pause after Tim’s
spy and ask the pupils which one it is (001).
• Then play Kate’s spy, and repeat the activity for her
(003).
CD2
Listen and read.
43
Kate: Who’s my spy?

Read and complete. Look at Activity 15, Pupil’s
Tim: My spy’s sitting at a table. He’s wearing a
Book page 28 and check. (AB page 41, activity
red hat and a blue coat. He’s looking at a
21)
map. He isn’t reading a message in code. • Ask a volunteer to read the instruction (Read and
He’s crossing his legs. He’s got a pen. Who’s complete. Look at Activity 15, Pupil’s Book page 28
my spy? and check). Check comprehension. Explain that this is
Sarah’s text from the Pupil’s Book, but there are
Kate: My spy isn’t sitting down. He’s standing up. some words missing. Tell the pupils to complete the
He’s wearing an orange coat but he isn’t description from memory using the words from the
wearing a hat. He’s saying, Stop! He’s box.
scratching his head. He’s got a newspaper • Tell them to look at Pupil’s Book page 28 to check
and a mobile phone. Who’s my spy? their answers.
Read and write about a spy. (PB page 28, Answers:
activity 15) My spy is wearing a blue hat and a green coat. He’s
• Ask a volunteer to read the instruction (Read and sitting at a table and he’s reading a newspaper. He’s
write about a spy.). Check comprehension. Explain crossing his legs and he’s saying Hello!. He’s got a
that pupils are going to write a description of a spy mobile phone and a camera.
similar to the ones by Kate and Tim, and the one by
Sarah in this activity.
Answer the questions. Write about a spy. (AB
• Ask the pupils to look at the questionnaire. Check
comprehension. Ask What’s the spy wearing? etc. • Explain that, before writing their descriptions, the
• Ask volunteers to read the description out loud. Point pupils should fill in the questionnaire about their spy.
out that Sarah has used the answers from the Go through the questions with the pupils and explain
questionnaire to write about her spy. any questions they are unsure of. Then give them
time to complete it. Help with any language they
need.
• When they are writing their descriptions, encourage
the pupils to use Tim’s, Kate’s and Sarah’s
descriptions as models.

• Go round offering help where necessary. Ask the Closing activities

so that you can have a look. What time is it?
Teacher’s tip: Ask the pupils to write about their spy correct time from the pupils and then say It’s (nearly)
on a piece of paper and to then copy it into their time to finish. Put your things away, please.
Activity Books after you have looked at it and made
any necessary corrections. Let’s remember the word of the day
day? and elicit the answer (Spanish). Then ask Who
Fast finisher tips: 1 Put fast finishers into pairs. Tell wants to spell it? Nominate a volunteer to spell the
them to look at the bilingual dictionary on page 44 of word. Keep nominating pupils until someone spells it
the Activity Book. Encourage them to test each correctly. Turn over the word card. Say Well done.
other’s spelling, by asking How do you spell … ? See you all next lesson.
page 41 in the Activity Book. Extra activity: Ask volunteers to read their texts out
to the rest of the class. Give them preparation time.
Answer: Make the activity special by orchestrating generous
(car, ant, music, eighty, ruler, apple) CAMERA applause after each text has been read.
Homework suggestion: Revise

Revise the vocabulary from Unit 4 by studying the
bilingual dictionary on page 44.

4 Spies and secret

codes
Lesson 8
Learning objectives
and achievements
Vocabulary
Structures
Materials
• CD 2
• DVD (optional)
Opening activities
unit (see page 3). If the pupils need help EXAMPLE QUESTIONS
remembering it, play CD 2 (Track 23). What colour’s 005’s hat on page 23?
What colour’s the dog on page 27?
Play Word of the day Who’s wearing a blue coat on page 23?
• Explain that as today’s lesson is an evaluation lesson Who’s reading a newspaper on page 23?
there is no word of the day. How many mobile phones are on page 28?
How many cameras are on page 28?
Main activities What’s Kate saying on page 25?
Poem revision What’s Phil doing on page 23?
What’s 005 doing on page 24?
• Ask Who can remember the poem from last lesson What does it mean if I touch my ear? Page 26.
about the mobile phone? Nominate pupils to say the What does it mean if I cross my legs? Page 26.
rhyme from memory. Elicit help from the rest of the
class. Ask everybody to say the rhyme all together for Teacher’s tip: Nominate a sensible pupil to keep the
the last time. score on the board. Only accept one answer from
Revision game: Flick and find each team to avoid random calling out. Give a point
to the other team(s) if somebody calls out an answer.
Divide the class into two or three teams, giving each Play a dictionary game
team a name. • Ask the pupils to turn to the bilingual dictionary for
• Flicking through Unit 4 of the Pupil’s Book at random, Unit 4 on page 44 of the Activity Book. Ask What’s …
ask the teams questions. In their teams, the pupils in (L1)? What’s … in English? Having modelled the
have to race to find the answers, putting up their activity with the class, drill the pronunciation of the
hands when they know the correct answer. question and then get the pupils to test each other in
pairs or threes.

other see if there are any translations that they have
not been able to write into their dictionaries. Offer
help.

CD2
Preparing for the revision Listen and number.
44
• Explain that today is a revision day – an opportunity
for the pupils to show how much they have learnt in Number 1
Unit 4. Say Look at page 42 in your Activity Books. If I cross my legs, it means stop.
Number 2
Read and complete. Write the letter. (AB page If I fold my arms, it means go.
42, activity 1) Number 3
• Ask a volunteer to read the instruction (Read and If I scratch my head, it means yes.
complete. Write the letter.). Check comprehension. Number 4
Explain that the pupils have to look at the pictures If I touch my ear, it means no.
and complete each sentence with what the people
Answers:
are doing. They then have to write the letter of the
4, 1, 3, 2
pictures next to the corresponding sentences.
• Check together by saying Sentence 1 is ‘I’m reading a Complete the tables. (AB page 42, activity 3)
newspaper.’ It goes with picture a. Sentence 2 is …
• Tell the pupils to fill in the gaps in the tables. Remind
Nominate a pupil to read the sentence and tell you
them that they can refer to the tables in their Pupil’s
the matching picture letter. Repeat for each sentence.
Book (page 24) if they need to. Check together.
Answers:
Answers:
1 a newspaper 2 d mobile phone 3 b camera
1 He’s 2 reading 3 a 4 not 5 He 6 -ing 7 What’s
4 c microphone 5 g message in code 6 e map
8 you
7 f disguise
• Explain that the pupils are going to hear people
or questions in a dialogue between Clare and Tim,
talking about the gestures in the pictures. Tell them
but the words and punctuation are in the wrong
to write numbers 1 to 4 next to the images in the
order. Explain that they have to reorder the words to
order that they hear them. Play CD 2 (Track 44).
make the sentences or questions.
• Pause after each one for the pupils to repeat the
• Nominate pupils to read out their answers.
sentence they heard. If necessary, go back and play it
again.

Answers:
1 What are you doing?
2 I’m reading a message in code.
on page 44.
3 What’s Mr Green doing?
2 Pupils complete any of the codes that have not yet
4 He’s talking on his mobile phone.
been completed in this unit.
(AB page 43, activity 5) Time to choose
• Ask Who can you see in the picture? (Tim and 006)
What’s Tim doing? (talking to 004) What’s 004
following:
doing? (watching someone). Focus on the dialogue
and explain that this is Tim and 004’s conversation,
but there are some words missing. Tell the pupils to
from, the Reinforcement, Extension and Grammar
read it and fill in the gaps using words from the box.
together by listening to CD 2 (Track 45). Project work: Choose a project from the suggestions
CD2 made in the Project bank at the end of this unit (see
Read and complete. Listen and check. Act page 27).
45
out. Use the DVD: See DVD photocopiables for this unit
in the photocopiable resources section.
Tim: What are you doing?
004: I’m watching a man. He’s wearing a disguise.
Tim: What’s he doing?
004: He’s talking on his mobile phone. Find Out about Grammar Booklet:
Tim: What’s he saying? Refer pupils to the Grammar Booklet, pages 8 and 9.
004: I don’t know. He isn’t speaking English. Answers:
I think he’s a spy. 1 1 I’m writing 2’s talking 3 ’re watching 4 ’s eating
• Once you have confirmed the answers, ask pupils to 5 ’re doing 6 ’s reading
read the dialogue in pairs. Get them to change roles 2 1 ’m not sending 2 isn’t reading 3 aren’t writing
and read it again. 4 ’m not eating 5 isn’t speaking 6 aren’t writing
3 1 What are you doing? I’m reading a book.
Write the sentence in your language. (AB page 2 What’s Mr Green doing? He’s sending an e-mail.
43, activity 6) 3 What’s Kate reading? She’s reading a magazine.
• Tell the pupils to translate the sentences into their 4 What are the children speaking? They’re speaking
own language. English.
completed all the revision activities correctly. Closing activities
Find Out! 5. Congratulate them and invite them to fill What time is it?
in the sentence at the bottom of their page to assess • When it’s time to finish, ask What time is it? Elicit the
how well they feel they have done. correct time from the pupils and then say It’s (nearly)
Congratulations!

Spies and secret codes Project bank Unit 4
PROJECT 1
Make and write a mini-book
• Explain to the pupils that they are going to make a

mini-book about road signs. If possible, show them a • Once the code has been broken, ask the pupils to
mini-book that you or a pupil have already made. copy the alphabet diagrams into their notebooks.
• Give each pupil a sheet of plain A4 paper. Tell them They can then write some vocabulary in code for a
how to fold the paper. Refer to page 28 of Unit 1 for partner to decipher.
• Once the pupils have made their mini-books, tell Teacher’s tip: This popular activity can be used at
them to give their book a title and to write it on the any time in the course to revise words that the pupils
cover. They can then draw a sign and write What have seen. Fast finishers can be asked to write words
does this sign mean? on the remaining pages. They using the code and other fast finishers can decipher
can put an answer key on the final page. If necessary, them. It is equally useful for practising structures.
write the following model on the board for them to You can write questions in code on the board for the
use as a guide: pupils to decipher and answer.
cover: My book of signs
by (pupil’s name) PROJECT 3
page 2: What does this sign mean?
page 3: What does this sign mean? Make and use a telephone
page 4: What does this sign mean?
page 5: What does this sign mean? You will need: two paper cups and five metres of string
page 6: What does this sign mean? per pair of pupils
page 7: What does this sign mean? • Draw a ‘telephone’ made from string and two paper
page 8: Answers: cups on the board. Explain how it works and tell the
page 2 – Stop! pupils that they are going to make one.
page 3 – Hospital
page 4 – Don’t turn left
page 5 – Turn right
• Put the pupils into pairs, giving each pair two paper
• Pupils can use their mini-books to test each other on cups and five metres of string. Demonstrate how to
their knowledge of signs. make the telephone, explaining what you are doing in
English. Wait for the pupils to complete each stage
PROJECT 2 before moving on to the next. Use these instructions:
1 With a sharp pencil, make a small hole in the
Break and use a code bottom of the paper cups.
2 Put the ends of the string through the holes.
3 Tie a knot in the end of the string.
• When the pupils have finished their telephones, they

can try them out in L1 or English. Then give Pupil A a
secret message or number to dictate to Pupil B over
You will need: pens and paper the telephone. Pupil B must write the message down.
• Draw the four alphabet diagrams on the board. Alternatively ask Pupil B to identify a flashcard or
Explain that the diagrams are the key to a secret perform an action, whichever is the best way of
code. Tell the pupils that when they understand the showing understanding.
code, they will be able to use it to write secret
messages. Teacher’s tip: If possible, do the telephone dictation
• Write the following coded sentence on the board and in the playground where you can put the pupils into
challenge the pupils to decipher it using the alphabet two orderly lines with a bit of space between them.
diagrams. (Answer: Can you break this code?)
Name:
Class:

1 Look and write.
a message in code a map a camera

a mobile phone a microphone a newspaper
a map
1 _________________________ 2 _________________________ 3_________________________
4 _________________________ 5 _________________________ 6_________________________

Hello 1 He isn’t wearing a hat. F

2 He’s wearing a disguise.
3 He’s sitting at a table.
4 He’s got a microphone.
5 He hasn’t got a newspaper.
6 He isn’t wearing glasses.
7 He’s talking on the phone.
8 He’s got a map.
3 Look at the picture. Write true sentences.
He’s wearing He isn’t sitting He hasn’t got

He’s watching He’s reading He isn’t wearing He’s got
He’s wearing
1 ________________________________ a disguise.
2 ________________________________ a hat.
3 ________________________________ a mobile phone.
4 ________________________________ at a table.
5 ________________________________ a microphone.
6 ________________________________ a newspaper.
PH
7 ________________________________ me!
OT
OC
OP

IA
BL
E
191
Name:
Class:
1 Mr Green / ? / What’s / reading

What’s Mr Green reading?
_______________________________________________________
Mr Green’s reading a newspaper.

_________________________________________________________
2 Clare / What’s / doing / ?
_________________________________________________________
_________________________________________________________.
3 writing / ? / What’s / Phil
_________________________________________________________
_________________________________________________________.
5 Look and write.
Touch your ears. Scratch your head. Fold your arms. Cross your legs.
1 2 3 4
Scratch your
__________________ __________________ __________________ __________________
head.
__________________ __________________. __________________. __________________.
6 Complete and write T (true) or F (false).
sitting looking crossing writing got
sitting
1 He’s ______________________ at a table. T
2 He’s ______________________ at a map.
3 He’s ______________________ a camera.
4 He isn’t __________________ his legs.
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5 He’s ______________________ a message in code.

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He’s looking at ________________________.
I’m watching a spy. He’s writing ___________________________.
His name is 005. He’s got ______________ in his bag
He’s sitting at a table. And he’s got _________________________.
He’s wearing ______________. He’s reading ______________________
And he’s talking into ____________________.
2 Look and write true sentences.

He’s
1 _____________________ wearing a hat.
He isn’t
2 _____________________ taking a photo.
3 _____________________ talking into a microphone.
4 _____________________ talking on his mobile phone.
5 _____________________ writing a message in code.
6 _____________________ sitting at a table.
7 _____________________ crossing his legs.
3 Write four sentences about the spy.
Hello She’s talking into a microphone.

1 _________________________________________________
2 _________________________________________________.
3 _________________________________________________.
4 _________________________________________________.
5 _________________________________________________.
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4 Look and write.
1 Don’t turn right . 4 .
2 .
5 .
.
3
5 Write sentences. a b
1 I’m folding my arms.

___________________________________
2 __________________________________.
c d
3 __________________________________.
4 __________________________________.
e f
5 __________________________________.
6 __________________________________.
6 Write sentences.
1 on / Go / straight 4 turn / Don’t / right
Go straight on.
______________________________ ______________________________.
2 left / turn / Don’t 5 left / Turn

______________________________. ______________________________.
3 right / Turn
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______________________________.
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Present Continuous
I’m watching a spy.
He’s/She’s wearing a disguise.
I’m not sending a message.

He/She isn’t speaking English.
1 Complete the sentences. Use the correct form of to be and the verb.
1 I ‘m looking at
__________________________ (look at) a map.
2 He _________________________(read) a newspaper.
3 She _________________________(write) a message in code.
4 Tim _________________________ (sit) at a table.
5 Kate _________________________(wear) a disguise.
6 I _________________________(watch) a spy.
2 Complete the sentences using the correct form of the verb.
1 + He ‘s wearing
__________________________ (wear) a hat.
2 – I __________________________ (read) a magazine.
3 + I __________________________ (talk) on my mobile phone.
4 – She __________________________ (sit) at a table.
5 + My teacher __________________________ (wear) a hat.
6 – I __________________________ (speak) Chinese.
3 Write sentences. 2
She’s talking on her mobile phone. 1
1 ___________________________________________
2 ___________________________________________.
3 ___________________________________________. 4
4 ___________________________________________. 3
5 ___________________________________________. 5
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Present Continuous – questions
What are you doing

?
What’s he/she saying
4 Write the questions. Goodbye

1 Kate / What’s / ? / saying
What’s Kate saying?
_________________________________________
2 Mr Green / reading / What’s / ?
_________________________________________
3 drawing / ? / What’s / Clare
_________________________________________
4 Phil / writing / ? / What’s
_________________________________________
5 wearing / Tim / What’s / ?
_________________________________________
5 Look at Activity 4. Write the answers.

She’s saying goodbye.
1 ____________________________________________________________
2 ____________________________________________________________.
3 ____________________________________________________________.
4 ____________________________________________________________.
5 ____________________________________________________________.
6 Answer the questions.
1 What’s your teacher wearing today?

___________________________________________________________________.
2 What are you wearing today?
___________________________________________________________________.
3 What’s your friend wearing today?
___________________________________________________________________.
4 What’s your friend doing now?
___________________________________________________________________.
5 What are you doing now?
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Listening Answers
1 b (example), 2 c, 3 e, 4 f, 5 d, 6 g, 7 a
CD4
Listen and tick the correct picture. Reading
26
4 Read and write.
1 Pupils listen to the sentences and tick the appropriate box. Pupils read the descriptions of the secret agents and refer to
They listen to the recording twice. the pictures. They write the corresponding letter in the box
(1 point for each correct answer. Total 5 points) next to the description.
Tapescript
Number 1: He’s sitting at a table. Answers
Number 2: She’s reading a message in code. 1 b (example), 2 c, 3 a, 4 d
Number 3: He’s looking at a map.
Number 4: He’s talking on his mobile phone. 5 Look and read. Write T (true) or F (false).
Number 5: She’s reading a newspaper. Pupils look at the picture and read the sentences and decide
Number 6: He’s writing a message in code. if they are true or false.
Answers
1 a (example), 2 b, 3 b, 4 a, 5 a, 6 a Answers
1 T (example), 2 F, 3 F, 4 T, 5 F, 6 T, 7 T, 8 T
CD4
Where is 005? Listen and draw the route. Pupils read the report about the secret agent. They complete
27
the text with the words from the box.
2 Pupils start at the bottom of the map where ‘start’ is indicated. (1 point for each correct answer. Total 10 points)
They listen to the instructions and draw the route on the map.
Answers
With each instruction they should move forward one circle. I’m watching (example) a spy. He’s sitting at a table. He’s
Pupils should draw a line to map out their route. talking on his mobile phone. He isn’t writing a message in
The arrows give pupils options as to which direction they can go. code. He isn’t reading a newspaper, he’s looking at a map. He
It should be made clear before starting that what is ‘left’ or ‘right’ isn’t wearing a hat. He’s scratching his head and he’s
will change, depending on the direction the pupil is coming from crossing his legs.
on the map. They may need to turn their pieces of paper. Pupils
must colour in the circular mark they finish on and draw the
Writing
complete route. They listen to the recording twice. 7 Complete.
(1 point for each correct instruction followed and drawn on the Pupils complete the sentences with the correct verb form or
word.
map. Marks can be deducted for wrong turns. Total 9 points) (1 point for each correct answer. Total 5 points)
Tapescript
Look at the map. At ‘Start’ go straight on. Turn left. Turn Answers
right. Turn right again. Go straight on. Turn right. Turn left. 1 ’m (example) 4 isn’t / is not
Go straight on. Turn left and 005 is there. 2 ’s / is 5 ’re / are
3 not 6 What’s / What is
Answer 8 Read and write the contractions.
Pupils re-write the sentences using the appropriate
contractions.
Answers
1 He’s wearing a blue T-shirt. (example)
2 He isn’t wearing a disguise.
3 I’m not speaking Chinese.
4 I’m writing a message in code.
5 She isn’t reading a magazine.
6 She’s looking at a map.
CD4
Listen and put the pictures in order. 9 Read and complete.
28 Pupils read the conversation and complete the gaps with the
correct form of the verb ‘be’.
3 Pupils listen to the sentences and write a number in the box (1 point for each correct answer. Total 6 points)
under each picture. They listen to the recording twice.
1 are
Tapescript 2 ’m /am
Number 1: He’s wearing a disguise. ’s / is
Number 2: He’s talking on his mobile phone. ’s / is
Number 3: He’s reading a newspaper. 3 ’s / is
Number 4: She’s scratching her head. 4 isn’t / is not
Number 5: He’s touching his ear. ’s / is
Number 6: She’s reading a message in code.
Number 7: He’s writing a message in code.
10 Look and write sentences. Questions

Pupils refer to the picture and write sentences using the Point to a verb in the text box in Part 1 of the test. Then point
present continuous. The sentences can be written with or to one of the secret agents and ask the pupil a question using
without the correct contractions. the verb What’s he reading? The pupil can answer the
(1 point for each correct answer. Total 4 points) question. Then prompt the pupil to ask you questions in the
same way using all the verbs.
Answers (1 point for each question. Total 5 points)
1 001 is reading a newspaper. (example)
2 002 is talking on his mobile phone. Pronunciation rhyme
3 003 is writing a message in code. Point to the Sound check! activity for the unit (PB page 28),
4 004 is looking at a map (of Spain). and prompt the pupil to say the contracted form of the
5 005 is taking a photo. present continuous.
11 Write the questions. for rhythm and intonation. Total 3 points)
Pupils write out the questions in order using the words
provided. Total for speaking test: 20 points
Answers test: 90 points
1 What are you doing? (example)
2 What are you wearing?
3 What’s your teacher wearing?
4 What’s your friend doing?
5 What’s your friend wearing?
6 What’s your teacher doing?
12 Look at Activity 11. Write the answers for you.

Pupils answer the questions from the previous section.
Answers will vary. Points are awarded for sentence structure
and spelling.
Speaking (optional)
Material: 1 copy of speaking test (page 40)
and PB page 28 Sound check!
Vocabulary
Point to the following objects in Part 1 of the test and ask the
pupil What’s this? What are these? (message in code, mobile
phone, map, newspaper, disguise)
Sentences
Point to three secret agents in Part 1 and ask What’s he / she
doing? Prompt the pupil to answer in full sentences.
She’s talking on her mobile phone / He’s scratching his
head / He’s reading a map.
Then refer pupils to the map in Part 2 and ask them to give
you directions following the arrows (turn left, go straight on,
turn right etc).
(3 points for Part 1 and 4 points for Part 2. Total 7 points)

Name:
Class:
Test Unit 4
CD4
1 26
1 2 3
a ✓ b a b a b
4 Hello 5 6
Hello Hello
a b a b a b
5
CD4
2 Where is 005? Listen and draw the route.
27
3
CD4
28 Listen and put the pictures in order. 9

a b c d e f g
Hello
1
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Test Unit 4
4 Read and write.

1 I’m wearing a disguise. I’m talking 3 I’m not wearing a hat. I’m writing a
into a microphone. I’ve got a message in code. I’m talking on my
newspaper. I haven’t got a mobile mobile phone. I’m sitting at a table.
phone. b
2 I’m reading a newspaper. I’m not 4 I’m wearing a disguise. I’m writing a
wearing a hat. I haven’t got a message in code. I haven’t got a
mobile phone. I’ve got a camera. newspaper. I’ve got a mobile
phone.
a b c d
Hello Hello
3
5 Look and read. Write T (true) or F (false).
1 Phil’s writing a message in code. T

2 Mr Green isn’t wearing a hat.
3 Clare’s sending a message.
4 Tim’s reading a newspaper.
5 Tim’s scratching his head.
6 Kate’s taking a photo of Mr Green.
7 Phil isn’t sitting at a table.
8 Clare isn’t wearing a hat.
7
wearing scratching writing He’s legs code map

crossing mobile phone reading watching
Report on 008
watching a spy. _____________ sitting at a table. He’s talking on his
I’m _______________
____________________. He isn’t ________________ a message in ________________. He isn’t
_______________ a newspaper. He’s looking at a _______________. He isn’t _____________
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Test Unit 4
7 Complete.
1 ‘m reading a newspaper.
I _____
+ 2 She __________ looking at a map.
3 I’m __________ speaking English.

– 4 He __________ reading a message in code.
What __________ you doing?

5
5
? 6 _______________ he wearing?
8 Read and write the contractions.
1 He is wearing a blue T-shirt. He’s wearing a blue T-shirt.

___________________________________________
2 He is not wearing a disguise. ___________________________________________.
3 I am not speaking Chinese. ___________________________________________.
4 I am writing a message in code. ___________________________________________.
5 She is not reading a magazine. ___________________________________________.
6 She is looking at a map. ___________________________________________. 5
1
are you doing?
What _____
2
I _______ watching 004. He _______ sitting at
a table and he _______ scratching his ear.
He’s talking on his mobile phone.
3
What ________ he saying?
4
I don’t know. He ________ speaking English.
Now he _______ writing a message in code.
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Test Unit 4
10 Look and write sentences.
1 is reading a newspaper
001 ______________________________________.
2 002 ______________________________________.
3 003 ______________________________________.
4 004 ______________________________________.
5 005 ______________________________________.
1 doing / What / you / are / ? 4 friend / your / ? / doing / What’s

What are you doing?
____________________________________ ____________________________________
wearing / ? / What / you / are 5 friend / What’s / your / ? / wearing

2
____________________________________ ____________________________________
3 What’s / teacher / your / ? / wearing 6 doing / What’s / your / teacher / ?
____________________________________ ____________________________________
5
12 Look at Activity 11. Write the answers for you.
I’m doing an English test.

1 ________________________________________________________
2 ________________________________________________________.
3 ________________________________________________________.
4 ________________________________________________________.
5 ________________________________________________________. 5
6 ________________________________________________________.
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Test Unit 4
Part 1
reading writing saying doing wearing
Hello
Hello
Part 2
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Spies and secret codes

I can …


… use and understand the Present continuous.
… sing The spy song.

… sing the Our secret code song.
… say I am, I’m, you are, you’re, he is, he’s, she is,
she’s, we are, we’re, they are, they’re with
good pronunciation.
… read and understand about the Semaphore Code.

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… write about a spy.

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Reinforcement worksheets 4 She’s reading a newspaper.
5 She’s got a camera.
1 Look and write. 6 She isn’t crossing her legs.
1 a map (example)
2 a camera 4 Look and write.
3 a microphone 1 Don’t turn right. (example)
4 a message in code 2 Turn left.
5 a mobile phone 3 Go straight on.
6 a newspaper 4 Don’t turn left.
5 Turn right.
1 F (example), 2 T, 3 F, 4 F, 5 T, 6 F, 7 T, 8 T 5 Write sentences.
1 I’m folding my arms. (example)
3 Look at the picture. Write true sentences. 2 I’m reading a message in code.
1 He’s wearing a disguise. (example) 3 I’m scratching my head.
2 He isn’t wearing a hat. 4 I’m taking a photo.
3 He’s got a mobile phone. 5 I’m crossing my legs.
4 He isn’t sitting at a table. 6 I’m touching my ear.
5 He hasn’t got a microphone.
6 He isn’t reading a newspaper. 6 Write sentences.
7 He’s watching me! 1 Go straight on. (example)
2 Don’t turn left.
4 Write the questions. Look and write the answers. 3 Turn right.
1 What’s Mr Green reading? (example) 4 Don’t turn right.
Mr Green’s reading a newspaper. (example) 5 Turn left.
3 What’s Clare doing?
Clare’s taking a photo. Grammar worksheets
4 What’s Phil writing?
Phil’s writing a message in code. 1 Complete the sentences. Use the correct form of to be and
the verb.
5 Look and write. 1 I’m looking at a map. (example)
1 Scratch your head. (example) 2 He’s reading a newspaper.
2 Fold your arms. 3 She’s writing a message in code.
3 Touch your ear. 4 Tim’s sitting at a table.
4 Cross your legs. 5 Kate’s wearing a disguise.
6 I’m watching a spy.
6 Complete the sentences. Write T (true) or F (false).
1 He’s sitting at a table. T (example) 2 Complete the sentences with the correct form of the verb.
2 He’s looking at a map. T 1 He’s wearing a hat. (example)
3 He’s got a camera. F 2 I’m not reading a magazine.
4 He isn’t crossing his legs. F 3 I’m talking on my mobile phone.
5 He’s writing a message in code. T 4 She isn’t sitting at a table.
5 My teacher’s wearing a hat.
Extension worksheets 6 I’m not speaking Chinese.
1 Complete the song. 3 Write sentences.

I’m watching a spy. 1 She’s talking on her mobile phone. (example)
His name is 005. 2 She’s writing a message in code.
He’s sitting at a table. 3 He’s wearing a hat.
He’s wearing a disguise. 4 She’s reading a magazine.
5 He’s sitting at a table.
He’s looking at a map.
He’s writing a message in code. 4 Write the questions.
He’s got a camera in his bag 1 What’s Kate saying? (example)
And he’s got a mobile phone. 2 What’s Mr Green reading?
He’s reading a newspaper 3 What’s Clare drawing?
And he’s talking into a microphone. 4 What’s Phil writing?
5 What’s Tim wearing?
2 Look and write true sentences.
1 He’s wearing a hat. (example) 5 Look at Activity 4. Write the answers.
2 He isn’t taking a photo. 1 She’s saying goodbye. (example)
3 He isn’t talking into a microphone. 2 He’s reading a newspaper.
4 He isn’t talking on his mobile phone. 3 She’s drawing a frog.
5 He’s writing a message in code. 4 He’s writing a message in code.
6 He’s sitting at a table. 5 He’s wearing a disguise.
7 He isn’t crossing his legs.
3 Write four sentences about the spy. Pupils’ own answers.
Pupils’ answers will vary. Suggested answers (pupils will have
these in varying order):
1 She’s talking into a microphone. (example)
2 She’s wearing a disguise.
3 She’s sitting at a table.

5 In the city

• Understand and use appropriate classroom • Monument, bridge, castle, square
language • London, Cardiff, Edinburgh, Belfast
• Play a memory game and say where things are Recycled language
• Learn and understand the use of There is / There are • Pet shop, sweet shop, zoo, café
• Read and understand short informative texts about • England, Wales, Scotland, Northern Ireland
countries and capital cities in the UK • It’s next to / opposite / between … .
• Understand how people travel in cities
• Read and understand a story Pronunciation
• Practise making the sound /ea/
Sounds
• Read about other towns and cities where people live
• Write about your town or city, or a city from your • Sound check! tongue twister: /ea/ There’s a square
imagination with a chair where Clare sits and breathes the fresh
• Make and write a mini-book air.
• Make a display about your town or city Stress and rhythm
• Write a guidebook for your town or city
• Reflect on and evaluate work done in this unit • Where are you? chant
• The city song
• People travelling song
Key language
Vocabulary Socio-cultural aspects
• Internet café, sports centre, museum, library, • Show interest in how other people live
shops, cinema, park • Understand that people live in different ways
• Car, bus, train, plane, ferry, underground, • Understand the differences between cities and
motorbike, balloon cultures
Structures • Show interest in different places around the world
• Show enjoyment in playing communicative games
• There’s a (museum) in the street. • Show pleasure in reading a story
• There are lots of (shops). • Show interest in the accuracy and correction of
• There are people travelling by bus / on the written work
underground.
• Is there a (park)?
• Are there lots of (internet cafés)? Cross-curricular content
• Yes, there is. / No, there isn’t. • Geography: Find out about capital cities in the UK
• Yes, there are. / No, there aren’t.
• There are four countries in the UK. Multi-cultural awareness
• (London) is the capital of (England).
• Where’s (the museum)? • Cities around the world: Find out how London is
different from New York
Letter to parents /carers page 2

Answer keys page 42

Dear Parent/Carer
Your child is about to start Unit 5 of their English course book Find Out! 5. The topic of this unit is the city,
and places and transport you can see in the city.
In Unit 5 your child will be introduced to the The city song and the People travelling song.
The city song People travelling

In our city Look! There are people travelling
There’s an internet café. On the underground.
There’s a park. Look! There are people travelling
There are lots of cinemas, too. By car, bus and train.
There are lots of shops Look! There are people travelling
And lots of people. By ferry and motorbike.
There are lots of things to do. Look! There are people flying
By balloon and plane.
In our city
But when I go to school
There’s a sports centre.
… I walk!
There’s a library.
There are lots of museums, too.
There are lots of shops
And lots of people.
There are lots of things to do.
In addition your child will talk about towns and cities, read and act out a dialogue, learn how to use There is /
There are, play a game, learn about the different countries that make up the UK, read and listen to the story
Tim’s dream (Stories and Songs CD, Track 17), practise a specific sound by saying the chant There’s a square,
with a chair, where Clare sits and breathes the fresh air, and write about their town or city.
child.
Yours
Class teacher
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5 In the city
Lesson 1
Learning objectives
• Learn a song
• Extend the pupils’ knowledge of places in the city
through playing a game
Productive language
Vocabulary
• Internet café, park, cinema, shops, sports centre,
library, museum
Structures
• There’s a (cinema).
• There are lots of (shops).
Revised structures
• Where’s the (cinema)?
• It’s (next to) the (museum).
Materials
• Word card: 28
• CD 2
Opening activities Play Word of the day

Revision chant 5: Where are you? • Have the flashcard (number 31) of a newspaper in
• Explain to the pupils that they are going to learn a your hand and the word card ready. Ask What’s the
new chant which they will repeat at the beginning of word of the day? It’s something you read. It’s made
each lesson in this unit. Say Let’s listen to the Find from paper. It begins with /n/. When the pupils have
Out! team singing the chant with Mr Green. Play CD guessed correctly, put the picture of a newspaper in
2 (Track 46). the corner of the board. Ask How do you spell a
newspaper? Write the letters on the board as the
CD2
Chant 5: Where are you? pupils call them out.
46 • Show the word card of a newspaper and put it face
Mr Green: Where are you?
Pupils: We’re at school. Main activities
Mr Green: Where are you in the school?
Pupils: We’re in the classroom.
Mr Green: Where are you in the classroom? • Say Today we are starting a new unit. Let’s listen to
Pupils: We’re on our chairs. the Find Out! team to find out what the theme is this
Mr Green: Where? time. Listen carefully. Play CD 2 (Track 47).
Pupils: On our chairs. CD2
Mr Green: Good. Then let’s begin. Let’s find out! chant
47
• Say Mr Green says ‘Where are you?’ And the pupils
say … ? Elicit the answer from the pupil (We’re at Mr Green: I’ve got a new theme for the magazine.
school.). Repeat with the other lines of the chant and, Tim, Kate,
if necessary, write the structure on the board: Where Phil, Clare: Tell us, Mr Green. What’s the theme for
are you? We’re … . the magazine?
• Say Let’s listen again and sing. Play the track again. Mr Green: The theme for the magazine is ... in the
Encourage the pupils to join in. city. Let’s find out about different places
in the city!
• Ask What’s the theme? (in the city). Check
comprehension.


• Draw the skyline of a city across the board – tall
towers and domes and the roofs of houses, OR bring
a picture of a city into class and stick it on the board.
Ask What’s this? Listen to the pupils’ suggestions
and confirm that it is a city.
• Say Look! In my city, there’s a museum. Put the
flashcard of the museum onto your skyline/magazine
picture. Show the pupils that you have six more
flashcards, but don’t show them the pictures. Say
What else is there in a city? If the pupils use L1,
acknowledge their answers and echo them in English.
When a pupil guesses one of the flashcards,
congratulate them and add the flashcard to the city
skyline. Repeat until all seven flashcards are on the
board.
Teacher’s tip: Make sure that the flashcards are

spread out across the board, not all together in the
middle.

• Tell the pupils that they are going to hear the words.
Tell them to listen, repeat the word and point to the
corresponding flashcard on the board. Play CD 2
Track 48.
CD2
City word rap CD2
48
The city song
49
an internet café … a sports centre … a museum …
a library … shops … a cinema … a park … In our city
There’s an internet café.
There’s a park.
Play Disappearing city
There are lots of cinemas, too.
• Start at the left-hand side of the board. Say In my city There are lots of shops
there’s a … Point to the first flashcard and encourage And lots of people.
the pupils to say the word for you. Turn the flashcard There are lots of things to do.
over so the pupils can no longer see the picture. In our city
• Repeat In my city there’s a … Point to the back of the There’s a sports centre.
flashcard and encourage the pupils to remember the There’s a library.
word. There are lots of museums, too.
• Repeat with each flashcard until they have all been There are lots of shops
turned over and the pupils can say all the words. And lots of people.
Listen and read. Sing. (PB page 29, activity 1) There are lots of things to do.
• Ask the pupils to open their Pupil’s Books at page 29. Play a memory game. (PB page 29, activity 2)
Challenge them to find all the city objects in the • Ask the pupils to look at the pictures. Ask What’s
picture for activity 1. number 1? (an internet café) What’s number 7? (a
• Ask What’s the song called? (The city song). cinema) etc.
• Follow the three steps on page 6 of the introductory • Ask a volunteer to read Kate’s question (Where are
unit for teaching songs. the shops? ). Ask a volunteer to read Clare’s answer
(They’re opposite the sports centre and internet
café.). Ask Is she right? Encourage the pupils to look
at the map and find the shops. If necessary, review
next to, opposite and between.
• Explain that Clare and Kate are playing a memory
game. Clare has tried to remember where everything
is on the map of the town and Kate is asking her
questions about the places to see if she can
remember where they are.
• Explain that you are going to play the game, just like Closing activities
Clare and Kate. Ask a volunteer to read Kate’s speech
bubble again and ask another volunteer to read What time is it?
Clare’s answer again. • When it’s time to finish, ask What time is it? Elicit the
• Give the pupils one minute to study and memorise correct time from the pupils and then say It’s (nearly)
the picture. Then tell them to close their books. time to finish. Put your things away, please.
• Put them into pairs. Tell Pupil A to open their books
again and ask Pupil B questions like Kate’s. Let’s remember the word of the day
• When Pupil B has answered a few questions, tell • When everything is tidy, ask What’s the word of the
them to swap roles, with Pupil A answering and Pupil day? and elicit the answer (a newspaper). Then ask
B with their books open. Who wants to spell it? Nominate a volunteer to spell
the word. Keep nominating pupils until someone
Look and write. (AB page 45, activity 1) spells it correctly. Turn over the word card. Say Well
• Ask the pupils to close their Pupil’s Books and to done. See you all next lesson.
to read the instruction (Look and write.). Check Extra activity: Who says what?
comprehension. Tell the pupils to complete each Look at page 45 of your Activity Book and ask Who
sentence using the words from the box. says ‘There’s a sports centre in our city’? (Clare).
• Check together. Say Number 1. There’s an internet Say Close your books. Ask Who says ‘There’s a park
café in our city. Nominate pupils to read out in our city’? (Kate). Encourage the pupils to play the
sentences 2 to 7. game in pairs. Challenge them to get seven correct
Answers: answers in a row.
1 an internet café 2 a library 3 museums 4 a park
5 a cinema 6 a sports centre 7 shops
Homework suggestion: Learn the words in activity 2
Read and match. (AB page 45, activity 2) on page 29 of the Pupil’s Book and write one of them
• Tell the pupils that they have to read each sentence in code, using The code breaker picture dictionary on
and match it to the pictures on the right of the page 58.
activity.
• Read each sentence with the pupils and review any
vocabulary as necessary. They can match in pairs.
• Check together.
Answers:
1c 2e 3d 4a 5b 6f
Fast finisher tips: 1 Ask the pupils to write the

places in the box for activity 1 (Activity Book, page
45) in alphabetical order.
Answer:
(table, orange, yo-yo spider, house, one, pen)
TOY SHOP

5 In the city
Lesson 2
Learning objectives
• Learn the use of There is / There are
Productive language
Vocabulary
library, museum
Structures
• There’s a (museum).
• There are lots of (shops).
Materials
• Flashcards: 33, 34–40, 61 and 62
• Word cards: 27, 34–40
• CD 2
Opening activities
Revision chant 5: Where are you?
• Say chant 5 Where are you? from Lesson 1 of this unit
Play Word of the day flashcards and word cards if the pupils ask you
• Have the flashcard (number 33) of a microphone in
card (B), please? on the board to remind the pupils
how to ask for something politely in English.
word of the day? You speak into it. It’s very small. A
spy uses this. When the pupils have guessed
correctly, put the picture of a microphone in the Sing The city song
corner of the board. Ask How do you spell a
microphone? Write the letters on the board as the
• Show the word card of a microphone to confirm that
they got it right. Put the word card on the board
• If you prefer, use the karaoke version (CD 2, Track
Main activities 50).
• Put all the city word cards and flashcards (see Lesson Listen and read. Act out. (PB page 30, activity 3)
summary box) on the board face down. Write the • Say Open your books at page 30. Ask the pupils what
numbers 1–7 next to the flashcards and the letters they think the man in the picture does. Listen to their
A–G next to the word cards. suggestions but don’t confirm whether they are right
• Divide the class into two teams and seat them at or wrong.
opposite sides of the classroom. Invite one pupil from • Say Let’s listen and find out what he does. Play CD 2
one team to the front of the class. Tell them to turn (Track 51).
over a flashcard and a word card. If the two cards CD2
match, they can move the pair to their side of the Listen and read. Act out.
board. If they don’t match, they turn them back over. 51
• Repeat with a team member from the other team.
Today, Clare talks to Max. He’s from the USA. He
drives a taxi in New York.
The team with the most wins.


What’s his name? (Max) Where’s he from? (New
York, in the USA) What does he do? (He drives a taxi.
He’s a taxi driver.). If necessary, point to the box
above the dialogue for the pupils to refer to.
• Say Let’s listen and find out about New York. Play
the rest of the track.
Max: There are lots of shops and cinemas in New
York. There are lots of people, too.
Clare: Is there a park?
Max: Yes, there is. It’s called Central Park.
It’s very big.
Clare: Are there lots of museums?
Max: Yes, there are. There’s a big museum of art.
It’s called the Guggenheim Museum. It’s my
favourite place in the city.
Clare: I love museums, too!
Step 1
Check comprehension
look at the dialogue. Ask Are there cinemas in New tables. Ask volunteers to read the sentences in these
York? (yes, lots) Is there a park? (yes) What’s it tables aloud. Repeat the sentences if necessary to
called? (Central Park) Is it small? (no) Where is correct their pronunciation. Ask Are the green
Max’s favourite place? (the Guggenheim Museum.) sentences affirmative or negative? (affirmative).
Which sentence is singular and which sentence is
Step 2 plural? (There’s a museum is singular. There are lots
Read and repeat each sentence of shops is plural.). Confirm that There is is followed
• Encourage the pupils to repeat each sentence of the by a singular noun (a museum, a park) and There are
dialogue after you or after the CD. Help them with is followed by a plural noun (shops, cinemas).
pronunciation when necessary. Encourage the pupils to make sentences using these
two grammar tables, and then ask the rest of the
Step 3 class if the sentence is singular or plural.
Read the dialogue together • Point to the Remember! flash on the poster and ask a
• Say I’m Max and you are Clare. Let’s read the volunteer to read. Explain that there’s and there is
dialogue together. Read the dialogue. When you have the same meaning, but there’s is the contracted
have finished, say Now I’m Clare and you are Max. form and is more widely used in English.
Let’s read it again. • Focus the pupils’ attention back on the poster.
Encourage volunteers to construct affirmative
Step 4 sentences from the green grammar tables by putting
• Ask the pupils to read the dialogue in pairs. together each piece of the puzzle, for example
Encourage them to read it more than once by There’s an internet café.
changing roles. • Now say Let’s play a game. Ask the pupils to make P
Look and compare. Play a game. (Grammar (plural) and S (singular) cards. Get them to hold up the
poster 5 / PB page 30, activity 4) corresponding card as you call out singular and plural
sentences constructed from the poster. To demonstrate
• Display the grammar poster for this unit on the wall this use flashcards 61 and 62. Alternatively, ask pupils
or board, where everyone can see it, and ask pupils to call out singular or plural as you say the sentences.
to open their Pupil’s Books at page 30. Point to the
title on the poster and say Look! Today’s grammar is Teaching option: Refer to page xviii in the
about There is and There are. Introduction for more game ideas to play using the
• Refer the pupils to the grammar tables on page 30 in grammar poster.
Focus their attention on the top two green grammar
Answers: Write about where you live. Use There is /

See Pupil’s Book page 30 for the answers. There are. (AB page 46, activity 6)
• Ask a volunteer to read the instruction (Write about
Listen and write the numbers. (AB page 46, where you live. Use there is / There are.). Check
activity 4) comprehension. Explain that the pupils must write two
• Ask a volunteer to read the instruction (Listen and singular and two plural sentences about where they live.
write the number.). Check comprehension. Explain The sentences should be true. Suggest that they use the
that they are going to hear Clare talking to a boy grammar table in activity 3 to guide their writing.
about places in his city. Tell them that he gives
information about how many of these places there Fast finisher tips: 1 Ask fast finishers to write a list
are in his city. Explain that they have to write how of things they can see in the picture on page 30 of
many of each place there are in his city. To check the Pupil’s Book.
they understand, focus on the example and ask How 2 Fast finishers can break the code at the bottom of
many parks are there? (one). page 46 in the Activity Book.
• Point to each picture in turn and elicit the vocabulary. Answer:
Play CD 2 (Track 52). Pause after each answer to give (pen, elephant, table seventy, hat, orange, pen)
the pupils time to write the number. PET SHOP
CD2
Listen and write the numbers.
52 Closing activities
Clare: Is there a park in your city? What time is it?
Boy: Yes, there is. It’s a very big park!
Clare: Are there lots of shops?
Boy: Yes, there are. There are five shops. They’re
all very different.
Clare: Are there lots of cinemas in your city?
Boy: Yes, there are. There are two cinemas.
Clare: Are there lots of museums? • When everything is tidy, ask What’s the word of the
Boy: Yes, there are. There are two museums. day? and elicit the answer (a microphone). Then ask
There’s a science museum and a natural Who wants to spell it? Nominate a volunteer to spell
history museum. the word. Keep nominating pupils until someone
Clare: Are there lots of internet cafés in your city? spells it correctly. Turn over the word card. Say Well
Boy: Hmm, yes there are. There are four internet done. See you all next lesson.
cafés.
Clare: Are there lots of sports centres? Extra activity: True or false?
Boy: Yes, there are. There are three sports centres. Say sentences, some true and some false, about the
Clare: Is there a library in your city? pictures on page 30 of the Pupil’s Book. Pupils must
Boy: Yes, there is. It’s a big library. It’s my say if the sentences are true or false, e.g.
favourite place in the city. There are lots of taxis. There’s a park.
Answers: Play the game again, but make sentences about the
1, 5, 2, 2, 4, 3, 1 classroom, e.g. There are twenty-four chairs. There’s
a clock. There are lots of posters.
• Check together. Ask How many parks? etc.

• Focus on the example. Ask a pupil to read it and point out Homework suggestion: Write sentences about your
that the sentence refers to the first picture in activity 4. school
• Tell the pupils to use the answers to activity 4 to In the same way that pupils have written about
write true sentences about each picture. where they live, invite them to write four sentences
• Check together. Encourage the pupils to read out (two singular and two plural) about their school,
their sentences. using There’s a / There are.
Answers:
1 There’s a park in my city.
2 There are five shops in my city.
3 There are two cinemas in my city.
4 There are two museums in my city.
5 There are four internet cafés in my city.
6 There are three sports centres in my city.
7 There is one library in my city. / There’s a library in my city.

5 In the city
Lesson 3
Learning objectives
• Learn how to make questions with Is there / Are
there …?
• Make game cards
• Use the cards to play a game to practise Are there
/ Is there …?
Productive language
Vocabulary
library, museum
Structures
• Is there a (park)?
• Are there lots of (shops) in your street?
• Yes, there is. / No, there aren’t.
Materials
• Flashcard: 28, 61 and 63
• Word card: 29
• CD 2
Opening activities pupils and confirm that we change the order of the first
two words in order to make the question form (There is
Revision chant 5: Where are you? changes to Is there and There are changes Are there).
• Say chant 5 Where are you? from Lesson 1 of this unit • Focus the pupils’ attention back on the poster.
(see page 3). If the pupils need help remembering it, Encourage volunteers to construct questions from the
play CD 2 (Track 46). yellow grammar table by putting together each piece
of the puzzle, for example Are there two cinemas?.
Play Word of the day Then focus on the short answers and explain that this
• Have the flashcard (number 28) of a mobile phone in is how we answer the questions. Ask more volunteers
your hand and the word card ready. Ask What’s the to read the short answers.
word of the day? It’s a small telephone. When the • Ask individual pupils the questions and encourage
pupils have guessed correctly, put the picture of a them to answer truthfully about the town they live in
mobile phone in the corner of the board. Ask How do using the short answers. Then ask them more
you spell a mobile phone? Write the letters on the questions substituting the places with others from
board as the pupils call them out. this unit, for example Is there a sports centre?.
• Show the word card of a mobile phone to confirm • Now say Let’s play a game. Use flashcards 61 and 63
that they got it right. Put the word card face down on to play the game. Divide the class into two teams and
the board under the flashcard. get them to hold up the corresponding card as you
say examples of the affirmative and the interrogative
Main activities constructed from both the poster and other places
• Display the grammar poster for this unit on the wall learnt in Unit 5. Alternatively, ask pupils to call out
or board, where everyone can see it, and ask pupils affirmative or question as you say the sentences /
to open their Pupil’s Books at page 30. questions, and then hold up the corresponding card
• Refer the pupils to the grammar tables on page 30 in for all to see.
their Pupil’s Book and say Let’s make questions.
Focus their attention on the yellow grammar tables. Teaching option: Refer to page xviii in the
Ask volunteers to read the questions in the tables Introduction for more game ideas to play using the
aloud. Repeat the questions if necessary to correct grammar poster.
their pronunciation. Now contrast the interrogative
with the affirmative sentences in the green grammar
tables. Ask What’s different? Elicit the answer from the


47. Tell them to complete the table in pairs.
• Suggest that they write the words in pencil.
• Check together using the grammar poster.
Teacher’s tip: Cover the grammar poster while the

pupils complete activity 7, obliging them to recall the
rules. Then reveal the poster for them to check their
answers.
Answers:
Write the questions. (AB page 47, activity 8)

questions.). Check comprehension. Explain that these
are all questions, but that the words are in the wrong
order. Tell them to order the words to make the
questions. They can work in pairs.
• Check together. Say Number 1. Is there a cinema in
the street? Nominate four different pupils to read
questions 2 to 5.
Answers:
1 Is there a cinema in the street?
2 Are there lots of shops in the street?
3 Is there a museum in the street?
4 Are there lots of internet cafés in the street?
5 Are there lots of people in the street? Teacher’s tip: To give extra listening practice and to
encourage the pupils to cut out the pieces with care,
Write about your street. (AB page 47, activity 9) give the pupils instructions to follow, e.g. Everybody cut
out the park. Everybody cut out the internet café. etc.
• Ask a volunteer to read the instruction. (Write about
your street.) Check comprehension. Explain that the
pupils must write the answers to the questions in Play Construct a street!
activity 8 using full sentences. Complete the first two • Put four cards in a line so that they look like a street,
sentences together. (There’s a cinema in the street. but don’t let the pupils see them. Explain what you
There are (eight) shops in the street.) have done and ask the pupils to reconstruct your
• Give them time to write their answers and allow them street on their tables by asking you questions, e.g. Is
to help each other. there a museum in your street? Is there a shoe shop
• Check together. Say Number 1. There’s a cinema in in your street? Are there two cinemas?
the street. Nominate four different pupils to read out • When they have identified what places there are,
sentences 2 to 5. encourage them to ask about the position of the
Go to Activity Book, page 47. (PB page 30, places, e.g. Where is the museum? Is the shoe shop
activity 5) next to / between … ? etc.
• When they have finished, stick your street on the
• Ask the pupils to turn to page 47 in their Activity board in the same order for the pupils to check.
Books.
Make the cards on page 91. (AB page 47, Teaching option: This activity can be limited to
activity 10) discovering which buildings are in your street.
anybody to cut anything out until you say so. • Encourage the pupils to play the game in pairs,
• Hold up the Activity Book at page 91 and show the concealing their streets behind their books.
Play Where am I?
but just the section marked with broken lines. • Write the following questions on the board: Where
am I? and Are you in the … ?

• Show the pupils that you are holding one of the

places in your hand, but don’t show them which one. Extra activity: Bingo!
Ask Where am I? Encourage them to guess where Using the cards, ask the pupils to put four different
you are by asking Are you in the museum? Are you in places on the table in front of them. Tell them to put
the park? etc. the other cards away.
• Make the game competitive by dividing the class into Call out sentences about the places, e.g.
two teams and getting the teams to take turns to I want to go to the park/the shops/the cinema.
guess. I’m going to the park/the shops/the cinema.
• The pupils can then play the game in groups of three. At the weekend I go to the park/the shops/the
cinema.
Fast finisher tips: 1 Tell the pupils to colour the If the pupils have the place on the table, they turn it
grammar puzzles on pages 46 and 47 of the Activity over. When a pupil turns over all four places, they
Book so that they match the colour code used in the shout Bingo!
Pupil’s Book.
page 47 of the Activity Book.
Homework suggestion: Find a picture from a
Answer:
magazine. It doesn’t have to be of a street. Get the
(spider, table, ruler, eighty, elephant, thirty) STREET
pupils to write four sentences (two plural and two
singular) about what’s in the picture using There
Closing activities is/ are … .
What time is it? In the next class, stick the pictures on the classroom
wall. Ask the pupils to read their sentences and tell
the other pupils to find the corresponding picture on
the classroom wall.
day? and elicit the answer (a mobile phone). Then
spell the word. Keep nominating pupils until
someone spells it correctly. Turn over the word card.
Say Well done. See you all next lesson.

5 In the city
Lesson 4
Learning objectives
• Learn about capital cities in the United Kingdom
• Compare the cities to the pupils’ own capital city
Productive language
Vocabulary
• Monument(s), bridge, park, cinema(s), science
museum, zoo, castle, shops, cafés, square
Structures
• There are four countries in the UK.
• (London) is the capital of (England).
• There’s a (castle) in the city.
• There are lots of (squares).
Materials
• Word card: 31
• CD 2
Opening activities
Find Out! magazine
• Ask the pupils to look at page 31 in their Pupil’s
Books. Say Look! This is a page by Clare and Tim
Play Word of the day from Find Out! magazine. Look at the title. What
does it say? Ask a volunteer to read it (Countries and
• Have the flashcard (number 32) of a map in your
capital cities in the UK).
• Ask the pupils if they know what UK stands for.
of the day? It’s something you use to find a place.
Explain it’s the short way of saying United Kingdom.
picture of a map in the corner of the board. Ask How
Teacher’s tip: This is a good moment to ask if any of
do you spell a map? Write the letters on the board as
the pupils have been to the UK. If so, where did they
go? What did they see? Did they like it? What do they
• Show the word card of a map to confirm that they got
remember?
it right. Put the word card face down on the board
• Ask How many countries are there in the UK? Can
Main activities the pupils name them? If not, explain that they are
going to read about them now.
Revision game: Where am I?
• Ask What can you see in the photos? If the pupils
• Write Are you in … ? on the board. Show the pupils give answers in L1, echo them in English (a castle, a
that you have a city flashcard in your hand. Ask bridge, a park, a museum, etc.).
Where am I? Encourage them to guess using Are you • Explain that all these photos are of places in the
in … ? The first person to guess correctly wins the capital cities of the UK.
flashcard.
• Repeat the procedure with all seven flashcards and, if Listen and read. (PB page 31, activity 6)
appropriate, repeat the activity with the word cards.
• Say Let’s listen to Clare and Tim talking about the
page in the magazine. Encourage them to point to
each part of the magazine page as they hear it
referred to. Play CD 2 (Track 53).

CD2
Listen and read.
53
Clare: Let’s find out about capital cities in the UK!

Tim: Countries and capital cities in the UK.
Clare: There are four countries in the UK: Wales,
Northern Ireland, Scotland and England.
Tim: Edinburgh is the capital of Scotland. There
are lots of museums and monuments.
There is a famous castle, too.
Clare: London is the capital of England. There
are lots of squares, parks and museums.
There is a famous bridge, too. Lots of
tourists go on the London Eye for the
excellent views of the city.
Tim: Belfast is the capital of Northern Ireland.
There are lots of beautiful buildings and
parks. There is a university and there is a
castle, too.
Clare: Cardiff is the capital of Wales. There are lots
of shops, cinemas and cafés. There is a
castle and there is a big science museum,
too.
listen.
Ask What four countries are in the UK? What is the
capital of Scotland / England / Wales / Northern
Write the countries. (AB page 48, activity 11)
Ireland? (Edinburgh, London, Cardiff, Belfast) Which
cities have a castle? (Edinburgh, Cardiff, Belfast) • Ask a volunteer to read the instruction (Write the
Why do tourists go on the London Eye? (for the countries.). Check comprehension. Explain that the
views). pupils have to look at the map, then write the names
of the countries next to the corresponding numbers.
Listen to the questions. Say the answers. (PB • Check together. Say Number 1. Scotland. Nominate
page 31, activity 7) pupils to give you the answers to numbers 2 to 4.
• Ask a volunteer to read the instruction (Listen to the Answers:
questions. Say the answers.). Check comprehension. 1 Scotland 2 Northern Ireland 3 Wales 4 England
Explain that the pupils are going to hear questions
about the text. Tell them that you are going to stop Read and match. (AB page 48, activity 12)
the CD after each question and nominate someone to • Tell the pupils to match the sentence halves so they
answer. make true sentences.
• Play CD 2 (Track 54). Pause after each question. Ask
the pupils to repeat the question and then nominate Answers:
someone to answer it. Cardiff is the capital of Wales.
Belfast is the capital of Northern Ireland.
CD2 Edinburgh is the capital of Scotland.
Listen to the questions. Say the answers. London is the capital of England.
54
How many countries are there in the UK? (Four.)

Write There is or There are. (AB page 48,
What’s the capital of England? (London.)
activity 13)
What’s the capital of Wales? (Cardiff.) • Ask a volunteer to read the instruction (Write There is
What’s the capital of Northern Ireland? (Belfast.) or There are.). Check comprehension. Explain that the
What’s the capital of Scotland? (Edinburgh.) pupils have to complete each gap with either There is
Where can you see a big science museum? (Cardiff.) or There are.
Where can you see a famous castle? (Edinburgh.) • Review the use of There is/ are if necessary.
Where can you see a famous bridge? (London.) • Check together by asking volunteers to read out each
Where can you see lots of beautiful parks and sentence.
buildings? (Belfast.)

Answers:
1 There is 2 There is 3 There are Extra activity: Listen and say the next word
4 There is 5 There are 6 There is Ask the pupils to turn to page 31 of the Pupil’s Book.
7 There are 8 There are Explain that you are going to read the text out loud
and that you want the pupils to follow in their books,
but that you are going to stop regularly. Explain that
Fast finisher tips: 1 Ask fast finishers to write a list every time you stop, you want them to call out the
of what they can see on the magazine page on page next word.
31 of the Pupil’s Book. If you don’t want to read the text yourself, play track
2 Fast finishers can break the code at the bottom of 53 and pause the CD.
Answer:
(computer, ant, spider, table, leg, elephant) CASTLE
Homework suggestion: Ask pupils to write four
sentences about their capital city in answer to Phil’s
Closing activities question at the bottom of page 31 in the Pupil’s
Book.
What time is it?
day? and elicit the answer (a map). Then ask Who

5 In the city
Lesson 5
Learning objectives
• Learn a song
• Do a quiz to find out about transport in cities
around the world
Productive language
Vocabulary
• Car, bus, train, ferry, balloon, underground, plane,
motorbike
Structures
• There are people travelling by bus.
• There are people flying by plane.
Materials
• Flashcard: 27
• Word card: 30
• CD 2
Opening activities
(see page 3). If the pupils need help remembering it, Teacher: A train.
play CD 2 (Track 46). Pupils: Number four.
Teacher: A plane.
Play Word of the day Pupils: Number six.
• Have the flashcard (number 27) of a disguise in your • Speed up as the pupils get more confident at
hand and the word card ready. Ask What’s the word recognising the words.
of the day? Spies wear this when they want to look • Now change the activity so that you are asking a
different. When the pupils have guessed correctly, question to elicit the phrase and action. For example:
put the picture of a disguise in the corner of the Teacher: What’s number three?
board. Ask How do you spell a disguise? Write the Pupils: A balloon.
• Show the word card of a disguise to confirm that they Listen and point
got it right. Put the word card face down on the board • Tell the pupils that they are going to hear the words
under the flashcard. on the CD. Ask them to listen, repeat and point to the
Main activities corresponding picture in their Pupil’s Book. Play CD 2
(Track 55).
Revision game: Match the capital cities
CD2
• Write Scotland, England, Northern Ireland, Wales in a Look. Listen and say.
55
list on the board, and Edinburgh, Cardiff, London,
Belfast in another list. Number 1
• Challenge the pupils to match the countries with their a car
capital cities. Number 2
a bus
Look. Listen and say. (PB page 32, activity 8) Number 3
• Ask the pupils to open their Pupil’s Books at page 32. a balloon
Tell them to look at the pictures. Number 4
• Focus on the labels under the pictures and make sure a train
the pupils know what each one says. Explain that you Number 5
are going to call out each word and that you want the a motorbike
pupils to call out the corresponding numbers. For Number 6
example: a plane

Number 7
a ferry
Number 8
the underground
Look and find.
picture. How many ways of travelling can you see?
(eight).

that they are going to learn a song about ways of
travelling in a city. Ask What’s the song called?
(People travelling).
later.
Step 1
Listen and read
Step 2
Listen and repeat
• Explain that the pupils must read the questions and
Step 3 guess the correct answers in pairs.
Sing • Ask pairs to read out the questions and the answers
• Play the CD and encourage the pupils to sing along they have chosen. Then say Let’s listen to Max and
with the song. Repeat until they are singing find out the answers.
confidently. • Play CD 2 (Track 57). Pause after the answer to
CD2 Question 1 and check the answer by asking the pupils
People travelling to tell you which letter it is. Then continue.
56
CD2
Look! There are people travelling Read and guess. Listen and find out.
On the underground. 57
Look! There are people travelling Presenter: Question 1. What colour are the taxis in
By car, bus and train. London?
Look! There are people travelling a) black and yellow b) blue and white
By ferry and motorbike. c) black or d) yellow
Look! There are people flying For the answer, let’s listen to Max.
By balloon and plane.
But when I go to school Max: Hello. I’m on holiday in London. It’s very
… I walk! different to New York. The taxis here are
black!
Read and guess. Listen and find out. (PB page
32, activity 10) Presenter: Question 2. What colour are the buses in
London?
• Ask the pupils to look at the picture of the television. a) blue and white b) green
Ask What’s the programme called? (Do you know? ) c) black and yellow or d) red
Who can you see on the television screen? (Max, the For the answer, let’s listen to Max.
New York taxi driver) What can you see? (a street, Max: The buses in London are red.
people) What is the programme about today? Ask a
volunteer to read Max’s speech bubble (I’m on
holiday in London. It’s very different to New York.).


Fast finisher tips: 1 Focus fast finishers on the
• Tell the pupils to look at the pictures and to find and picture for activity 9 on page 32 of the Pupil’s Book.
circle the ways of travelling in the wordsearch. Get them to write a list on a piece of paper of all the
• Check together. objects in the picture that they can name. Collect in
the papers when they’ve finished. Return the papers
Teacher’s tip: Put a time limit on wordsearch next lesson with any spelling mistakes corrected and
activities. Challenge the pupils to find as many words some simple words of praise.
as possible in the time, but don’t allow the activity to 2 Fast finishers can break the code at the bottom of
take up more time than necessary. page 49 in the Activity Book.
Answer:
Answers: (table, apple, xylophone, ice cream) TAXI
Look and write. (AB page 49, activity 15) Closing activities
• Tell the pupils to look at the picture and write What time is it?
sentences about the way the people are travelling. • When it’s time to finish, ask What time is it? Elicit the
Go through the two examples. correct time from the pupils and then say It’s (nearly)
• Check together. Nominate five pupils to read time to finish. Put your things away, please.
sentences 3 to 8.
Answers:
1 There are people travelling on the underground. • When everything is tidy, ask What’s the word of the
2 There are people travelling by ferry. day? and elicit the answer (a disguise). Then ask
3 There are people travelling by plane. Who wants to spell it? Nominate a volunteer to spell
4 There are people travelling by train. the word. Keep nominating pupils until someone
5 There are people travelling by motorbike. spells it correctly. Turn over the word card. Say Well
6 There are people travelling by car. done. See you all next lesson.
7 There are people travelling by bus.
8 There are people travelling by balloon. Extra activity: Complete the first half of the
Write the question. Listen and tick the answer. Ask them to turn to the bilingual dictionary for Unit 5
(AB page 49, activity 16) on page 54 of the Activity Book. Encourage the
pupils to work together to translate into L1 as many
• Ask a volunteer to read the instruction (Write the words as they can. They should use pencil until you
question. Listen and tick the answer.). Check have confirmed that they have got the translations
comprehension. Explain that the pupils have to put right.
the words in order to make the question. Check the
answer. Write How do you say … in (L1)? on the board so that
Answer:
What colour are the taxis in New York?
• They can then tick the answer they think is correct Homework suggestion: Tell the pupils to continue
before listening to find out. Play CD 2 (Track 58). completing the bilingual dictionary for Unit 5. If there
are any words they don’t understand, they should
CD2 just leave the translation blank and ask someone
Listen and tick the answer. next lesson.
58
Presenter: Question 3. What colour are the taxis in

New York?
a) black b) yellow
c) black and blue or d) black and red
For the answer, let’s listen to Max.
Max: In New York the taxis are yellow.

5 In the city
Lesson 6
Learning objective
Productive language
Vocabulary
Structures
Materials
• Story poster 5
• Flashcard: 30
• Word card: 33
• CD 2
Opening activities
Play Word of the day Sing People travelling
• Have the flashcard (number 30) of a camera in your • Ask the pupils if they can remember the song they
hand and the word card ready. Ask What’s the word learnt last lesson. Try to remember the lyrics as a
of the day? You use it to take photographs. When class, or read them on page 32 of the Pupil’s Book.
the pupils have guessed correctly, put the picture of • Play CD 2 (Track 56). If you prefer, use the karaoke
a camera in the corner of the board. Ask How do you version on CD 2 (Track 59).
spell a camera? Write the letters on the board as the
pupils call them out. Listen to the story. Read. (PB page 33,
• Show the word card of a camera to confirm that they activity 11)
got it right. Put the word card face down on the board • Display the story poster so that everyone can see it.
under the flashcard. If possible, cover the last two frames of the story. Ask
Main activities Can you all see the poster? Allow the pupils to move
Revision game: Are you travelling by … • All Lesson 6s can be taught following the six steps
• Write on the board Are you travelling by … ? Explain below.
that you are going to mime the ways of travelling Step 1
from Lesson 5, and that you want the pupils to guess Create interest in the story
how you are travelling using the question on the
board. • Ask Who can you see in picture 1? (Tim) How is he
travelling? (by bus) What are the cars doing in
Suggested mimes: picture 4? (flying).
car – hold and turn a steering wheel
balloon – look over the edge of the basket and look afraid Step 2
ferry – mime the movement of the boat and feeling a bit sick Predict what happens
plane – lean back for taking off with your arms as wings • Ask the pupils to look at frames 2 to 6 on the poster
motorbike – put on your helmet and rev the bike and, in pairs, to talk about what they think is
bus – get on the bus, buy a ticket and sit down, bump happening in the story. When they’ve had sufficient
up and down time to do this, listen to some of their ideas. Does
the underground – hold on to the overhead handles as everybody think the same?
the train moves
train – mime getting on, opening doors, and finding a
seat. Pretend to read a book
Unit 5 page 18
Step 3
Listen to the story
• Say Let’s listen to the story and find out if you are
right.
CD2
60
Narrator: Tim’s dream.

Narrator: Tim is travelling to the city by bus.
Ticket collector: Tickets, please.
Narrator: He arrives and gets off the bus.
Tim: Everything is different.
Narrator: There are lots of people walking in
the street.
Tim: Everyone is wearing strange
clothes.
Narrator: There are people travelling by car
and taxi.
Tim: The cars are flying!
Narrator: There are lots of flowers and bins.
Bin: Thank you.
Tim: The bin is talking!
Narrator: Suddenly, Tim wakes up.
Clare: Hi, Tim!
Kate: Where are you going?
else. Encourage them to read it more than once,
Tim: Oh! Hi, Clare! Hi, Kate! I’m going to
changing roles.
the library.
Step 4 Teaching option: Refer to page xix in the Introduction
Pause to check. Then predict the end for more game ideas to play using the story poster.
this in English as much as possible and allow them to Which of these things are not in the story? (PB
come to the poster if it helps their explanation. page 33, activity 12)
• Ask them to predict what happens in the last two • Ask a volunteer to read the instruction (Which of
frames. Reveal the last two frames of the poster and these things are not in the story? ). Check
say Let’s find out if you’re right. Play the rest of the comprehension. Explain that the pupils have to read
story. the text again and look at the pictures to try and find
the places in the list.
Narrator: At the library … .
• Give them time to do this, then ask them to tell you
Liz: Hello, Clare.
which ones are not in the story.
Clare: Can I have this book please, Liz?
Tim: Wow!
Teacher’s tip: So as not to spoil the activity for
Tim: That’s amazing! It’s the same as my others, tell the pupils not to call out the answers
dream. when they think they have them.
Step 5
Check comprehension
Answers:
• Check that the pupils have understood the twist in a fruit shop, a cinema, a plane, a motorbike
the story. Ask Was the place in the book the same as
Tim’s dream? (yes) Is Tim surprised? (yes). Put the pictures in order. Match. (AB page 50,
activity 17)
Step 6
• Ask the pupils to open their Pupil’s Books at page 33. to read the instruction (Put the pictures in order.
Ask the pupils to read the story in pairs. One person Match.). Check comprehension. Explain that the
can be Tim and the other person can be everyone pupils have to number the pictures from the story in

the correct order, and then match them to the

corresponding speech bubbles from the story. They Fast finisher tips: 1 Fast finishers can choose a word
can work in pairs. from the story and write it as a code using The code
breaker picture dictionary. They can exchange codes
for decoding.
Teacher’s tip: While the pupils put the pictures in 2 Fast finishers can break the code at the bottom of
order, cover the story poster. You can uncover the page 50 in the Activity Book.
poster for the pupils to check that they have put the
Answer:
pictures in the correct order.
(dog, ruler, eighty, ant, mobile) DREAM
Answers:
Closing activities
1 b Everything is different.
2 d The cars are flying! What time is it?
3 a Oh! Hi! Clare! Hi, Kate! I’m going to the library.
4 c It’s the same as my dream.
Read and complete. Listen and check. (AB page time to finish. Put your things away, please.
50, activity 18) Let’s remember the word of the day
• Tell the pupils that this paragraph is a summary of
the story, but there are some words missing. Explain
day? and elicit the answer (a camera). Then ask Who
that they have to complete the summary with the
words from the box. They can work in pairs.
CD2
61 Extra activity: Put the pupils into groups to rehearse
the story as if it were a radio play. Give pupils a role
One day, Tim is travelling to the city by bus. He falls in the story and suggest that they also create their
asleep. In his dream the city is different. There are own sound effects. Confident groups might like to
lots of people wearing strange clothes. There are lots give a performance to the rest of the class.
of cars flying down the street. There are lots of
strange flowers and bins that talk. Suddenly, Tim
wakes up and Clare and Kate are on the bus.
Homework suggestion: Ask pupils to look through
They all go to the library. Tim finds an interesting
the bilingual dictionary for Unit 5. Ask them to write
book. The picture in the book is the same as Tim’s
their ten favourite words for this unit onto a piece of
dream.
paper. In the next lesson, pupils can compare their
lists and explain why they chose their words.
activity 19)
name of their favourite character, and then tick the
phrase which best describes how they feel about the
story.
Book.
as they choose.

5 In the city
Lesson 7
Learning objectives
• Practise the pronunciation of the /ea/ sound
• Read a text about towns and cities
• Write a text about your town or city
Productive language
Vocabulary
Structures
Materials
• Flashcard: 29
• Word card: 32
• CD 2
Opening activities
play CD 2 (Track 46). Listen and read. Say. (PB page 34, activity 13)
see in the picture? (Clare, a square, a tree, a chair,
• Have the flashcard (number 29) of a message in code
shops, buildings, etc.).
in your hand and the word card ready. Ask What’s
the phrase of the day? It’s a message written in a
special way. Spies write these. When the pupils have
common sound in the sentence (/ea/).
guessed correctly, put the picture of a message in
• Explain that they are going to hear Mr Green
code in the corner of the board. Ask How do you
practising the tongue twister and they should repeat
spell a message in code? Write the letters on the
what is said. Play CD 2 (Track 62).
• Show the word card of a message in code to confirm CD2
that they got it right. Put the word card face down on
` Listen and read. Say.
62
The fresh air …
Main activities And breathes the fresh air …
Revision game: Who says what? Where Clare sits and breathes the fresh air …
With a chair, where Clare sits and breathes the fresh
• Write Everything is different. and Where are you air …
going? on the board. Ask Do you remember the There’s a square, with a chair, where Clare sits and
story? Who says ‘Everything is different’? (Tim). breathes the fresh air …
Listen to the pupils’ suggestions, but don’t confirm There’s a square, with a chair, where Clare sits and
the answer. Ask And who says ‘Where are you breathes the fresh air!
going?’ (Kate). Again, listen to their suggestions, but
don’t confirm the answer. • Allow the pupils to enjoy saying the tongue twister on
• Say Look at the story on page 33 of your Pupil’s their own. Listen to a few pupils say it out loud and
Book to find out if you’re right. congratulate them on their improved pronunciation.

CD2
Listen and read.
63
Clare: Our towns and cities. Where does Liz live?

Liz: I don’t live in a city. I live in a town. There
are lots of shops and cafés. There’s a
cinema and a sports centre, too. My
favourite place in the town is the park,
where I sit and read my book or the
newspaper. In my town, people walk or
travel by bike.
Clare: Where does Mario live?
Mario: I live in Venice, in Italy. It isn’t a capital
city, but it’s very beautiful. There are lots
of museums and monuments. There are
lots of bridges, too. My favourite place in
the city is the Rialto Bridge. In Venice,
people travel by gondola and water-taxi.
Answers:
What’s Liz’s favourite place? (the park)
What’s Mario’s favourite place? (the Rialto Bridge)
Read and write about your town or city. (PB

write about your town or city.). Check
comprehension. Explain that pupils are going to write
a description of their town or city similar to the ones
Find and circle. Write. (AB page 51, activity 20) written by Liz, Mario and Peter in this activity.
• Ask the pupils to open their Activity Books at page • Ask the pupils to look at Peter’s questionnaire. Check
51. Ask a volunteer to read the instruction (Find and comprehension. Ask Where does Peter live? Is it a
circle. Write.). Check comprehension. Explain that the capital city? etc.
pupils have to find the words from the tongue twister, • Ask volunteers to read Peter’s description out loud.
with the target sound in them, in the wordsearch and Point out that he used the answers from his
then complete the tongue twister with the words. questionnaire to write his description.
• Check together. • Ask What’s Peter’s favourite place? (sports centre).
Answers: Read and complete. Look at Activity 15, Pupil’s
See facsimile page for the answers. Book page 34 and check. (AB page 51, activity 21)
Listen and read. (PB page 34, activity 14) • Ask a volunteer to read the instruction (Read and
• Ask a volunteer to read the instruction (Listen and complete. Look at Activity 15, Pupil’s Book page 34
read.). Check comprehension. Explain that pupils and check). Check comprehension. Explain that this is
must listen to Liz and Mario talking about where they Peter’s text from the Pupil’s Book, but there are some
live, and read the magazine page to answer the words missing. Tell the pupils to complete the
question in the flash. Ask a volunteer to read the description from memory using the words from the box.
question in the flash. (What are Liz and Mario’s • Tell them to look at Activity 15, Pupil’s Book page 34
favourite places? ). Check comprehension. Say Let’s to check their answers.
listen to Liz first. Answers:
• Play CD 2 (Track 63) and tell the pupils to follow the I live in Manchester. It’s a big city in England. It isn’t a
text in their books as they listen. Pause after Liz and capital city. There’s a museum. There are lots of shops
encourage the pupils to tell you Liz’s favourite place. and cinemas. There’s a football stadium, too. My
• Check the answer together, then play Mario and favourite place in the city is the sports centre. People in
repeat the activity for him. Manchester travel by car, bike and bus.

Answer the questions. Write about your town Closing activities

or city. (AB page 51, activity 22) What time is it?
pupils should fill in the questionnaire to guide their
writing. Start this together. Read the first question
category: Where do you live? Get the pupils to write
in their town or city. Then give them time to complete Let’s remember the word of the day.
the rest. Help with any language they need.
• When they are writing their descriptions, encourage
day? and elicit the answer (a message in code). Then
the pupils to use Liz, Mario and Peter’s descriptions
as models.
spell the word. Keep nominating pupils until
someone spells it correctly. Turn over the word card.
Say Well done. See you all next lesson.
Extra activity: Play Stop!
Ask the pupils to look at activity 14 on page 34 of the
town or city on a piece of paper and to then copy it
Pupil’s Book. Explain that you are going to read Liz
into their Activity Books after you have looked at it
and Mario’s texts out loud, but that you are going to
and made any necessary corrections.
make a lot of mistakes. Tell them to follow in their
books and every time you make a mistake, you want
them to call out the correct word.
them to look at the bilingual dictionary on page 54.
Encourage them to test each other’s spelling by
Homework: Revise for the evaluation
asking How do you spell … ?
Answer:
(spider, queen, umbrella, ant, ruler, elephant) SQUARE

5 In the city
Lesson 8
Learning objectives
and achievements
Vocabulary
Structures
Materials
• CD 2
• DVD (optional)
Opening activities
EXAMPLE QUESTIONS
Play Word of the day Is there a bus/plane on page 29?
• Explain that as today’s lesson is an evaluation lesson Is there a museum/park on page 30?
there is no word of the day. What’s the capital of Wales? Page 31.
What’s the capital of Northern Ireland? Page 31.
Main activities What colour’s the underground train on page 32?
Tongue twister revision What colour are the cars on page 29?
How many countries are there in the UK? Page 31.
• Ask Who can remember the tongue twister from the How many photos are there on page 31?
last lesson? Nominate pupils to say the tongue Where’s the science museum on page 31?
twister from memory. Elicit help from the rest of the Where’s the sports centre on page 29?
class until they are able to say it. Ask everybody to Where’s Liz on page 33?
breathe in deeply and say the tongue twister all
together for the last time. Teacher’s tip: Nominate a sensible pupil to keep the
Revision game: Flick and find score on the board. Only accept one answer from
each team to avoid random calling out. Give a point
• Tell the pupils you are going to play a game using the to the other team(s) if somebody calls out an answer.
Divide the class into two or three teams, giving each
team a name. Play a dictionary game
• Flicking through Unit 5 of the Pupil’s Book at random, • Ask the pupils to turn to the bilingual dictionary for
ask the teams questions. In their teams, the pupils Unit 5 on page 54 of the Activity Book. Ask What’s …
have to race to find the answers, putting up their in (L1)? What’s … in English? Drill the pronunciation
hands when they know the correct answer. of the question and then get the pupils to test each
other in pairs or threes.

other see if there are any translations they have not
been able to write into their dictionaries. Offer help.


Listen and read. Circle the correct pictures.
• Explain that today is a revision day – an opportunity 64
Look at the city. There are lots of people travelling
Write and match. (AB page 52, activity 1) by train.
• Ask a volunteer to read the instruction (Write and Number 2
match.). Check comprehension. Explain that the There are lots of people travelling on the
pupils must unjumble the anagrams to spell the underground.
names of places in a town or city. They must then Number 3
draw lines to match the words to their corresponding And look! There’s a man flying by balloon.
pictures. Number 4
And there are lots of people travelling by bus.
Answers:
1 SPORTS CENTRE Complete the tables. (AB page 52, activity 3)
2 MUSEUM • Ask a volunteer to read the instruction (Complete the
3 INTERNET CAFÉ tables.). Check comprehension. Explain that the
4 PARK pupils must fill in the gaps in the tables. Tell them to
5 CINEMA look back at page 30 in the Pupil’s Book if they need
6 SHOPS help.
7 LIBRARY • Check together.
Listen and read. Circle the correct pictures. (AB Answers:
page 52, activity 2) 1 a 2 are 3 there 4 ? 5 No 6 Are 7 there 8 aren’t
• Explain to the pupils that they are going to hear some
pupils saying sentences 1–4. Tell them to circle the
way of travelling they hear in each case. Play CD 2
(Track 64).
• Pause after each sentence for the pupils to repeat the
sentence. If necessary, go back and play it again.


• Explain to the pupils that the words are all sentences continue testing their vocabulary with the dictionary
in the dialogue between Kate and Phil, but the words on page 54.
and punctuation are in the wrong order. Explain that 2 Pupil’s complete any of the codes that have not yet
they have to reorder the words to make the been completed in this unit.
sentences or questions.
answers. Time to choose
Answers: • With the time remaining choose an activity from the

1 There are lots of shops in my street. following:
2 Is there a computer shop?
3 No, there isn’t. Extra activity: Choose a photocopiable worksheet
4 But there’s an internet café. from the Reinforcement, Extension and Grammar
5 And there are lots of people. worksheets at the end of this unit (see pages 28–33).
Project work: Choose a project from the suggestions
made in the Project bank at the end of this unit (see
page 27).
• Ask Who can you see in the picture? (Clare and a
boy) What’s she doing? (interviewing him). Explain Use the DVD: See DVD photocopiables for this unit
that Clare is interviewing the boy about his city. in the photocopiable resources section.
• Focus on the dialogue and explain that this is Clare’s
interview, but some words are missing. Tell the pupils
to read it and fill in the gaps with words from the box. Find Out about Grammar Booklet:
• Give the pupils enough time to do this. Check Refer pupils to the Grammar Booklet, pages 10 and 11.
together by listening to CD 2 (Track 65). Answers:
1 1 There are 2 There are 3 There are 4 There’s a
CD2
5 There’s a 6 There are
Read and complete. Listen and check. Act
65 2 1 There are lots of internet cafés in the city.
out.
2 There’s a park in my city.
Ben: I live in Liverpool, a big city in England. 3 There are lots of people in the museum.
Clare: Is it a capital city? 4 There are lots of shops in the city.
Ben: No, it isn’t. London is the capital of England. 5 There’s a cinema in my city.
Clare: Are there lots of things to do in Liverpool? 6 There are lots of sports centres in the city.
Ben: Yes, there are. There are lots of shops, 3 1 Is there a museum? Yes, there is.
cinemas and internet cafés. 2 Are there lots of shops? Yes, there are.
3 Is there a cinema? No, there isn’t.
• Once you have confirmed the answers, ask pupils to 4 Is there a sports centre? Yes, there is.
read the dialogue in pairs. Get them to change roles 5 Are there lots of people? Yes, there are.
and read it again. 6 Is there an internet café? No, there isn’t.
Write the sentences in your language. (AB
page 53, activity 6) Closing activities
• Tell the pupils to translate the sentences into their What time is it?
own language.
• Sign the pupils’ pages if you are confident they have • When it’s time to finish, ask What time is it? Elicit the
completed all the revision activities correctly. correct time from the pupils and then say It’s (nearly)
• The pupils have now successfully completed Unit 5 of time to finish. Put your things away, please.
Find Out! 5. Congratulate them and invite them to fill Congratulations!
in the sentences at the bottom of their page to assess
how well they feel they have done. • Congratulate the pupils on completing the unit.

In the city Project bank Unit 5
PROJECT 1 • Put a map of your town or city on the wall and ask a
volunteer to show you where, e.g. the library, is on
Make and write a mini-book the map. You can now stick the label on the outside
of the map, and connect it with a piece of string to
• Explain to the pupils that they are going to make a the library. The label should read: There’s a library in
mini-book about capital cities. If possible, show them (Cervantes Street). You can read books here.
a mini-book that you or a pupil have already made. • Explain that you are going to dictate a short
• Give each pupil a sheet of plain A4 paper. Tell them paragraph about the library, and that you want the
how to fold the paper. Refer to page 28 of Unit 1 for pupils to write it in their notebooks. Read out the text
instructions on how to make a mini-book. on the label.
• Once the pupils have made their mini-books, tell • Check that the pupils have written the paragraph
them to give their book a title and to write it on the correctly by writing it on the board. Check
cover. They can then write questions about capital comprehension.
cities on the remaining pages and an answer key on • Substitute library for e.g. cinema. Ask the pupils to
the last page. If necessary, write the following model help you change the information in the paragraph so
on the board for them to use as a guide: that it is true for the cinema. Invite a pupil to find the
cinema on the map and attach the label.
cover: My book of capital cities • Put the pupils into pairs and give them a place in the
by (pupil’s name) town to write about in their notebooks. They can use
page 2: What’s the capital of Scotland? the paragraphs about the library and the cinema as
page 3: What’s the capital of Denmark? models. When you have corrected the text, they can
page 4: What’s the capital of France? copy the text onto a piece of card for the display.
page 5: What’s the capital of Argentina?
page 6: What’s the capital of Portugal?
page 7: What’s the capital of China?
page 8: Answers:
page 2 – Edinburgh
page 3 – Copenhagen
page 4 – Paris
There’s a library in
page 5 – Buenos Aires Cervantes Street. You
etc. can read books here.
• The pupils can illustrate each question with a

national flag or with images of the capital cities
from holiday brochures or the Internet. Pupils can
use each other’s books to test their knowledge of
cities around the world. Teacher’s tip: Place the finished display in a part of
the school where lots of people will see and benefit
PROJECT 2 from it.
Make a display about your town or city PROJECT 3

You will need: a map of your town or city, string, safety Write a guidebook for your town or city
pins or Blu-tack, labels for places in the town
You will need: pens, paper and pictures of your town
display about their town (or city) that will be useful • Some pupils might like to make a guidebook about
for tourists and visitors. Ask the pupils what places in their town. They can take photos of the places of
the town they could include in the display, e.g. interest and dedicate a page of their book to each
library, park, cinema, internet café, museum etc. place.

Name:
Class:

1 Look and write the words.
a cinema an internet café a park a sports centre a library a museum shops
1 2 3 4
5 6 7
a park
1 _______________ 2_______________ 3 _______________ 4_______________
5__________________ 6 __________________ 7 __________________

2 Read the sentences. Look at activity 1. Write T (true) or F (false).
1 There’s a museum in the city. T

2 There’s a library in the city.
3 There are two shops in the city.
4 There’s a cinema in the city.
5 There’s a park next to the library.
6 There are lots of people in the park.
3 Look at the map. Match.
1 Is there a library? No, there isn’t.

2 Is there a park? Yes, there are.
3 Is there a sports centre? Yes, there is.
4 Are there lots of shops? Yes, there is.
5 Is there a museum? No, there aren’t.
PH
OT
6 Are there lots of cinemas? No, there isn’t.

OC
OP

IA
BL
E
Name:
Class:

4 Complete with Is or Are. Write answers about your town or city.
Is there a cinema?
1 _______ Yes, there is.
__________________________
2 _______ there lots of people? __________________________.
3 _______ there lots of shops? __________________________.
4 _______ there a library? __________________________.
5 _______ there a museum? __________________________.
5 Look and write.
a motorbike a ferry a car the underground

a plane a bus a balloon a train
1 a motorbike
___________________ 2 ___________________ 3 ___________________
4 ___________________ 5 ___________________ 6 ___________________
7 ___________________ 8 ___________________
6 Look and write T (true) or F (false). Then write three new sentences.
1 There are lots of people in the park. T

2 There’s a library.
3 There are people travelling by train.
4 _______________________________________________________.
5 _______________________________________________________.
E
BL
6 _______________________________________________________.
IA
OP
OC

OT
PH
234
Name:
Class:
museum cinema shops park sports centre
1 shops are between the internet café and the sports centre.
The ________
2 The library is next to the ________________ .
3 The _____________________________________ is between the shops and the park.
4 The ________________ is between the sports centre and the cinema.
5 There isn’t a ________________ .
2 Write five sentences about where you live.

1 There are
__________________________________________________________ .
2 There’s
__________________________________________________________ .
3 __________________________________________________________ .
4 __________________________________________________________ .
5 __________________________________________________________ .
3 Write the questions. Then answer about your town or city.
1 there / Is / library / a / ?
Is there a library?
___________________________________________________ No, there isn’t.
_________________________
2 sports centre / ? / Is / there / a

___________________________________________________ _________________________.
3 park / there / a / ? / Is
___________________________________________________ _________________________.
4 there / ? / lots / cinemas / of / Are

PH
OT
___________________________________________________ _________________________.
OC
OP

IA
BL
E
235
Name:
Class:

People travelling
Look! There are people travelling
On the _________________________ .
By _______ , ______________ , and ______________ .
By ____________ and ______________ .
Look! There are people flying
By ______________ and ______________ .
But when I go to school
… I walk!
5 Read and circle the answers.
Tracy’s from Bath. Bath is a small Bath / Bristol

1 City
city in the UK. It’s very beautiful.
2 Country the USA / the UK
There are lots of amazing shops
3 Things to shops / museum /
and internet cafés. There’s a
see: internet cafés / cinema /
university, too. Bath is a small city
so lots of people walk. Lots of library / university
people travel by bus or 4 Transport: walk / train / bus /
motorbike, too. motorbike /
underground
6 Find and circle.
EE BUSU CINEMA RTSPORTSCENTREDBLIBRARYABAL L O

G R I N T E R N E T C AF
ON M S P L A N E P F E
TRANSPORT THINGS TO SEE

________________________ cinema
________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
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museum. shops.
There’s a There are lots of
park. cinemas.
1 Complete with is or are.
1 are two cinemas.

There _____
2 There _____ lots of shops in my city.
3 There _____ a museum in my city.
4 There _____ a big park in my city.
5 There _____ a library and there _____ a sports centre.
6 There _____ lots of people in my street.
2 Write sentences.
1 are / lots / museums / city / my / There / of / in

There are lots of museums in my city.
__________________________________________________________________.
2 a / in / city / There’s / my / park
__________________________________________________________________.
3 cinemas / my / in / are / two / There / city
__________________________________________________________________.
4 big / a / city / my / There’s / sports centre / in
__________________________________________________________________.
5 lots / shops / city / are / my / There / in / of
__________________________________________________________________.
6 people / are / my / street / There / lots / in / of
__________________________________________________________________.
1 There are lots of cars in the street.

_____________________________________________
2 _____________________________________________.
3 _____________________________________________.
4 _____________________________________________.
5 _____________________________________________.
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Yes, there is.

Is there a park ?
No, there isn’t.
Yes, there are.

Are there lots of museums ?
No, there aren’t.
4 Write the questions. Then write the answers.

1 there / internet café / ? / an / Is
Is there an internet café?
______________________________________________ – No, there isn’t.
__________________________
2 ? / lots / Are / parks / there / of
______________________________________________ + __________________________.
3 sports centre / a / ? / there / Is
______________________________________________ __________________________.
+
4 there / of / musems / Are / ? / lots
______________________________________________ – __________________________.
5 Write the questions. Write Y (yes) or N (no).

1 Is there a park?
(park) ______________________________________ Y
2 (museum) __________________________________
3 (cars) _______________________________________
4 (shops) _____________________________________
5 (library) ____________________________________
6 Complete the text.

street.
capital lots from too place animals by there’s there
from London. London is the __________ of England. There are __________ of

I’m __________
squares and museums. There are lots of parks, __________. Lots of people in
London travel __________ car and bus. But __________ an underground and
__________ are lots of trains, too. My favourite __________ in the city is the zoo.
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Listening Reading
CD4 4 Read and write T (true) or F (false).
Listen and tick the correct picture. Pupils read the short text about the capital of Australia
29 (Canberra) and decide if the statements are true or false.
They listen to the recording twice.
Answers
1 F (example), 2 T, 3 F, 4 T, 5 F, 6 T, 7 F, 8 F, 9 T, 10 F, 11 F
Tapescript
Number 1: There’s an internet café in my town.
5 Read and match.
Number 2: There’s a park in my town.
Pupils read the descriptions and match them to the pictures
Number 3: There’s a cinema in my town.
by drawing a line between the description and the picture.
Number 4: There’s a museum in my town.
Number 5: There’s a library in my town.
Number 6: There’s a sports centre in my town.
Answers
Number 7: There are lots of shops in my town.
1 e (example), 2 a, 3 d, 4 f, 5 b, 6 c
Number 8: There are lots of cars in my town.
6 Read and write.
Answers
Pupils read the description of the town and use the information
1 a (example), 2 a, 3 a, 4 b, 5 a, 6 a, 7 b, 8 b
to label the map of the town.
CD4
Listen and put the pictures in order. Answers
30 1 sports centre (example)
2 park (example)
2 The pupils listen to the sentences and write a number in the
3 museum
box under each picture. They listen to the recording twice.
4 library
5 cinema
6 shops
Tapescript
7 internet café
Number 1: There’s a ferry.
Number 2: There are lots of cars.
Number 3: There’s a balloon. Writing
Number 4: There are four motorbikes. 7 Write the words.
Number 5: There are people travelling on the underground. Pupils complete the sentences with the name of a place in the
Number 6: There’s a plane. city.
Number 7: There’s a train. (1 point for each correct answer. Total 5 points)
Number 8: There’s a bus.
Answers
Answers 1 There’s an internet café. (example)
1 c (example), 2 d, 3 h, 4 b, 5 a, 6 g, 7 f, 8 e 2 There’s a park.
3 There’s a sport centre.
CD4 4 There’s a museum.
Listen and circle the answers. 5 There are lots of shops.
31 6 There’s a cinema.
3 Pupils listen to a boy called Sam talking about his town. Tell 8 Complete the sentences with There’s or There are.
the pupils to read the sentences before they listen. Warn them Pupils write There’s or There are in the gaps.
that what they hear will be different to the written sentences. (1 point for each correct answer. Total 5 points)
They have to understand what the boy says in order to
complete the activity. They circle the appropriate option in Answers
each sentence. They listen to the recording twice. 1 There are (example)
(1 point for each correct answer. Total 6 points) 2 There’s
3 There are
Tapescript 4 There’s
Hello. My name’s Sam. I’m from Edinburgh. Edinburgh is a 5 There are
fantastic city. It’s the capital of Scotland. There are lots of 6 There are
shops in Edinburgh. There are bookshops, clothes shops,
toy shops and fruit shops! There are lots of parks and 9 Look and write.
museums. There’s a university, too. I travel by bus. I like Pupils use the information in the chart to write a short text.
Edinburgh. Marks can be deducted for errors in sentence structure or
spelling.
(Maximum: 5 points)
Answers
1 Edinburgh (example) Example answer:
2 Scotland In my town there’s a sports centre. There’s a museum, too.
3 shops There are lots of shops. There are lots of cinemas and parks,
4 parks and museums too.
5 university
6 bus 10 Write the words.
7 likes Pupils label the pictures with a form of transport.
Answers Questions
1 a plane (example), 2 a ferry, 3 a balloon, 4 the Point to the library in Part 1 and ask the pupil Is there a
underground, 5 a motorbike library in your city? Then prompt them to ask you five
questions about your city using the places as a cue (you can
11 Read and complete. also refer them to the pictures of transport).
Pupils read the text about Belfast and they complete the text (1 point for each question. Total 5 points)
using the words from the box.
(1 point for each correct answer. Total 5 points) Pronunciation rhyme
Point to the Sound check! activity for the unit (PB page 34)
Answers and prompt the pupil to say the rhyme There’s a square, with
Belfast is the capital (example) of Northern Ireland. There are a chair, where Clare sits and breathes the fresh air.
lots of parks and beautiful buildings. There’s a university and (2 points for the pronunciation of individual sounds, 1 point
there’s a castle, too. for rhythm and intonation. Total 3 points)
12 Write about your town. Total for speaking test: 20 points

This is a free writing activity. Each pupil’s answer will be
different. Points are awarded according to task achievement, Total for listening, reading, writing and speaking sections of
sentence structure and coherence. test: 90 points
(Maximum: 6 points)
Speaking (optional)
Material: 1 copy of speaking test (page 40) and PB page 34
Sound check!
Vocabulary
Point to three places in Part 1 of the test and ask the pupil
What’s this? (cinema, internet café, park, shops, sports
centre, museum, library).
Point to two forms of transport in Part 2 of the test and ask
the pupil What’s this? (balloon, ferry, plane, underground,
car, bus, train, motorbike).
Sentences
Point to four places in Part 1 and prompt pupils to say a
sentence (There’s a sports centre in the town / There’s a
library in the the city / There are two internet cafés in the
city).
Point to three forms of transport in Part 2 and prompt pupils
to say sentences (There are people travelling by balloon /
There are people travelling by train).
(4 points for Part 1 and 3 points for Part 2. Total 7 points)

Name:
Class:
Test Unit 5
CD4
1 29
1 2 3 4
✓
a b a b a b a b
5 6 7 8
a b a b a b a b
CD4
7
2 30
a b c d
1
e f g h
3
CD4
Listen and circle the answers. 7
31
1 Sam is from Edinburgh / Belfast.

2 Edinburgh is the capital of England / Scotland.
3 There are lots of shops / cinemas.
4 There are lots of parks and cafés / parks and museums.
5 There’s a sports centre / university, too.
6 Sam travels by train / bus.
7 Sam doesn’t like / likes Edinburgh.
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Test Unit 5
Canberra is the capital of 1 Canberra is in the USA. F

Australia. It isn’t a big city but 2 Canberra is the capital of Australia.
it’s got lots of interesting things 3 Canberra is a big city.
to see and do. There are lots of 4 There are museums in Canberra.
museums, cinemas and shops. 5 There aren’t lots of shops.
There’s also a big national
6 There’s a big library.
library. There are lots of parks,
7 There aren’t lots of parks.
too. Lots of people travel by
bike and bus or they walk.
8 Lots of people travel by underground.
People don’t travel by ferry. 9 Lots of people walk in Canberra.
bk People don’t travel by bus.
bl People travel by ferry.
5 Read and match.
1 There are people travelling a b 10
by bus and train.
2 There are people travelling

by car and bus.

by ferry and balloon. c d
4 There are people travelling on the

underground and by motorbike.

by ferry and plane.
There are people travelling e f
6 5
by bus and motorbike.
6 Read and write.

There’s a park next to the sports 1 sports centre
centre. There’s a museum next to
the park. There are lots of shops
opposite the museum. There’s a 2 park 5
library next to the museum.
There’s an internet café opposite 3 6 5
the library. There’s a cinema
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Test Unit 5
7 Write the words.
1 2 3
internet café There’s a _______________. There’s a _________________.

There’s an __________________.
4 5 6
There’s a ______________. There are lots of _______________. There’s a ______________.
8 Complete the sentences with There‘s or There are. 5

There are
1 __________________ lots of museums in my city.
2 __________________ a very big sports centre in my city.

3 __________________ lots of shops in my city.
4 __________________ a beautiful park in my city.
5 __________________ two cinemas in my city.
6 __________________ lots of internet cafés in my city. 5
9 Look and write.
In my town there’s a sports
________________________________________
My town
centre.
________________________________________
Yes
Is there a sports centre? ______
________________________________________
Yes
Is there a museum? ______
________________________________________
Yes
Are there lots of shops? ______
________________________________________
Yes
Are there lots of cinemas? ______
________________________________________
Yes
Are there lots of parks? ______
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Test Unit 5
10 Write the words.
1 2 3
plane
a __________________ a __________________ a __________________
4 5
4
the _______________________ a _______________________
There and too capital There’s parks
capital of Northern Ireland. ___________ are lots of

Belfast is the ___________
___________ and beautiful buildings. ___________ a university ___________ there’s 5
a castle, ___________.
12 Write about your town.
My town
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6
______________________________________________________________________________.
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Test Unit 5
Part 1
Part 2
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In the city
I can …


… say more than four of these words.

… write more than four of these words.
… use and understand There is/There are.

… sing The city song.
… sing the People travelling song.
… say There’s a square with a chair where Clare
sits and breathes the fresh air. with good
pronunciation.
… read and understand about the UK.

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Reinforcement worksheets 4 Are there lots of cinemas?
Yes, there are. / No, there aren’t.
1 Look and write the words.
1 a park (example) 4 Complete the song.
2 a cinema Look! There are people travelling
3 a library On the underground.
4 shops Look! There are people travelling
5 a museum By car, bus and train.
6 a sports centre Look! There are people travelling
7 an internet café By ferry and motorbike.
Look! There are people flying
2 Read the sentences. Look at Activity 1. By balloon and plane.
Write T (true) or F (false). But when I go to school
1 T (example), 2 T, 3 F, 4 T, 5 F, 6 F ….I walk!
3 Look at the map. Match. 5 Read and circle the answers.
1 Yes, there is. (example) 1 Bath (example)
2 No, there isn’t. 2 the UK
3 Yes, there is. 3 shops, internet cafés, university
4 Yes, there are. 4 walk, bus, motorbike
5 No, there isn’t.
6 No, there aren’t. 6 Find and circle.
Transport Things to see
4 Complete with Is or Are. Write answers about your town bus cinema (example)
or city. balloon sports centre
Pupils will have different answers to the questions if they plane library
come from a different city. If not they should be the same. ferry museum
1 Is there a cinema? (example) motorbike park
2 Are there lots of people? underground internet café
3 Are there lots of shops?
4 Is there a library?
5 Is there a museum?
Grammar worksheets
1 Complete with is or are.
5 Look and write. 1 are (example), 2 are, 3 is, 4 is, 5 is / is, 6 are
1 a motorbike (example)
2 a balloon 2 Write sentences.
3 a bus 1 There are lots of shops.
4 a plane 2 There’s a park.
5 a ferry 3 There are two cinemas.
6 a car 4 There’s a big sports centre.
7 the underground 5 There are lots of museums.
8 a train 6 There are lots of people in my street. (example)
6 Look and write T (true) or F (false). Then write three new 3 Look and write sentences.
sentences. 1 There are lots of cars in the street.
1 T (example) 2 There’s an internet café.
2F 3 There’s a cinema.
3F 4 There are lots of shops.
The following 3 sentences will vary in order and content. 5 There’s a library.
These are possible answers: 6 There’s a bus in the street.
– There’s a plane / bus.
– There are people travelling by plane / bus. 4 Write the questions. Then write the answers.
– There’s an internet café / a museum. 1 Is there an internet café? No, there isn’t. (example)
– There are lots of shops. 2 Are there lots of parks? Yes, there are.
3 Is there a sports centre? Yes, there is.
Extension worksheets 4 Are there lots of museums? No, there aren’t.
1 Look and complete. 5 Write the questions. Then write Y (yes) or N (no).
1 shops (example) 1 Is there a park? Y (example)
2 cinema 2 Is there a museum? Y.
3 sports centre 3 Are there cars? Y.
4 park 4 Are there shops? Y.
5 museum 5 Is there a library? N.
2 Write five sentences about where you live. 6 Complete the text.
Pupils’ answers will vary but should use There’s / There are. I’m from London. London is the capital of England. There are
lots of squares and museums. There are lots of parks, too.
3 Write the questions. Then answer about your town or city. Lots of people in London travel by car and bus. But there’s an
1 Is there a library? underground and there are lots of trains, too. My favourite
No, there isn’t. (example) place in the city is the zoo. There are lots of interesting
2 Is there a sports centre? animals to see.
Yes, there is. / No, there isn’t.
3 Is there a park?
Yes, there is. / No, there isn’t.
6 Trees and forests

• Understand and use appropriate classroom language • On the ground
• Learn and sing songs • Fruit tree
• Play a communicative game to practise using • Grow, produce, fall
opposite adjectives • Seeds, roots, trunk, branches, leaves
• Read and act out a dialogue • Beautiful, colourful, interesting
• Learn and understand how to use comparative
adjectives Recycled language
• Read about and understand how fruit grows • It has got (big) leaves.
• Understand simple rules to follow to protect the forest • It hasn’t got any branches.
• Practise the /´/ sound in comparative sentences Pronunciation
• Read and understand poems about families Sounds
• Write a poem about your friends or family
• Sound check! chant: /´/ In summer, days are
longer and nights are shorter. In winter, days are
• Plant fruit seeds and keep a tree diary
shorter and nights are longer.
• Design a safety poster
• Reflect on and evaluate work done in this unit Stress and rhythm
Key language • Is my pencil long or short? chant
• The tree song
Vocabulary • The forest song
• Thick, thin, young, big, small, tall, short, long, old
• Don’t drop litter, close the gate, don’t light fires, Socio-cultural aspects
don’t pick flowers • Show interest in respecting our environment
• Understand how to behave responsibly towards the
Structures environment
• The (palm tree) is (taller) than the (orange tree). • Understand that physical differences do not matter
• (Palm trees) are (bigger) than (orange trees). • Show enjoyment in playing communicative games
• The (orange tree’s branches) are (longer) than the • Show pleasure in reading a story
(bonsai tree’s branches). • Show interest in the accuracy and correction of
• The (orange tree) is more (beautiful) than the (palm written work
tree).
• (Orange trees) are more (interesting) than (palm Cross-curricular content
trees). • Science: Find out about the life cycle of a fruit tree
• The (orange tree’s leaves) are more (colourful) than
the (palm tree’s leaves). Multi-cultural awareness
• The roots grow. • The Amazon Rainforest: Find out where it is and
• The tree is bigger now. which animals live there

Answer keys page 42

Dear Parent/Carer
Your child is about to start Unit 6 of their English coursebook Find Out! 5. The topic of this unit is trees and
forests.
In Unit 6 your child will be introduced to The tree song and The forest song.
The tree song The forest song

There are young trees and old trees, Come to the forest
Short trees and tall trees. But respect it.
There are trees with long branches Don’t destroy it.
And trees with big leaves. Protect it.
The world is full of colourful trees. Don’t drop litter.
Red, yellow, brown and green. Don’t pick flowers.
Close gates behind you
There are young trees and old trees,
And don’t light fires.
Thin trees and thick trees.
There are trees with short branches Come to the forest
And trees with small leaves. But respect it.
Don’t destroy it.
The world is full of colourful trees.
Protect it.
Red, yellow, brown and green.
In addition your child will talk about different types of tree, read and act out a dialogue, learn how to use
comparative adjectives, play a game, learn about how a fruit tree grows, read and listen to the story Protect
your forest! (Stories and Songs CD, Track 20), practise a specific sound by saying the chant In summer, days
are longer and nights are shorter. In winter, days are shorter and nights are longer, and write a poem about
friends or family.
child.
Yours
Class teacher
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6 Trees and forests

Lesson 1
Learning objectives
• Learn a song
• Extend the pupils’ knowledge of adjectives
Productive language
Vocabulary
• Big/small, long/short, tall/short, thick/thin,
young/old
Structure
• What’s the opposite of (long)?
Other language
• Tree, leaves, branch
Materials
• Word card: 35
• CD 3
Opening activities
Revision chant 6: Is my pencil long or short?
• Show the word card of a library to confirm that they
• Explain to the pupils that they are going to learn a new got it right. Put the word card face down on the board
chant which they will repeat at the beginning of each under the flashcard.
lesson in this unit. Say Let’s listen to the Find Out! team
singing the chant with Mr Green. Play CD 3 (Track 1). Main activities
CD3 • Say Today we are starting a new unit. Let’s listen to
Chant 6: Is my pencil long or short? the Find Out! team to find out what the theme is this
1
Mr Green: Is my pencil long or short? CD3
Pupils: It’s long, long, long. Let’s find out! chant
Mr Green: Is our board big or small? 2
Pupils: It’s big, big, big. Mr Green: I’ve got a new theme for the magazine.
Mr Green: Am I tall or short? Tim, Kate,
Pupils: You’re tall, tall, tall. Phil, Clare: Tell us, Mr Green. What’s the theme for
Mr Green: Good. Then let’s begin. the magazine?
• Say Mr Green says ‘Is my ruler long or short?’ And Mr Green: The theme for the magazine is ... trees
the pupils say … ? Elicit the answer from the pupils and forests. Let’s find out about trees
(It’s long.). Repeat with the other lines of the chant and forests!
and, if necessary, write the structure on the board: Is • Ask What’s the theme? (trees and forests). Check
my … or … ? It’s … . comprehension.
• Say Let’s listen again and sing. Play the track again.
Encourage the pupils to join in and to use gesture to Vocabulary presentation (flashcards 41–45)
demonstrate the meaning of the adjectives. • Draw a big tree, a tall tree, a thick tree and a young
Play Word of the day tree on the board and ask the pupils what words
(adjectives) they can use to describe the trees. If the
• Have the flashcard (number 34) of a library in your pupils give you answers in L1, praise them and echo
hand and the word card ready. Ask What’s the word the answer in English.
of the day? It’s a place where you go to borrow • When a pupil says one of the adjectives on the
books. When the pupils have guessed correctly, put flashcards, ask the pupils if they know what the
the picture of a library in the corner of the board. Ask opposite of the adjective is. Then hold up the
How do you spell a library? Write the letters on the flashcard and put it on the board.
board as the pupils call them out. • Continue until all of the flashcards are on the board.
Say the opposite

• Call out adjectives at random and encourage the
pupils to call out their opposite.
Teacher’s tip: If you call out short there are two

possible answers: tall and long. Allow the confusion
to happen in order to clarify the two meanings.
• Add nouns to the adjectives and get the pupils to call

out the opposite adjective with the noun, e.g.:
Teacher: A big tree.
Pupils: A small tree.
Teacher: A long branch.
Pupils: A short branch.
• Say Open your books at page 35. Draw the pupils’
attention to the illustration. Ask What can you see?
• Ask What’s the song called? (The tree song). Check
comprehension.
Sing.). Check comprehension. Say First, let’s listen
CD3
Listen to the CD. Repeat and point The tree song

4
• When all the flashcards are on the board, tell the There are young trees and old trees,
pupils that they are going to hear the words on the Short trees and tall trees.
CD. Explain that they must listen, repeat and point to There are trees with long branches
the corresponding flashcard on the board. And trees with big leaves.
The world is full of colourful trees.
CD3 Red, yellow, brown and green.
Adjectives word rap
3 There are young trees and old trees,
Thin trees and thick trees.
thick … thin … long … short … young … old … tall … There are trees with short branches
short … big … small And trees with small leaves.
Listen and mime The world is full of colourful trees.
• Tell the pupils that they must be absolutely silent for Red, yellow, brown and green.
this activity. Explain that you are going to say the
adjectives on the board and they must mime them in
Ask and answer. (PB page 35, activity 2)
absolute silence. Say Big. Encourage the pupils to • Tell the pupils to look at the pictures and the words
mime being big. Continue with all the other under them. Ask What’s picture number one? What’s
adjectives. picture number two? Encourage the pupils to find the
• Say the adjectives quickly to keep the activity moving corresponding word underneath and then to add the
at a good pace. correct noun (a thick tree, a short branch, a small
leaf ). Continue for all ten pictures.
Teacher’s tip: A calming and popular version of this • Ask a volunteer to read Phil’s question. (What’s the
activity is to ask the pupils to imagine they are on opposite of tall? ). Ask another volunteer to read
the moon, doing everything in slow motion. If the Tim’s answer (Short.).
pupils are excited after the activity, ask them to • Ask a pupil What’s the opposite of old? (Young.).
breathe in deeply and to slowly breathe out. Repeat Encourage that pupil to ask another pupil a question
two or three times. using a different adjective. When that pupil has
answered, he or she asks another pupil a different
question. And so the game continues.

Look and write. Listen and check. (AB page 55,

Fast finisher tips: 1 Ask fast finishers to look at the
activity 1)
picture for The tree song in the Pupil’s Book. Tell
• Ask the pupils to close their Pupil’s Books and to them to write a list on a piece of paper of all the
open their Activity Books at page 55. Ask a volunteer objects in the picture that they can name. Collect in
to read the instruction (Look and write. Listen and the lists and return them next lesson with any
check.). Check comprehension. Explain that the spelling mistakes corrected and a word of praise.
pupils have to read the sentences, find the 2 Fast finishers can break the code at the bottom of
corresponding pictures and complete the sentences page 55 in the Activity Book.
with the correct adjective from the box.
Answer:
• Do the first one together. Follow the line from the
(leg, elephant, ant, violin, eighty, snake) LEAVES
sentence and make sure the pupils understand that
this is the picture it matches. Look at the picture and
elicit the adjective from the pupils. Tell them to find Closing activities
the adjective in the box and point out that it is written
What time is it?
in the space in sentence 1.
• They can do 2–10 in pairs. • When it’s time to finish, ask What time is it? Elicit the
• Play CD 3 (Track 5) to check the answers. correct time from the pupils and then say It’s (nearly)
CD3
Look and write. Listen and check. Let’s remember the word of the day
5
Number 1
day? and elicit the answer (a library). Then ask Who
There are old trees.
Number 2
There are short trees.
correctly. Hold up the word card. Say Well done. See
Number 3
you all next lesson.
There are thick trees.
Number 4
Extra activities: Read and identify
There are young trees.
Read sentences from activity 1 on page 55 of the
Number 5
Activity Book. Get the pupils to identify and call out
There are tall trees.
the number of the sentence.
Number 6
There are thin trees. Look and remember
Number 7 Tell the pupils to cover the sentences in activity 1 on
There are trees with long branches. page 55 of the Activity Book. Point to one of the
Number 8 pictures. Encourage pupils to recall the
There are trees with short branches. corresponding sentence.
Number 9
There are trees with big leaves.
Number 10
Homework suggestion: Find and write
There are trees with small leaves.
Ask the pupils to write more sentences like the ones
Find and circle. Complete. (AB page 55, in Activity 2 in the Activity Book.
activity 2)
• Ask a volunteer to read the instruction (Find and
circle. Complete.). Explain that the pupils have to find
eight adjectives in the frame around the text, circle
them and use five of them to complete the sentences.
Answers:
Tall is the opposite of short.
Old is the opposite of young.
Long is the opposite of short.
Big is the opposite of small.
Thick is the opposite of thin.

6 Trees and forests

Lesson 2
Learning objectives
• Learn the use of comparative adjectives
Productive language
Vocabulary
• big/small, long/short, tall/short, thick/thin,
young/old
Structures
• The (palm tree) is (taller) than (the orange tree).
• The orange tree’s branches are longer than the
bonsai tree’s branches.
• Palm trees are bigger than orange trees.
Other language
• Beautiful
Materials
• Word cards: 39, 41–45
• CD 3

Revision chant 6: Is my pencil long or short? The team with the most wins.
• Say chant 6 Is my pencil long or short? from Lesson 1
of this unit (see page 3). If the pupils need help Teaching option: To make the game more
remembering it, play CD 3 (Track 1). challenging, explain that you will only turn over the
Play Word of the day flashcards and word cards if the pupils ask you
• Have the flashcard (number 37) of shops in your card (B), please? on the board to remind the pupils
hand and the word card ready. Ask What’s the word how to ask for something politely in English.
of the day? It’s a place where you go to buy things.
picture of shops in the corner of the board. Ask How Sing The tree song
do you spell shops? Write the letters on the board as • Ask the pupils if they remember the song they learnt
the pupils call them out. in Lesson 1. Point to the different flashcards to help
• Show the word card of shops to confirm that they got recall the lines of the song.
it right. Put the word card face down on the board • Play CD 3 (Track 4) and encourage them to sing
under the flashcard. along. Repeat as appropriate.
Main activities • If you prefer, use the karaoke version (CD 3, Track 6).
Match the word cards and flashcards Listen and read. Act out. (PB page 36, activity 3)
• Put all the adjective word cards and flashcards (see • Say Open your books at page 36. Ask the pupils what
Lesson summary box) on the board face down. Write they think the man in the picture does. Listen to their
the numbers 1–5 next to the flashcards and the suggestions but don’t confirm whether they are right
letters A–E next to the word cards. or wrong.
• Divide the class into two teams and seat them at • Say Let’s listen and find out what he does. Play CD 3
opposite sides of the classroom. Invite one pupil from (Track 7).
one team to the front of the class. Tell them to turn CD3
over a flashcard and a word card. If the two cards Listen and read. Act out.
7
match, they can move the pair to their side of the
board. If they don’t match, they turn them back over. Today, Kate talks to Frank, a forester.
• Repeat with a team member from the other team. He looks after trees.


What’s his name? (Frank) Is he a teacher? (No. He’s
a forester.) What does he do? (looks after trees.). If
necessary, point to the box above the dialogue for
the pupils to refer to.
• Say Let’s listen to Frank talking about trees. Play
CD 3 (Track 7).
CD3
7
Frank: There are lots of types of tree, and they’re all

different. The palm tree is taller than the
orange tree. This is a bonsai tree.
Kate: The bonsai tree is smaller than the orange
tree.
Frank: The orange tree’s branches are longer than
the bonsai tree’s branches.
Kate: And the palm tree hasn’t got any branches.
Frank: I think the orange tree is more beautiful than
the palm tree.
Kate: I think all trees are beautiful.
Step 1
Check comprehension
Focus their attention on the first grammar table. Ask
• Check what the pupils have understood. Ask them to volunteers to read the sentences in this table aloud.
look at the dialogue. Ask Does Frank like trees? (Yes) Repeat the sentences if necessary to correct their
Is the palm tree taller than the orange tree? (Yes) Is pronunciation. Explain that all the sentences contain
a bonsai big? (No) Has the palm tree got branches? an adjective, and that these are written in bold. Ask
(No). the pupils to identify the adjectives and to read them
out to you (tall, big, long). Now ask What letters are
Step 2 added to the adjectives in the table? (e and r) (NB.
Read and repeat each sentence except in the case of bigger, which also has an
• Encourage the pupils to repeat each sentence of the additional g. This is explained in the next point.).
dialogue after you or after the CD. Help them with Explain that we can change adjectives into
pronunciation when necessary. comparative adjectives when we want to compare
two things. Focus the pupils’ attention on the first
Step 3 sentence and ask Which two things are compared in
Read the dialogue together this sentence? (the palm tree and the orange tree).
• Say I’m Frank and you are Kate. Let’s read the • Point to the Remember! flash on the poster and ask a
dialogue together. Read the dialogue. When you volunteer to read. Explain that some adjectives need
have finished, say Now I’m Kate and you are Frank. to change spelling slightly, as well as adding er, and
Let’s read it again. that’s why bigger has an additional g.
Step 4 Encourage volunteers to construct affirmative sentences
• Ask the pupils to read the dialogue in pairs. Encourage from the first grammar table by putting together each
them to read it more than once by changing roles. piece of the puzzle, for example Mr green is older than
Clare. Make sure the pupils remember that we use is for
Look and compare. Play a game. (Grammar singular sentences and are for plural sentences.
poster 6 / PB page 36, activity 4) • Now say Let’s play a game. Make sentences from the
• Display the grammar poster for this unit on the wall first grammar table and ask whether they are true or
or board, where everyone can see it, and ask pupils false, for example Palm trees are taller than orange
to open their Pupil’s Books at page 36. Point to the trees. True or false? (true). The pupils can either call
title on the poster and say Look! Today’s grammar is out the answers, or they can make T and F cards that
about Comparative adjectives. they hold up as you say the sentences.
Compare and write about your friends. Use

Comparative adjectives (AB page 56, activity 6)
grammar poster. • Ask a volunteer to read the instruction (Compare and
write about your friends. Use Comparative
adjectives). Check comprehension. Explain that the
Complete the table. (AB page 56, activity 3) pupils have to write the names of their classmates in
• Ask the pupils to close their Pupil’s Books and to the gaps, but all the sentences must be true.
open their Activity Books at page 56. Ask a volunteer • Check together. Ask the pupils to read out their
to read the instruction (Complete the table.). Check sentences. The rest of the class can decide if the
comprehension. Explain that the pupils must write sentences are true.
• Suggest that they write the words in pencil until they Fast finisher tips: 1 Fast finishers can write
have checked the answers. They can work in pairs. sentences like the ones in activities 5 and 6 in the
• Check together. Activity Book about their families.
See Pupil’s Book page 36 for the answers. page 56 of the Activity Book.
Answer:
Look and read. Write T (true) or F (false). (AB (one, ruler, apple, ninety, guitar, egg) ORANGE
• Ask a volunteer to read the instruction (Look and Closing activities
read. Write true or false.). Check comprehension.
Explain that the pupils have to read the sentences, What time is it?
look at the pictures and write a T if the sentence is • When it’s time to finish, ask What time is it? Elicit the
true or an F if the sentence is false. correct time from the pupils and then say It’s (nearly)
• Check together. Ask volunteers to read out the time to finish. Put your things away, please.
sentences. Clarify incorrect answers by focusing on
the pictures. Ask the pupils to correct the false Let’s remember the word of the day
sentences. • When everything is tidy, ask What’s the word of the
Answers: day? and elicit the answer (shops). Then ask Who
1T wants to spell it? Nominate a volunteer to spell the
2 F ( E is taller) word. Keep nominating pupils until someone spells it
3T correctly. Turn over the word card. Say Well done.
4T See you all next lesson.
Look and complete. (AB page 56, activity 5) Extra activity: True or false?
• Ask a volunteer to read the instruction (Look and Make sure everybody is sitting down. Make up
complete.). Check comprehension. Explain that the sentences about the pupils, e.g. X is taller than Y.
pupils have to look at the picture of the Find Out! X’s hands are bigger than Y’s hands. Get the class to
team and complete the gaps with adjectives from the say whether they think each sentence is true or false.
box. Make sure they understand that they can use Then get pupils X and Y to stand up to prove it.
the adjectives more than once.
• Check together. Encourage the pupils to read out
their sentences. Homework suggestion: Tell the pupils to write two
Answers: sentences comparing themselves with someone in
1 Phil is older than Kate. their family.
2 Tim is younger than Clare.
3 Kate is younger and shorter than Phil.
4 Clare is older and taller than Tim.
5 Kate’s hair is longer than Clare’s hair.

6 Trees and forests

Lesson 3
Learning objectives
• Learn the use of comparative adjectives
• Make game cards
Productive language
Vocabulary
• interesting, colourful, beautiful
Structures
• The orange tree is more beautiful than the palm tree.
• Orange trees are more colourful than palm trees.
• The orange tree’s leaves are more interesting than
the palm tree’s leaves.
Materials
• Flashcard: 38
• Word card: 34
• CD 3
Opening activities
Revision chant 6: Is my pencil long or short? adjectives to make them Comparative adjectives?
• Say chant 6 Is my pencil long or short? from Lesson 1 (no). What do we put with these adjectives to make
of the introductory unit (see page 3). If the pupils them comparative? (more comes before the
need help remembering it, play CD 3 (Track 1). adjective). Explain that with adjectives of two
syllables or more, we don’t usually add er, but we put
Play Word of the day the word more before the adjective instead. Explain
• Have the flashcard (number 38) of a sports centre in that in these sentences we are still comparing two
your hand and the word card ready. Ask What’s the things and, focusing on the first sentence, ask Which
word of the day? It’s a place where you go to do two things are compared in this sentence? (the
sports. When the pupils have guessed correctly, put orange tree and the palm tree).
the picture of a sports centre in the corner of the • Focus the pupils’ attention back on the poster.
board. Ask How do you spell a sports centre? Write Encourage volunteers to construct sentences from
the letters on the board as the pupils call them out. the second grammar table by putting together each
• Show the word card of a sports centre to confirm that piece of the puzzle, for example Kate’s T-shirt is
they got it right. Put the word card face down on the more colourful that Tim’s T-shirt.
board under the flashcard. • Now say Let’s play a game. Write the adjective old on
the board and ask How many syllables? (one). Now
Main activities write the adjective difficult on the board and ask How
• Display the grammar poster for this unit on the wall many syllables? (two). You can play this game with a
or board, where everyone can see it, and ask pupils selection of adjectives the pupils may be familiar with.
to open their Pupil’s Books at page 36. Pupils can also make cards with the numbers 1 and 2
• Refer the pupils to the grammar tables on page 36 in written on them to hold up as you ask the questions.
their Pupil’s Book and say Let’s make sentences. When you have a good number of adjectives on the
Focus their attention on the second grammar table. board, divide the class into teams and get the teams
Ask volunteers to read the sentences in the table to construct comparative sentences correctly using
aloud. Repeat the sentences if necessary to correct the adjectives you select for them.
their pronunciation. Explain that all the sentences
contain an adjective, and that these are written in Teaching option: Refer to page xviii in the
bold. Ask the pupils to identify the adjectives and to Introduction for more game ideas to play using the
read them out to you (beautiful, colourful, grammar poster.
interesting). Now ask Do we add er to these


57. Ask them to complete the table. Explain that the
pieces of the puzzle make comparative sentences.
Tell them to count the syllables in the adjectives to
make sure they use the correct form. The pupils can
work in pairs.
• Check together.
Answers:
Teacher’s tip: Cover the grammar poster while the

pupils complete activity 7. Then reveal the poster for
them to check their answers.
What do they think? Write sentences. (AB page

57, activity 8)
• Ask a volunteer to read the instruction (What do they
think? Write sentences.). Check comprehension.
Explain that the pupils have to look at the pictures
and then put the words in order to make true
sentences about what the people think. Go through
the example together.
• Check together. Read Number 1. Bonsai trees are
more beautiful than palm trees. Nominate two pupils
to read their sentences. Make cards on page 91. (AB page 57, activity 10)
Answers: anybody to cut anything out until you say so.
1 Bonsai trees are more beautiful than palm trees. • Hold up the Activity Book at page 91 and show the
2 Australia is more interesting than the USA. pupils which part of the page they must cut out. Be
3 Iguanas are more interesting than frogs. very clear that they are not to cut out the whole page,
but just the section marked with broken lines.
What do you think? Write sentences. (AB page Play Match the sentence
57, activity 9)
• Put the pupils into pairs. Tell them to shuffle one set
of picture cards and tell one of them to choose a
think? Write sentences.). Check comprehension.
card. Explain that they have to show their partner the
Explain that the pupils have to use the words in the
picture and then they both use their word cards to
boxes to write comparative sentences. Focus on the
make a true sentence of their own starting with the
example answer (Spain is more beautiful than
picture card chosen. Tell them to make sure that their
England.). Ask if they agree with the example answer.
partner can’t see their sentence.
• Give the pupils time to write and then ask them to
• The pupil who chose the picture card shows the
read their sentences out. Ask the other pupils if they
sentence first.
agree, or if they wrote the opposite.
• They can then see if their partner has made the same
sentence.
Answers:
• The pupils write the sentences into their notebooks,
1 Spain is more beautiful than England.
using the correct punctuation, as they make them.
2 Football is more interesting than table tennis.
3 Elephants are more beautiful than tigers. Play Guess the tree
4 Computer games are more interesting than TV.
• Ask the pupils to make a sentence using their word
cards, but to leave out either the first or the second tree.
Go to Activity Book, page 57. (PB page 36, • Tell them to show their partner the incomplete
activity 5) sentence. Their partner has to try and guess the
• Ask a volunteer to read the speech bubbles. Explain missing tree.
that these are the sentences the pupils have made • This game can also be played leaving out the
using their game cards. comparative adjectives.
• Ask the pupils to turn to page 57 in their Activity Books.
Fast finisher tips: 1 Ask fast finishers to put all the Extra activity: Plural or singular?
word and picture cards into alphabetical order. Call out comparative sentences and ask the pupils to
2 Fast finishers can break the code at the bottom of say whether the verb is singular or plural.
Answer:
(forty, orange, ruler, elephant, snake, table) FOREST Homework suggestion: Write two sentences
Ask the pupils to write two sentences, comparing any
Closing activities two objects or people of their choice. Tell them to
use one one-syllable adjective and one two-syllable
What time is it? adjective.
day? and elicit the answer (a sports centre). Then ask

6 Trees and forests

Lesson 4
Learning objectives
• Learn about the cycle of fruit trees
• Think about other fruit trees that grow in the same
way
Productive language
Vocabulary
• Seeds, roots, leaves, branches, flowers, apples
Structures
• The roots grow longer.
• The tree grows taller.
Other language
• On the ground
Materials
• Word card: 37
• CD 3
Opening activities
Find Out! magazine
of the introductory unit (see page 3). If the pupils • Ask the pupils to turn to page 37 in the Pupil’s Book.
need help remembering it, play CD 3 (Track 1). • Say This is a page from Find Out! magazine. Look at
the title. What does it say? (How does fruit grow?).
Play Word of the day • Point to the apple on the right and ask What’s this?
• Have the flashcard (number 36) of a park in your • Ask a volunteer to read Clare’s speech bubble Let’s
hand and the word card ready. Ask What’s the word find out about the life cycle of a fruit tree! Check
of the day? It’s a place where you go to play or read comprehension. Tell the pupils that they are going to
a book. When the pupils have guessed correctly, put learn about an apple tree.
the picture of a park in the corner of the board. Ask
How do you spell a park? Write the letters on the
board as the pupils call them out. • Say Let’s listen to Clare and Kate talking about the
• Show the word card of a park to confirm that they got page in the magazine. Tell the pupils to look at the
it right. Put the word card face down on the board page in their Pupil’s Book as they listen. Encourage
under the flashcard. them to point to each part of the magazine page as
Main activities
CD3
Revision game: Guess my sentence Listen and read.
8
• Put two animal flashcards, from Unit 2, on the board.
On a piece of paper write two or three sentences Clare: Let’s find out about the life cycle of a fruit
comparing the animals, e.g. tree!
The otter is more beautiful than the frog. Kate: Apples fall from the tree. Some of the seeds
The otter is bigger than the frog. fall on the ground.
The frog is more interesting than the otter. Clare: Roots grow from the seeds.
• Write the adjectives you have used on the board. Kate: The roots grow. Leaves grow.
Tell the pupils that you have written some sentences Clare: The young tree grows. Branches grow.
comparing the two animals using the adjectives on Kate: The branches are longer now. The tree is
the board. Challenge them to guess what you’ve bigger now.
written on the paper. Clare: Every year the tree produces flowers.
Kate: Then the tree produces apples.


listen.
Check comprehension
• To check understanding of the concept, ask the
pupils to explain what they have understood. Ask
What falls from the tree? What grows from the
seeds? What does the tree produce every year? etc.
Listen to the sentences. Say true or false. (PB

• Explain that the pupils are going to hear Phil, Tim,
Kate and Clare reading the text. Tell them to follow
the text in their books and say whether the sentences
they hear are true or false. If they are false, they must
say why. Play CD 3 (Track 9). Pause after each
sentence for the pupils to say if they are true or false.
CD3
Listen to the sentences. Say true or false.
9
Clare: Lots of the fruit we eat have got seeds in.

Kate: When the fruit falls from the tree, some of the
seeds fall on the branches.
Clare: Roots grow from the seeds.
Kate: The roots grow. Flowers grow.
Clare: The young tree grows. Branches grow.
Kate: The branches are longer now. The tree is
smaller now.
Number 4
Clare: Every year, the tree produces flowers.
The young tree grows. Branches grow.
Kate: Then the tree produces apples.
Number 5
The branches are longer now. The tree is bigger now.
Label the pictures. (AB, page 58, activity 11) Number 6
• Ask a volunteer to read the instruction (Label the Every year, the tree produces flowers.
pictures.). Check comprehension. Explain that the Number 7
pupils have to match the words in the box to the Then the tree produces fruit.
correct picture and write them in the spaces provided.
Answers:
Answers: a2 b5 c6 d7 e3 f1 g4
1 seeds 2 tree 3 roots 4 leaves
5 branches 6 flowers 7 fruit Name five fruits with seeds in. (AB page 58,
activity 13)
Read and put the sentences in order. Listen • Explain that the pupils have to think of fruits with
and check. (AB page 58, activity 12) seeds in and write their names.
• Ask the pupils to read all of the sentences. Explain • Check by asking the pupils to share their answers with
that they describe how a fruit tree grows, but they are the rest of the class. Ask the rest of the class if they
in the wrong order. agree that the suggested fruits have got seeds in.
• Tell the pupils to number them in the correct order.
• Play CD 3 (Track 10) for them to check their answers. Fast finisher tips: 1 Focus the fast finishers on the
seven labels in activity 11 of the Activity Book. Ask
CD3 them to find these words in their bilingual dictionary
Read and put the sentences in order. on page 64 and to write in the translations.
10
Listen and check. 2 Fast finishers can break the code at the bottom of
Number 1
When the fruit falls from the tree, some of the seeds
fall on the ground. Answer: (ant, plane, pen, leg, elephant) APPLE
Number 2
Roots grow from the seeds.
Number 3
The roots grow. Leaves grow.
Closing activities
Extra activity: Listen and identify
What time is it? Ask the pupils to look at the magazine page in the
• When it’s time to finish, ask What time is it? Elicit the Pupil’s Book. Read out one of the stages and
correct time from the pupils and then say It’s (nearly) encourage the pupils to tell you which part of the
time to finish. Put your things away, please. diagram it refers to.
Let’s remember the word of the day Once you have modelled this activity, encourage the
pupils to play the game in pairs.
day? and elicit the answer (a park). Then ask Who
word. Keep nominating pupils until someone spells it Homework suggestion: Focus the pupils on the
correctly. Turn over the word card. Say Well done. seven labels in activity 11 of the Activity Book. Ask
See you all next lesson. them to write one of these words in code, using The
code breaker picture dictionary to help them. The
pupils can break each other’s codes in the next lesson.

6 Trees and forests

Lesson 5
Learning objectives
• Do a quiz to find out about the Amazon Rainforest
Productive language
Vocabulary
• Don’t drop litter, Close a gate, Don’t pick flowers,
Don’t light fires
Structures
• Where is the Amazon Rainforest?
• Which animal doesn’t live in the Amazon
Rainforest?
Materials
• Flashcard: 40
• Word card: 36
• CD 3
Opening activities
of the introductory unit (see page 3). If the pupils Teacher: Don’t pick flowers.
need help remembering it, play CD 3 (Track 1). Pupils: Number two.
Teacher: Don’t light fires.
Play Word of the day Pupils: Number three.
• Have the flashcard (number 40) of a cinema in your • Speed up as the pupils get more confident at
hand and the word card ready. Ask What’s the word recognising the expressions.
of the day? It’s a place where you go to watch a • Now change the activity so that you are asking a
movie. When the pupils have guessed correctly, put question to elicit the phrase. For example:
the picture of a cinema in the corner of the board. Ask Teacher: What’s number two?
How do you spell a cinema? Write the letters on the Pupils: Don’t pick flowers.
• Show the word card of a cinema to confirm that they Listen, repeat and point
got it right. Put the word card on the board under the • Tell the pupils that they are going to hear the phrases
flashcard. on the CD. Ask them to listen, repeat and point to the
Main activities corresponding picture in their Pupil’s Book. Play CD3
(Track 11).
Revision game: How does fruit grow?
CD3
• Write the seven stages from page 37 in the Pupil’s Look. Listen and say.
11
Book on the board in random order. Ask the pupils to
number them in the correct order. Number 1
Don’t drop litter.
Look, listen and say. (PB page 38, activity 8)
Number 2
• Ask the pupils to open their Pupil’s Books at page 38. Don’t pick flowers.
Tell them to look at the four different signs. Ask them Number 3
what each sign means. Listen to their suggestions but Don’t light fires.
do not correct or confirm their answers. Explain that Number 4
you are going to call out the meaning of the signs, Close the gate.
and that you want them to give you the corresponding
picture number. For example: Look and find
picture. Who can you see? (Frank) Where is he? (in a

forest) What can you see? (a forest, a gate, flowers,

signs, a bird, a rabbit, a deer, a butterfly).

that they are going to learn a song about how to look
after the forest. Ask What’s the song called? (The
forest song).
later.
Step 1
Listen and read
Step 2
Listen and repeat
Step 3
Sing
confidently.
• Ask the pupils some questions based on the song to
check comprehension, e.g. What is good to do in the Explain that the pupils must read the questions and
forest? (close gates) What things are bad? (drop guess the correct answer: a), b), c) or d). Let them
litter, pick flowers, light fires). choose their answers in pairs.
CD3 • Ask pairs to read the questions and the answers they
The forest song have chosen. Then say Let’s listen to Frank and find
12
out the answers.
Come to the forest • Play CD 3 (Track 13). Pause after the answer to
But respect it. question 1 and check the answer by asking the pupils
Don’t destroy it. to tell you which letter it is: a), b), c) or d). Then
Protect it. continue.
Don’t drop litter. CD3
Don’t pick flowers. Read and guess. Listen and find out.
13
Close gates behind you
And don’t light fires. Presenter: Question 1. Where is the Amazon
Rainforest?
Come to the forest a) Africa b) South America
But respect it. c) Asia or d) Australia
Don’t destroy it. For the answer, let’s listen to Frank.
Protect it.
Frank: I’m standing in the Amazon Rainforest.
Read and guess. Listen and find out. (PB page It’s in South America.
38, activity 10)
Presenter: Question 2. Which animal doesn’t live in
• Ask the pupils to look at the picture of the television. the Amazon Rainforest?
Ask What’s the programme called? (Do you know?) a) the iguana b) the elephant
Who is on the programme today? (Frank). Then ask c) the anteater or d) the eagle
What is the programme about? and direct the pupils For the answer, let’s listen to Frank.
to the bubble coming from the TV. Ask a volunteer to
read it to elicit the answer from the class. Ask the Frank: The elephant doesn’t live in the Amazon
pupils if they can tell you any facts about the Amazon Rainforest. It lives in Africa and Asia.
Rainforest.
guess. Listen and find out.). Check comprehension.

What do the signs mean? Write. (AB page 59, Fast finisher tips: 1 Focus fast finishers on the
activity 14) picture next to The forest song in the Pupil’s Book.
• Ask the pupils to turn to page 59 of their Activity Tell them to write a list of all the objects in the
Books. Explain that they have to use the words in the picture that they can name. Collect in the lists and
box and write what each sign means. return them next lesson with any spelling mistakes
• Nominate pupils to read out their answers. corrected.
1 Don’t drop litter. 2 Close the gate. page 59 in the Activity Book.
3 Don’t pick flowers. 4 Don’t light fires. Answer:
(football, orange, rubber, eye, snake, thirty,
Read and find. Write A or B. (AB page 59, elephant, ruler) FORESTER
activity 15)
• Explain that the pupils have to decide which picture Closing activities
each sentence refers to and then write A or B in the
box next to each one. What time is it?
• Check together. Say A girl is dropping litter. Picture • When it’s time to finish, ask What time is it? Elicit the
B. Nominate pupils to read out the remaining correct time from the pupils and then say It’s (nearly)
sentences. time to finish. Put your things away, please.
Answers: Let’s remember the word of the day
1A 2B 3A 4B 5A 6A 7B 8B
Write the question. Listen, and tick the answer. day? and elicit the answer (a cinema). Then ask Who
(AB page 59, activity 16) wants to spell it? Nominate a volunteer to spell the
• Explain that the pupils must put the words in order to word. Keep nominating pupils until someone spells it
make a question, then tick the answer they think is correctly. Turn over the word card. Say Well done.
correct before listening to find out. See you all next lesson.
Answer: Extra activity: Complete the first half of the
Which fruit isn’t from a tree? bilingual dictionary for Unit 6
• Tell them to choose an answer. Play CD 3 (Track 14) Put the pupils into groups of four or five and ask
for them to check. them to turn to the bilingual dictionary for Unit 6,
page 64. Encourage them to work together to
translate the verbs and nouns into their L1. They
CD3
Listen and tick the answer. should use pencil until you have confirmed that they
14 have got the translations right.
Presenter: Question 3. Which fruit isn’t from a tree? Write How do you say … in (L1)? on the board so that
a) an apple b) a strawberry the pupils can ask you for help in English.
c) a banana or d) a pear
For the answer, let’s listen to Frank.
Frank: Apples, bananas and pears all grow on Homework suggestion: Continue completing the
trees. But strawberries don’t grow on bilingual dictionary for Unit 6. Tell the pupils that this
trees. They grow on plants on the ground. is not a test. The dictionary is a record of the
vocabulary they have learnt. If there are any words

6 Trees and forests

Lesson 6
Learning objective
Productive language
Vocabulary
Structures
Materials
• Story poster 6
• Flashcard: 39
• Word card: 40
• CD 3
Opening activities
of the introductory unit (see page 3). If the pupils
need help remembering it, play CD 3 (Track 1).
Play Word of the day Sing The forest song
• Have the flashcard (number 39) of an internet café in • Ask the pupils if they can remember the song they
your hand and the word card ready. Ask What’s the learnt last lesson. Try to remember the lyrics as a
word of the day? It’s a place where you go to look at class, or read them on page 38 of the Pupil’s Book.
websites or send e-mails. When the pupils have • Play CD 3 (Track 12). If you prefer, use the karaoke
guessed correctly, put the picture of an internet café version on CD 3 (Track 15).
in the corner of the board. Ask How do you spell an
internet café? Write the letters on the board as the Listen to the story. Read. (PB page 39,
pupils call them out. activity 11)
• Show the word card of an internet café to confirm • Display the story poster so that everyone can see it. If
that they got it right. Put the word card face down on possible, cover the last two frames of the story. Ask
the board under the flashcard. Can you all see the poster? Allow the pupils to move
Main activities so that they can see it clearly.
Revision game: Mime it below.
• Give instructions for the pupils to mime. Tell them Step 1
that they should mime it when it’s affirmative, but not Create interest in the story
mime it when it’s negative. Use the instructions from
the last lesson, e.g. • Ask Who can you see in one picture? (Phil and Clare,
(Don’t) close the gate. two pupils) Where are they? (in a forest) What is
(Don’t) drop litter. happening in picture three? (the pupils are dropping
(Don’t) light fires. litter).
(Don’t) pick flowers. Step 2
Teacher’s tip: Nominate a pupil to give paper clips
to any pupils who respond to your instructions with • Ask the pupils to look at frames 2 to 6 on the poster
inappropriate mimes. The winners are the pupils with and, in pairs, to talk about what they think is
the fewest paper clips when the game is over. happening in the story. When they’ve had sufficient
time to do this listen to some of their ideas. Does
• End the activity by asking the pupils to tell you what
they should and shouldn’t do when in a forest.

Step 3
Listen to the story
CD3
16
Narrator: Protect your forest!

Narrator: Phil and Clare are walking in a forest.
Phil: This tree is taller than Big Ben.
Narrator: They count the rings to find out the age
of the trees.
Phil: 56 … 57 … 58 … This tree is 58.
Clare: This tree is older than your tree. It’s 64.
Narrator: Phil and Clare see two pupils dropping
litter.
Phil: Hey! Look at the sign!
Clare: Don’t drop litter!
Boy: It’s just a bottle.
Narrator: Frank the forester appears.
Frank: It isn’t just a bottle. Look!
Narrator: They all look at the broken bottle.
Frank: The sun is very strong. It’s starting a
fire.
Narrator: The pupils imagine a forest fire.
Frank: One bottle can destroy thousands of
Step 6
trees.
Boy and girl: We’re very sorry.
• Pause the CD after frame 6. Ask the pupils to tell you can be Phil, the other person can be everyone else.
what they have understood. Encourage them to do Encourage them to read it more than once, changing
this in English as much as possible and allow them to roles.
• Ask them to predict what happens in the last two Teaching option: Refer to page xix in the Introduction
frames. Reveal the last two frames of the poster and for more game ideas to play using the story poster.
story.
Which of these things are not in the story? (PB
Narrator: The next day at school … page 39, activity 12)
Boy: Hi, Phil! Hi, Clare! Look! We’re wearing
new T-shirts.
these things are not in the story?). Check
Girl: And I’ve got a poster.
Narrator: They put the poster on the classroom
things in the list.
wall.
Phil: Respect and protect your forest. Don’t
which things are not in the story.
drop litter and don’t light fires.
Clare: Well done! It’s an excellent poster.
Step 5 others, tell the pupils not to call out the answers
Check comprehension when they think they have them.
• Check that the pupils have understood the story. Ask
What did the pupils do at school? (made T-shirts and Answers:
a poster) What did the poster say? (don’t drop litter, a bin, a gate, an apple, a clock
don’t light fires).

Match. Put the speech bubbles in order. (AB Listen to the story again for enjoyment
page 60, activity 17) • Tell the pupils to look back at page 39 of the Pupil’s
• Ask the pupils to close their Pupil’s Books and to Book.
open their Activity Books at page 60. Ask a volunteer • Play the story again for them to listen to and/or read,
to read the instruction (Match. Put the speech as they choose.
bubbles in order.). Check comprehension. Explain
that the pupils must match the characters to their Fast finisher tips: 1 Put fast finishers into pairs. Ask
speech bubbles from the story, and then number the them to turn to the bilingual dictionary for Unit 6 on
speech bubbles in the order they happened in the page 64 of the Activity Book. Tell them to test each
story. other by asking How do you say … in English?
Answers: page 60 in the Activity Book.
a 2 Clare b 4 Frank c 1 Phil d 5 girl e 3 boy
Answer:
Teacher’s tip: Allow the pupils to see the poster (ball, orange, table, tree, leaves, elephant) BOTTLE
while completing this activity. Use the poster to
confirm who says what, and where in the story they Closing activities
say it.
What time is it?
Read and circle the correct words. (AB page 60,
activity 18)
• Explain that the sentences make up a summary of the
story, but that there is an extra word in each Let’s remember the word of the day
sentence. Tell the pupils to circle the correct word • When everything is tidy, ask What’s the word of the
in each sentence. Allow them to refer to the poster day? and elicit the answer (an internet café). Then
and/or the Pupil’s Book if they need to. ask Who wants to spell it? Nominate a volunteer to
• Check together. Nominate pupils to read out the spell the word. Keep nominating pupils until
sentences. someone spells it correctly. Turn over the word card.
Answers: Say Well done. See you all next lesson.
1 Phil and Clare are walking in a forest.
2 They count the rings to find out the age of the trees. Extra activity: Put the pupils into groups to rehearse
3 They see two pupils dropping litter. the story as if it were a radio play. Give pupils a role
4 They all look at the broken bottle. in the story and suggest that they also create their
5 The sun is very strong. It’s starting a fire. own sound effects. Confident groups might like to
6 The pupils imagine a forest fire. give a performance to the rest of the class.
7 The next day, the pupils put a poster on the wall.
8 The poster says Protect your forest!
Homework suggestion: Tell the pupils to look
through the bilingual dictionary for Unit 6. Ask them
activity 19)
to write their ten favourite words for this unit onto a
• Tell the pupils to complete the sentence with the piece of paper. In the next lesson, pupils can
phrase that best describes how they feel about the compare their lists and explain why they chose their
story. words.
• Take a class vote. Ask Who thinks the story isn’t
interesting? Who thinks the story is OK? etc.
• Then tell them to write in the name of their favourite
character, and to give the story a score out of ten.

6 Trees and forests

Lesson 7
Learning objectives
• Practise the /´/ sound in comparative adjectives
• Read and listen to poems using comparative
adjectives
• Write a poem about themselves
Productive language
Vocabulary
Structures
Materials
• Flashcard: 35
• Word card: 38
• CD´3
Opening activities
need help remembering it, play CD 3 (Track 1). • Invite pupils to read out the poem. Praise their
Play Word of the day attempts. Ask them to identify the most common
sound at the end of each line (/´/).
• Have the flashcard (number 35) of a museum in your • Explain that they are going to hear somebody
hand and the word card ready. Ask What’s the word practising the poem and they should repeat what is
of the day? It’s a place where you go to look at old said. Play CD 3 (Track 17).
things. When the pupils have guessed correctly, put
the picture of a museum in the corner of the board. CD3
Ask How do you spell a museum? Write the letters on 17
• Show the word card of museum to confirm that they And nights are longer …
got it right. Put the word card face down on the board Days are shorter and nights are longer …
under the flashcard. In winter, days are shorter and nights are longer …
And nights are shorter …
Main activities Days are longer and nights are shorter …
Revision game: Who says what? In summer, days are longer and nights are shorter …
In summer, days are longer and nights are shorter …
• Write Don’t drop litter! and This tree is 58. on the In winter, days are shorter and nights are longer.
board. Ask Do you remember the story? Who says
‘Don’t drop litter!’? (Clare). Listen to the pupils’ • Allow the pupils to enjoy saying the poem on their
suggestions, but don’t confirm the answer. Ask And own. Listen to a few pupils say it out loud and
who says ‘This tree is 58’? (Phil). Again, listen to congratulate them on their improved pronunciation.
their suggestions, but don’t confirm the answer. Read and write longer or shorter. (AB page 61,
• Say Look at the story on page 39 of your Pupil’s activity 20)
• When everybody has confirmed the answers, repeat • Ask a volunteer to read the instruction. Check
the activity with other sentences from the story. Get comprehension. Explain that the pupils have to
the pupils to call out the answers. complete the poem using shorter and longer.
• Check together by asking the pupils to read it out, or
Listen and read. Say. (PB page 40, activity 13) play the poem again (Track 17).
• Ask the pupils to turn to page 40. Ask What can you Answers:
see in the picture? (a tree in spring, summer, autumn longer, shorter, shorter, longer
and winter; the months of the year).


read.). Check comprehension. Explain that Kate and
Phil have written poems comparing themselves to
other people. Tell them that they are going to hear
Kate and Phil reading their poems and they must
listen and answer the questions in the flash. Ask a
volunteer to read the questions in the flash (Who is
shorter than Kate? Who has got longer legs than Phil?).
Check comprehension. Say Let’s listen to Kate first.
• Play CD3 (Track 18) and tell the pupils to follow the
text in their books as they listen. Pause after Kate.
• Check the answer together (Tim), then play Phil.
Check the answer again (his mum).
CD3
Listen and read.
18
Phil: Two poems

Kate: We’re all different
Phil is taller than I am.
Tim is shorter than I am.
Clare’s hands are smaller than my hands.
Mr Green’s feet are bigger than my feet.
We’re all different
but together we’re great.
Together we make
an amazing team.
Phil: We’re all different
My brother is older than I am. Read and complete. Look at Activity 15, Pupil’s
My sister is younger than I am. Book page 40 and check. (AB page 61, activity
My mum’s legs are longer than my legs. 21)
My dad’s hands are bigger than my hands. • Explain that this text is Linda’s poem from the Pupil’s
We’re all different Book, but there are some words missing. Tell the
but together we’re great. pupils to complete it using words from the box.
Together we make • Tell the pupils to check their answers on page 40 of
an interesting family. the Pupil’s Book.
Read and write a poem about your friends or Answers:

family. (PB page 40, activity 15) My sister is taller than I am. My brother is shorter than I
am. My mum’s hands are smaller than my hands. My
dad’s feet are bigger than my feet. We’re all different,
write a poem about your friends or family.). Check
but together we’re great. Together we make a happy
comprehension. Explain that the pupils are going to
family.
write a poem about their friends or family, similar to
the ones written by Kate and Phil, and by Linda in this Answer the questions. Write a poem about your
activity. friends or family. (AB page 61, activity 22)
• Ask volunteers to read Linda’s poem out loud. Ask
• Explain that, before writing their poems, the pupils
Who’s shorter than Linda? (her brother) Who has got
should fill in the questionnaire to guide their writing.
smaller hands than Linda? (her mum) They’re all
If they want to write about friends, they will need to
different, but together they make … What? (a happy
stand up and compare their height and hands etc.
family).
with other pupils.
• Explain that, before Linda wrote about her family, she
• When writing their poems, encourage the pupils to
filled in a questionnaire like the one on the left of her
use Kate, Phil and Linda’s poems as models.
poem. Go through the questions with the pupils to
help them make the connection between the
questionnaire and the text.

Teacher’s tip: Ask the pupils to write their poems on Extra activity: Poetry reading
a piece of paper and to then copy it into their Activity Ask volunteers to read their poems out to the rest of
Books after you have looked at it and made any the class. Make the activity special by encouraging
necessary corrections. the class to give generous applause after each poem
has been read.
them to look at the bilingual dictionary for Unit 6 on
page 64. Encourage them to test each other’s Homework suggestions: Revise for the evaluation
spelling by asking How do you spell … ? Revise the vocabulary of this unit by studying the
2 Fast finishers can break the code at the bottom of bilingual dictionary on page 64.
Write another poem
Answer: Invite pupils to write a poem about their friends/families,
(spider, elephant, ant, seventy, orange, ninety, sign) whichever one they didn’t write about in the lesson.
SEASONS
Closing activities
What time is it?

day? and elicit the answer (a museum). Then ask

6 Trees and forests

Lesson 8
Learning objectives
• Review and revise Unit 6
and achievements
Vocabulary
Structures
Materials
• CD 3
• DVD (optional)
Opening activities
need help remembering it, play CD 3 (Track 1).
Play Word of the day Teacher’s tip: Nominate a sensible pupil to keep the
score on the board. Only accept one answer from
• Explain that as today’s lesson is an evaluation lesson each team to avoid random calling out. Give a point
there is no word of the day. to the other team(s) if somebody calls out an answer
Main activities without being nominated to do so.
Poem revision
Play a dictionary game
• Ask Who can remember the poem from the last
lesson? Nominate pupils to say the poem from • Ask the pupils to turn to the bilingual dictionary for
memory. Elicit help from the rest of the class. Ask Unit 6 on page 64 of the Activity Book. Ask What’s …
everybody to say the poem all together. in (L1)? What’s … in English? Having modelled the
activity with the class, drill the pronunciation of the
Revision game: Flick and find question and then get the pupils to test each other in
• Tell the pupils you are going to play a game using the pairs or threes.
Pupil’s Book. Divide the class into two or three
teams, giving each team a name. Teacher’s tip: While the pupils are testing each
• Flick through Unit 6 of the Pupil’s Book at random other’s vocabulary, take the opportunity of see if
and ask the teams questions. In their teams, the there are any translations that the pupils have not
pupils have to race to find the answers, putting up been able to write into their dictionaries. Offer help
their hands when they know the correct answer. where necessary.
EXAMPLE QUESTIONS
Who’s shorter than Kate? Page 40. Preparing for the revision
Who’s older than Phil? Page 40. • Explain that today is a revision day – an opportunity
Is the palm tree taller than the orange tree? Page 36. for the pupils to show how much they have learnt in
What colour’s the flower on page 39? Unit 6. Say Look at page 62 in your Activity Books.
What colour’s the gate on page 38?
How many types of fruit are there on page 37?
How many animals are there on page 38?
Where’s Frank on page 38?
Where’s the bird on page 38?

Complete. (AB page 62, activity 1) Complete the tables. (AB page 62, activity 3)
• Explain that the pupils have to look at the pictures and • Ask a volunteer to read the instruction (Complete the
complete the labels with the words from the box. tables.). Check comprehension. Explain that the
• Check together. pupils must fill in the gaps in the tables.
• Check together.
Answers:
1 a tall tree 2 a young tree Answers:
3 a long branch 4 big leaves 1 is 2 than 3 trees 4 leaves 5 tree 6 the
5 a thin tree 6 small leaves 7 are 8 more
7 a short branch 8 a thick tree
9 a short tree 10 an old tree
Listen and number. (AB page 62, activity 2) comparing Phil and his sister, but the words and
• Explain that the pupils are going to hear people punctuation are in the wrong order. Explain that they
talking about the signs. Tell them to number them have to reorder the words in each box to make the
from 1 to 4 in the order that they hear them sentences.
mentioned. Play CD 3 (Track 19). • Nominate pupils to read out their answers.
CD3
Answers:
Listen and number. 1 I am older than my sister.
19 2 My sister is shorter than I am.
Number 1 3 My sister’s hair is longer than my hair.
The sign says ‘Don’t pick the flowers’. 4 My sister is more beautiful than I am.
Number 2 Read and complete. Listen and check. Act out.
Look at the sign. It says ‘Close the gate’. (AB page 63, activity 5)
Number 3
Don’t drop litter. Put it in a bin or take it home. • Ask Who can you see in the picture? (a boy and a
Number 4 girl) Where are they? (in a forest) What’s he doing?
Don’t light fires. One fire can destroy thousands of (picking flowers).
trees. • Focus on the dialogue and explain that this is what
the boy and girl are talking about, but some words
Answers: are missing. Tell the pupils to read it and fill in the
a 3 b 1 c 4s d 2 gaps with words from the box.

• Give the pupils enough time to do this. Check Time to choose

together by listening to CD 3 (Track 20).
following:
CD3
Read and complete. Listen and check. Extra activity: Choose a photocopiable worksheet
20
Act out. from the Reinforcement, Extension and Grammar
Penny: This tree is very tall. It’s taller and older worksheets at the end of this unit (see pages 28–33).
than you are. Project work: Choose a project from the suggestions
Rob: I think cities are more interesting than made in the Project bank at the end of this unit (see
forests. page 27).
Penny: But forests are more beautiful. What are
you doing? Use the DVD: See DVD photocopiables for this unit
Rob: I’m picking a flower for you. in the photocopiable resources section.
Penny: But the sign says don’t pick the flowers.
Remember to respect the forest!
Find Out about Grammar Booklet:
• Once you have confirmed the answers, ask pupils to Refer pupils to the Grammar Booklet, pages 12 and 13.
and read it again. Answers:
1 1 taller 2 smaller 3 younger 4 bigger 5 longer
Write the sentences in your language. (AB 6 older 7 thinner 8 shorter
page 63, activity 6) 2 1 is more interesting 2 is more colourful
• Tell the pupils to translate the sentences into their 3 is more difficult 4 are more colourful
own language. 5 is more beautiful 6 are more interesting
• Sign the pupil’s pages if you are confident they have 3 1 My teacher is older than I am. 2 My brother is
completed all the revision activities correctly. younger than my friend. 3 Flowers are more
• The pupils have now successfully completed Unit 6 of beautiful than trees. 4 Tigers are more colourful
Find Out! 5. Congratulate them and invite them to fill than lions. 5 My friend is taller than I am.
in the sentence at the bottom of their page to assess 6 My notebook is bigger than your notebook.
Closing activities
continue testing their vocabulary with the dictionary What time is it?
on page 64. • When it’s time to finish, ask What time is it? Elicit the
2 Pupils complete any of the codes that have not yet correct time from the pupils and then say It’s (nearly)
been completed in this unit. time to finish. Put your things away, please.
Congratulations!
• Congratulate the pupils on completing Unit 6.

Trees and forests Project bank Unit 6
PROJECT 1 • Put the pupils into small groups to plant their own
pips.
Make and write a mini-book • Leave the pips for two to five weeks. When a shoot
appears with the first small leaves, move the tree to a
• Explain to the pupils that they are going to make a light place, but do not place in direct sunlight.
mini-book about forests. If possible, show them a • Keep a tree diary, making an entry once a week. Elicit
mini-book that you or a pupil have already made. the language needed for the entry by discussing the
• Give each pupil a sheet of plain A4 paper. Tell them changes in the tree. Write the entry on the board for
how to fold the paper. Refer to page 28 of Unit 1 for all the pupils to copy into their diaries.
them to give their book a title and to write it on the
cover. They can then write the lyrics of The forest
song, on page 38 of the Pupil’s Book, on the
remaining pages. If necessary, write the following
model on the board for them to use as a guide.
cover: The forest song

by (pupil’s name)
page 2: Come to the forest
But respect it.
page 3: Don’t destroy it. Teacher’s tip: Plant two or three different types of
Protect it. pip and use comparatives in your diary entries, e.g.
page 4: Don’t drop litter. The orange tree is taller than the apple tree. Make
page 5: Don’t pick flowers. sure you label them carefully when you plant them.
page 6: Close gates behind you
page 7: And don’t light fires. PROJECT 3
page 8: Remember! One broken bottle can destroy
thousands of trees. Design-a-poster competition
• The pupils can illustrate each line of the song. • Talk to the pupils about forest fires. Ask them to
explain the causes and consequences. Elicit any ideas
PROJECT 2 for helping to prevent forest fires.
• Explain that you are organising a competition to
Plant fruit pips and keep a tree diary design a poster that will help prevent forest fires. Tell
them the rules of the competition:
You will need: fruit pips (apple, orange, lemon or pear), 1 You must design your poster on A4 paper.
paper cups, jam jar lids, earth, water and mineral water 2 You can use crayons, paints or any other materials.
bottles cut in half (you need the top half) 3 You must include some words or text, in English,
on the poster.
• Explain to the pupils that you are going to try and 4 You must give your poster to the teacher before
grow a fruit tree from some fruit pips. Explain how (date).
this is done. Use these instructions:
1 Soak the pips in water for 24 hours before • Explain that all the competition entries will be
planting. (Do this before the lesson.) displayed in the school and that all the teachers and
2 Make a small hole in the bottom of the paper cup. pupils will be able to vote for the winner. If it’s
3 Put some earth in a paper cup. possible for your school to award a prize, tell the
4 Plant a pip, covering it with a centimetre of earth. pupils what the prize will be.
5 Pour a little water on the earth.
6 Place the cup on a jam jar lid somewhere warm Teacher’s tip: Try to get all the teachers involved in
and dark. Cover it with a mineral water bottle. the voting process. You may even be able to get your
local newspaper to print the winning design.

Name:
Class:
1 Look and match.

1 thick tall 6
2 short big 7
3 young thin 8
4 small old 9
5 short long bk
A B E F
C D G H
1 Leaf A is bigger than leaf B. T 4 Tree G is younger than tree H.
2 Branch C is thinner than branch D. 5 Tree G is older than tree H.
3 Branch F is longer than branch E. 6 Leaf B is smaller than leaf A.
3 Read and circle about you.
1 I am shorter / taller than my best friend.
2 I am older / younger than my best friend.
3 My hands are smaller / bigger than my best friend’s hands.
4 My hair is shorter / longer than my best friend’s hair.

PH
OT
OC
OP

IA
BL
E
Name:
Class:

4 Write sentences.
1 is / interesting / football / Basketball / more / than

Basketball is more interesting than football.
___________________________________________________________________________
2 My / colourful / T-shirt / more / is / my friend’s T-shirt / than
___________________________________________________________________________.
3 beautiful / Bonsai trees / more / palm trees / than / are
___________________________________________________________________________.
4 swimming / Table tennis / than / is / interesting / more
___________________________________________________________________________.
5 Read and match.

1 2 3 4
Don’t drop litter. Don’t pick flowers. Close the gate. Don’t light fires.
beautiful litter fires trees forest flowers
forest
When you go to the ________________ , don’t drop
________________. Forests are ________________ and it’s
important to protect them. Don’t pick
________________ and don’t light ________________
because one fire can destroy lots of ________________!
E
BL
IA
OP
OC

OT
PH
Name:
Class:
1 Find and circle. Write.
T L J Y S H O R T V
F H H E D S D S A S
1 short
________________
T H I N G B I G T H bk _________________
L C S C V F H T T O
O V B S K F J A K R
2 ________________ N Y J I Y R N L O T 9 _________________
G U M K S M A L L M
Y Y O U N G S J D P
3 ________________ 8 _________________
4 ________________ 5_________________ 6 _________________ 7 _________________
2 Look at the pictures. Write A or B.
1 ___ B
A is shorter than ___. A 5 ___ is shorter than ___.
2 ___ is taller than ___. B 6 ___ is longer than ___.

A B
3 ___ is bigger than ___. 7 ___ is younger than ___.
4 ___ is smaller than ___. 8 ___ is older than ___.

A B
A B
3 Write sentences.
1 China / big / Australia China is bigger than Australia.

_______________________________________________
2 Portugal / small / Spain _______________________________________________.
3 Whales / tigers / interesting / frogs _______________________________________________.
4 My teacher / old / I am _______________________________________________.

PH
5 My teacher / tall / I am _______________________________________________.

OT
OC
OP

IA
BL
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Name:
Class:

4 What do you think? Write sentences.
interesting
1 football Basketball is more interesting than football.
______________________________________________________________
basketball
colourful
orange trees ________________________________________________________________.
2
bonsai trees
interesting
reading ________________________________________________________________.
3
watching TV
beautiful
________________________________________________________________.
4 cities
forests
difficult
________________________________________________________________.
5 Chinese
English
5 Read and circle the correct words.

Lots of the fruit we eat has got seeds / flowers in. When fruit falls from the
tree / leaves , some of the seeds fall on the ground. Roots / Branches grow from the
seeds. Then seeds / branches grow. The young tree grows. The branches are
shorter / longer now. The tree is bigger / smaller. Every year the tree produces
flowers and then it produces roots / fruit.
flowers .
1 Don’t pick _____________ 3 Don’t light _____________ .
2 Don’t drop _____________ . 4 Close the _____________ .

E
BL
IA
OP
OC

OT
PH
278
Name:
Class:
Comparative adjectives
The palm tree is taller the orange tree.

than
Palm trees are bigger orange trees.
1 Write the comparative form.

1 big bigger
_______________ 4 tall _______________ 7 thick _______________
2 small _______________ 5 short _______________ 8 old _______________
3 long _______________ 6 thin _______________ 9 young _______________
2 Look and complete. I’m twelve.
I’m eleven.
taller younger longer shorter older I’m eleven.
1 taller than Sarah.

Sharon is __________
2 Sarah’s hair is __________ than Dave’s hair.
3 Dave is __________ than Sharon.
4 Dave’s hair is __________ than Sharon’s hair.
5 Sharon and Sarah are __________ than Dave.

Sarah Sharon Dave
1 Lee / tall / Bruce I’m twelve.

I’m eleven.
Lee is taller than Bruce.
_______________________________________________
I’m twelve.
I’m eleven.
2 Bruce / short / Lee
_______________________________________________ .
3 Bruce / old / Jodie
_______________________________________________ .
4 Lizzy / young / Lee
_______________________________________________ .
5 Jodie’s hair / long / Lizzy’s hair
_______________________________________________ .
6 Jodie / tall / Lizzy
PH
_______________________________________________ . Lee Bruce Jodie Lizzy

OT
OC
OP

IA
BL
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279
Name:
Class:
Comparative adjectives
The orange tree is more beautiful the palm tree.
Orange trees more colourful than palm trees.

are
The orange tree’s leaves more interesting the palm tree’s leaves.
4 What do they think? Write sentences.
is more interesting
Maths ______________________________
1 more / than / English /
than English.
_____________________________________ is / Maths / interesting
Spiders _____________________________
eagles / more / spiders /
2 ____________________________________ . than / colourful / are
Elephants __________________________ elephants / tigers /

3 interesting / are / than /
____________________________________ . more
Chinese ____________________________ beautiful / more /

4 Chinese / English /
____________________________________ . than / is
5 Complete. Use the correct form of the adjective.

1 are _______
(interesting) Orange trees _____ more interesting
______________ than palm trees.
2 (colourful) Clare’s T-shirt ________ ________ ________________ than this T-shirt.
3 (beautiful) Australia ________ ________ ________________ than Portugal.
4 (interesting) Table tennis ________ ________ ________________ than basketball.
5 (difficult) My homework ________ ________ ________________ than my friend’s

homework.
1 English / French / interesting ____________________________________________________.
2 tigers / lions / colourful ____________________________________________________.
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Listening Answers
Bonsai trees are more interesting (example) than palm trees
CD4
because they are very small. Bonsai trees have got shorter
branches and smaller leaves than palm trees. Their leaves are
Listen and put the pictures in order. very small! Bonsai trees come from Japan.
32
1 Pupils listen to the sentences and write a number in the box 5 Read and write the letters.
next to each picture. They listen to the recording twice. Pupils read the sentences and using the information in the
(1 point for each correct answer. Total 7 points) picture write a number in the box next to each sentence.
Tapescript
Number 1: In the forest there are trees with short branches. Answers
Number 2: In the forest there are trees with long branches. 1 c (example), 2 h, 3 b, 4 a, 5 d, 6 f, 7 e, 8 g
Number 3: In the forest there are tall trees.
Number 4: In the forest there are short trees. 6 Read and write T (true) or F (false).
Number 5: In the forest there are trees with small leaves. Pupils look at the photo and read the sentences. By referring
Number 6: In the forest there are trees with big leaves. to the photo and the sentences they decide if they are true or
Number 7: In the forest there are old trees. false.
Number 8: In the forest there are young trees. (1 point for each correct answer. Total 7 points)
Answers Answers
1 b (example), 2 c, 3 h, 4 g, 5 e, 6 f, 7 a, 8 d 1 F (example), 2 T, 3 T, 4 T, 5 F, 6 T, 7 T, 8 F
CD4 Writing
Listen and write. 7 Write the adjective.
33
Pupils write the adjective under each picture. The pictures are
2 Pupils listen to the sentences and write the missing words. organised into opposites.
Pause the tape between each sentence to give pupils time to (1 point for each correct answer. Total 7 points)
process the information. They listen to the recording twice.
1 small (example) 5 big
Tapescript 2 short 6 long
Number 1: There are old trees. 3 old 7 young
Number 2: There are short trees. 4 tall 8 short
Number 3: There are big trees.
Number 4: There are thin trees. 8 Complete.
Number 5: There are young trees. Pupils complete the sentences.
Number 6: There are tall trees. (1 point for each correct answer. Total 4 points)
Number 7: There are small trees.
Number 8: There are thick trees. Answers
1 The palm tree is taller than the bonsai tree. (example)
Answers 2 Orange trees are bigger than bonsai trees.
1 old (example), 2 short, 3 big, 4 thin, 5 young, 6 tall, 7 small, 3 The bonsai tree is more interesting than the palm tree.
8 thick 4 Apple trees are more colourful than bonsai trees.
5 The bonsai tree’s leaves are more beautiful than the palm
tree’s leaves.
CD4
Listen and put the pictures in order. 9 Look and write.
34
Pupils refer to the picture and complete the sentences using
3 Pupils listen to the sentences, giving advice about going to an adjective from the box.
the forest, and write a number in the box under each picture. (1 point for each correct answer. Total 5 points)
1 Sarah is taller than Brian and John. (example)
Tapescript 2 Brian is older than John and Sarah.
Number 1: Don’t light fires. 3 Sarah’s hair is longer than Brian’s hair.
Number 2: Don’t drop litter. 4 John’s hair is shorter than Sarah’s hair.
Number 3: Don’t climb trees. 5 John and Sarah are younger than Brian.
Number 4: Don’t pick flowers. 6 John and Brian are shorter than Sarah.
Number 5: Open the gate.
Number 6: Don’t pick fruit. 10 Write sentences.
Number 7: Close the gate. Pupils use the prompts to write comparative sentences.
Pupils’ answers may vary with the less factual prompts. Points
Answers should be awarded for grammatical accuracy rather than
1 b (example), 2 d, 3 f, 4 c, 5 e, 6 g, 7 a factual accuracy.
Reading
Pupils have to read the text about bonsai trees, and complete
the sentences by writing a word from the box in the gaps.

Answers Sentences
1 China is bigger than Spain. (example) Point to the first picture in Part 1 of the speaking test and say
2 Madrid is smaller than London. Tree A is taller than tree B. Prompt the pupil to say sentences
3 My teacher is older than I am. about four pictures using comparatives.
4 Spain is more beautiful than England. / England is more Then refer them to Part 2 of the test and ask them to say what
beautiful than Spain. they think about six of the pairs of objects. They should use
5 English is more interesting than Maths. / Maths is more comparatives. Remind pupils that they are expressing their
interesting than English. opinion for most of the pictures so there is no right or wrong
answer.
11 Write about two friends. Use six comparative adjectives. (1 point for each sentence. 5 points for Part 1 and 5 points for
Pupils have to compare two friends. They can choose from Part 2. Total 10 points)
the adjectives in the box. Pupils should be made aware that
they need to use the comparative form of the adjective. Pronunciation rhyme
Points are awarded according to sentence structure, Point to the Sound check! activity for the unit (PB page 40,
coherance and successful completion of task. and prompt the pupil to say the rhyme In summer, days are
(Maximum: 6 points) longer and nights are shorter. In winter, days are shorter and
nights are longer.
12 Read and complete. (2 points for the pronunciation of individual sounds, 1 point
Pupils read the text about the story that was featured in the for rhythm and intonation. Total 3 points)
pupil’s book. They complete the sentences with the words
from the box. Total for speaking test: 20 points
Answers test: 90 points
Phil and Clare are walking (example) in a forest. They count
the rings to find out the age of the trees. They see two
children dropping litter. If the sun is very strong, it can start a
fire. The next day, the children put a poster on the classroom
wall. The poster says Protect your forest.
Speaking (optional)
Material: 1 copy of speaking test (page 40) and PB page 40
Sound check!
Note: There is no specific focus on questions in this speaking

test due to the nature of the content in this unit.
Vocabulary
Point to an object in Part 1 of the speaking test and say This
tree is……? Prompt pupils to use an adjective (tall, big, small,
long, short, old, young, thick, thin, beautiful). Prompt the
pupil to say a total of seven adjectives/sentences.
(1 point each correct answer. Total 7 points)

Name:
Class:
Test Unit 6
CD4
1 32
a b c d
1
e f g h
CD4
2 33
Listen and write. 7
1 old trees.
There are _______
2 There are ___________ trees.
CD4
7
3 34
a b c d
1
e f g
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Name:
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Test Unit 6
Japan interesting smaller leaves trees shorter palm
interesting than ________________ trees because they

Bonsai trees are more ________________
are very small. Bonsai trees have got ________________ branches and
________________ leaves than palm ________________ . Their ________________ are very
small! Bonsai trees come from ________________ .
e 6
a
1 Sarah is taking a photo. c

2 Rachel is picking flowers. b
f
3 John is lighting a fire. d
4 Mark is closing the gate.
5 Ben is dropping litter.
6 Laura is picking fruit.
7 Tom is climbing a tree.

c g h
8 Harry is picking flowers.
7
Jane Lisa Mike James Henry

age 7 age 12 age 12 age 16 age 15 1 Lisa is older than James. F
2 James is older than Mike.
3 Jane is younger than Lisa and Mike.
4 Henry is taller than James.
5 Lisa’s hair is shorter than Jane’s hair.
6 Lisa and James are shorter than Mike.
7 Henry and James are older than Lisa.
7
8 Jane is older than Henry.
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Name:
Class:
Test Unit 6
7 Write the adjective.
1 small
_________________ 2 _________________ 3 _________________ 4_________________
5 _________________ 6 _________________ 7 _________________ 8_________________

8 Complete. 7
1 taller than the bonsai tree.
The palm tree is _________
2 Orange trees _________________ bigger than bonsai trees.
3 The bonsai tree is _________________ interesting than the palm tree.
4 Apple trees are more colourful _________________ bonsai trees.
5 The bonsai tree’s leaves _________________ more beautiful than the

palm tree’s leaves. 4
9 Look and write.
I’m twelve.
older shorter longer taller younger shorter
I’m thirteen.
I’m twelve.
1 taller
Sarah is ______________ than Brian and John.
2 Brian is ______________ than John and Sarah.
3 Sarah’s hair is ______________ than Brian’s hair.
4 John’s hair is ______________ than Sarah’s hair.
5 John and Sarah are ______________ than Brian.

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6 John and Brian are ______________ than Sarah. 5

John Brian Sarah
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Name:
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Test Unit 6
10 Write sentences.
China big Spain China is bigger than Spain.

1 _____________________________________________________
Madrid small London 2 _____________________________________________________ .
My teacher old I am 3 _____________________________________________________ .
Spain beautiful England 4 _____________________________________________________ .
English interesting Maths 5 _____________________________________________________ . 4
11 Write about two friends. Use six comparative adjectives.

young old long short colourful tall big
small beautiful interesting
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
6
_____________________________________________________________________________________ .

trees Protect dropping walking fire
walking in a forest. They count the rings to find out the

Phil and Clare are _____________
age of the _______________. They see two children _______________ litter. If the sun is
4
very strong, it can start a _______________. The next day, the children put a poster
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Name:
Class:
Test Unit 6
Part 1
A
B
A B
A B
A B A B
A B
Part 2
China
Spain
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Name:
Class:
Trees and forests

I can …


… use and understand Comparative adjectives.
… sing The tree song.

… sing The forest song.
… say In summer, days are longer and nights are
shorter. In winter, days are shorter and nights are
longer. with good pronunciation.
… read and understand about how fruit grows.

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Reinforcement worksheets 4 What do you think? Write sentences.
Pupil’s answers should express their opinions. Both
1 Look and match. possibilities have been given here.
1 short (example) 6 old (example) 1 Basketball is more interesting than football. (example)
2 thick 7 tall 2 Orange trees / Bonsai trees are more colourful than
3 small 8 long bonsai trees / orange trees.
4 short 9 big 3 Reading / Watching TV is more interesting than watching
5 young 10 thin TV / reading.
4 Cities / Forests are more beautiful than forests / cities.
2 Read and write T (true) or F (false). 5 Chinese / English is more difficult than English /
1 T (example), 2 T, 3 F, 4 F, 5 T, 6 T Chinese.
3 Read and circle about you. 5 Read and circle the correct words.
Pupils own answers. Lots of the fruit we eat has got seeds in. When fruit falls from
the tree, some of the seeds fall on the ground. Roots grow
4 Write sentences. from the seeds. Then branches grow. The young tree grows.
1 Basketball is more interesting than football. (example) The branches are longer now. The tree is bigger. Every year
2 My T-shirt is more colourful than my friend’s T-shirt. the tree produces flowers and then it produces fruit.
3 Bonsai trees are more beautiful than palm trees.
4 Table tennis is more interesting than swimming. 6 Look and complete.
1 Don’t pick flowers. (example)
5 Read and match. 2 Don’t drop litter.
1 Don’t pick flowers. (example) 3 Don’t light fires.
2 Don’t drop litter. 4 Close the gate.
3 Don’t light fires.
4 Close the gate. Grammar worksheets
6 Read and complete. 1 Write the comparative form.
When you go to the forest (example), don’t drop litter. Forests 1 big – bigger (example) 6 thin – thinner
are beautiful and it’s important to protect them. Don’t pick 2 small – smaller 7 thick – thicker
flowers and don’t light fires because one fire can destroy lots 3 long – longer 8 old – older
of trees! 4 tall – taller 9 young – younger
5 short – shorter
Extension worksheets
1 Find and circle. Write. 1 Sharon is taller than Sarah. (exmple)
2 Sarah’s hair is longer than Dave’s hair.
T L J Y S H O R T V 3 Dave is older than Sharon.
4 Dave’s hair is shorter than Sharon’s hair.
F H H E D S D S A S 5 Sharon and Sarah are younger than Dave.
T H I N G B I G T H
L C S C V F H T T O 3 Look and write sentences.
1 Lee is taller than Bruce. (example)
O V B S K F J A K R 2 Bruce is shorter than Lee.
N Y J I Y R N L O T 3 Bruce is older than Jodie.
4 Lizzy is younger than Lee.
G U M K S M A L L M 5 Jodie’s hair is longer than Lizzy’s hair.
Y Y O U N G S J D P 6 Jodie’s taller than Lizzy.
1 short (example) 6 long 4 What do they think? Write sentences.

2 big 7 thick 1 Maths is more interesting than English. (example)
3 small 8 thin 2 Spiders are more colourful than eagles.
4 tall 9 old 3 Elephants are more interesting than tigers.
5 short 10 young 4 Chinese is more beautiful than English.
2 Look at the pictures. Write A or B. 5 Complete. Use the correct form of the adjective.
1 A is shorter than B. (example) 1 Orange trees are more interesting than palm trees.
2 B is taller than A. (example)
3 B is bigger than A. 2 Clare’s T-shirt is more colourful than this T-shirt.
4 A is smaller than B. 3 Australia is more beautiful than Portugal.
5 A is shorter than B. 4 Table tennis is more interesting than basketball.
6 B is longer than A. 5 My homework is more difficult than my friend’s
7 A is younger than B. homework.
8 B is older than A.
3 Write sentences. Answers may vary. Both options are given here as more than
1 China is bigger than Australia. (example) one answer is possible.
2 Portugal is smaller than Spain. 1 English / French is more interesting than French / English.
3 Whales and tigers are more interesting than frogs. 2 Tigers / Lions are more colourful than lions / tigers.
4 My teacher’s older than I am. 3 Parrots / Frogs are more beautiful than frogs /parrots.
5 My teacher’s taller than I am.
Unit 6 page 42 Find Out!

7 When I was young

• Understand and use appropriate classroom language • In a park, at the zoo, in the sea, in the car
• Learn and sing songs • President, pilot, film star, singer, astronaut
• Play a communicative game to identify family
members Recycled language
• Mum, Dad, brother, sister
• Learn and understand the Past simple – to be
famous people in American history Pronunciation
• Talk about what you were like when you were Sounds
younger • Sound check! chant: apostrophe s Phil’s camera is
• Read and understand a story black. Clare’s taxi is blue. Tim’s hat is brown. Kate’s
• Practise the use of apostrophe s photo album is pink.
• Read and understand a text about favourite photos
• Write about an old photograph of your own Stress and rhythm
• Make and write a mini-book • What’s the opposite? chant
• Make and write a book about your favourite people • The family photo song
• Make and play Who’s this? • Questions for Mr Green song
Key language
• Understand that people change as they grow older
Vocabulary • Show enjoyment in playing communicative games
• Family photo; grandparents, parents, uncle, aunt, • Show pleasure in reading a story
cousins, younger sister, older brother • Show interest in the accuracy and correction of
• Noisy, quiet, tidy, rude, messy, polite written work
Structures Cross-curricular content
• Who are (Linda and John)?
• Who is (Jack)? • History: Find out about famous people in American
• I was (ten). history
• He/ She was (on a ferry).
• He was the first (president of the USA). Multi-cultural awareness
• She was (an American jazz singer). • Find out about growing up in the USA
• How old was he/she?
• Where were you?
• Where was he/she?
• Were you (tidy) when you were (ten)?
• What was your favourite (food) when you were
(ten)?

Answer keys page 42

Dear Parent/Carer
Your child is about to start Unit 7 of their English coursebook Find Out! 5. The topic of this unit is family
photos.
In Unit 7 your child will be introduced to the The family photo song and the Questions for Mr Green song.
The family photo song Questions for Mr Green

This is a photo of Mr Green Were you noisy or quiet?
When he was thirteen. When you were ten?
He was with his family in the USA. Were you polite or very rude?
They were together Were you messy or tidy?
On Thanksgiving Day. What was your favourite food?
Who was your favourite person?
His parents, his grandparents,
What was your favourite toy?
His uncle and aunt,
What was your favourite colour?
His cousins, his older brother,
When you were a little boy?
And that’s his younger sister
Hiding behind his mother.
This is a photo of Mr Green
When he was thirteen.
In addition your child will talk about family photographs, read and act out a dialogue, learn how to use the
Past simple of the verb to be, play a game, read and listen to the story Kate’s birthday (Stories and Songs CD,
Track 23), practise saying apostrophe s by saying the chant Phil’s camera is black. Clare’s taxi is blue. Tim’s
hat is brown. Kate’s photo album is pink, and write about an old photograph of their own.
child.
Yours
Class teacher
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7 When I was young

Lesson 1
Learning objectives
• Extend pupils’ knowledge of family members
Productive language
Vocabulary
• Family photo; grandparents, parents, uncle, aunt,
cousins, younger sister, older brother
Structures
• This is a photo of (Mr Green).
• When he was (thirteen)
• When he was in (the USA)
Revised structures
• Who are (Linda and John)?
• Mr Green’s (uncle)
Materials
• Word card: 45
• CD 3
Play Words of the day

Opening activities
• Have the flashcard (number 42) of tall and short in
Revision chant 7: What’s the opposite? your hand and the word cards ready. Say Today there
• Explain to the pupils that they are going to learn a are two words of the day. Ask What are the words of
new chant which they will repeat at the beginning of the day? They are opposites. Mime tall and short to
each lesson in this unit. Say Let’s listen to the Find give the pupils a clue. When the pupils have guessed
Out! team singing the chant with Mr Green. Play CD correctly, put the picture of tall and short in the
3 (Track 21). corner of the board. Ask How do you spell tall? How
do you spell short? Write the letters on the board as
CD3
Chant 7: What’s the opposite? the pupils call them out.
21 • Show the word card of tall and short and put it on the
Mr Green: What’s the opposite of hello?
Pupils: Goodbye. Main activities
Mr Green: What’s the opposite of stand up?
Pupils: Sit down.
Mr Green: What’s the opposite of ‘open your books’? • Say Today we are starting a new unit. Say Let’s listen
Pupils: Close your books. to the Find Ou t! team to find out what the theme is
Mr Green: Good. Then let’s begin. this time. Listen carefully. Play CD 3 (Track 22).
• Say Mr Green asks ‘What’s the opposite of CD3
goodbye?’ And the pupils say … Elicit the answer Let’s find out! chant
22
from the pupils (hello). Repeat with the other lines of
the chant. Mr Green: I’ve got a new theme for the magazine.
• Say Let’s listen again and sing. Encourage the pupils Tim, Kate,
to join in, and to use mime to reinforce meaning. Phil, Clare: Tell us, Mr Green. What’s the theme for
Suggested mimes: the magazine?
Hello/goodbye (wave) Mr Green: The theme for the magazine is ... when I
Stand up/sit down (stand up and sit down) was young. Let’s find out about when I
Stop/start (put your hand up as if stopping someone was young!
and then hold out your arms with the palms up as if • Ask What’s the theme? (when I was young). Check
showing the pupils that there is nothing to stop the comprehension.
lesson from starting)

• Draw a photo frame on the board, just a bit bigger
than flashcard 46. Ask What’s this? Listen to the
pupils’ suggestions and confirm that it is a picture or
photo frame.
• Say Look! I’ve got a family photo of Mr Green’s
family in the USA. Put the flashcard into the frame.
Ask Where’s Mr Green? Listen to the pupils’
suggestions and then confirm that Mr Green is the
boy standing at the front in the centre.
• Point to the old woman in the photo. Ask Who’s this?
Confirm that it is Mr Green’s grandmother. Point to
the old man. Ask Who’s this? Confirm that it is Mr
Green’s grandfather. Say They are Mr Green’s
grandparents. Draw a line from the grandparents and
put the flashcard of the grandparents (47) at the end
of the line.
• Repeat the procedure for his parents with flashcard
48. Repeat the procedure until all the flashcards are
on the board with lines pointing to the characters in
the photo.
Teacher’s tip: Make sure that the flashcards are

spread out across the board, not all together in the
middle.

pupils that they are going to hear the words on the Listen and read. Sing. (PB page 41, activity 1)
CD. Explain that they must listen, repeat and point to • Say Open your books at page 41. Draw the pupils’
the corresponding flashcard on the board. Play CD 3 attention to the illustration.
(Track 23). • Challenge the pupils to identify all the people in the
CD3
illustration.
Family word rap • Ask What’s the song called? (The family photo song).
23 Check comprehension.
Mr Green’s grandparents
Mr Green’s parents
Sing.) Check comprehension. Say First, let’s listen
Mr Green’s aunt and uncle
Mr Green’s older brother
Mr Green’s younger sister
Mr Green’s cousins
CD3
Play Disappearing photos The family photo song
24
• Point to the flashcard of Mr Green’s grandparents and
say This is a photo of Mr Green’s … . Allow the pupils This is a photo of Mr Green
to finish the sentence for you (grandparents). Turn When he was thirteen.
the flashcard over. He was with his family in the USA.
• Point to the flashcard again and say This is a photo They were together
of Mr Green’s … and encourage the pupils to On Thanksgiving Day.
remember who they are.
His parents, his grandparents,
• Continue until all the flashcards have been turned
His uncle and aunt,
over and the pupils can remember all the words.
His cousins, his older brother,
And that’s his younger sister
Hiding behind his mother.
This is a photo of Mr Green
When he was thirteen.

Ask and answer. (PB page 41, activity 2) Answers:

1 parents 2 sister 3 uncle 4 grandparents 5 brother
• Ask the pupils to look at the pictures. Explain that 6 aunt 7 cousins
this is Mr Green’s family. Ask Who are Henry and
Emily? (his grandparents). Fast finisher tips: 1 Ask fast finishers to write about
• Ask a volunteer to read Phil’s first question (Who are their relatives, e.g. I’ve got two younger brothers,
Linda and John? ). Ask a volunteer to read Clare’s four aunts, three uncles, etc.
answer (Mr Green’s parents.). Confirm that this is 2 Fast finishers can break the code at the bottom of
correct by looking at the family tree and tracing your page 65 in the Activity Book.
finger from Mr Green to his parents and then to his
grandparents. Answer:
• Ask a volunteer to read Phil’s second question (Who (forty, ant, music, ice cream, leg, yo yo) FAMILY
is Jack? ). Nominate a pupil to answer (Mr Green’s
uncle.). Repeat the procedure until all the family Closing activities
members have been identified.
• Encourage the pupils to ask questions and give What time is it?
answers in pairs. • When it’s time to finish, ask What time is it? Elicit the
Teaching option: Ask the pupils what they think the time to finish. Put your things away, please.
apostrophe -s means in Mr Green’s parents and Mr
Green’s grandparents, etc. Explain that it is just the Let’s remember the words of the day
more natural way of saying the parents of Mr Green, • When everything is tidy, ask What are the words of
the grandparents of Mr Green. the day? and elicit the answer (tall, short). Then ask
Who wants to spell them? Nominate a volunteer to
spell the words. Keep nominating pupils until
Look and write the letter. (AB page 65, activity 1)
someone spells them correctly. Turn over the word
• Ask the pupils to close their Pupil’s Books and to card. Say Well done. See you all next lesson.
to read the instruction (Look and write the letter.). Extra activity: Draw a family tree
Check comprehension. Explain that the pupils have to Draw your own family tree on the board and
read the speech bubbles and work out from the family encourage the pupils to ask you questions to find out
tree who is speaking. They must then write the letter of the names of your relatives, e.g. What’s your mum’s
the corresponding picture next to the speech bubble. name?
• Check together. Say One. I am Mr Green’s younger
sister. Picture f. Nominate pupils to read the
remaining sentences.
Homework suggestion: Ask the pupils if they can
Answers: look for some family photos to bring into class, with
1f 2a 3b 4c 5g 6d 7e their family’s permission.
Look and complete. (AB page 65, activity 2)

• Explain that the pupils have to complete the
sentences with the words from the box. Tell them to
look at the family tree in activity 1 to make sure they
are writing true sentences.

7 When I was young

Lesson 2
Learning objectives
• Learn how to use the Past simple – to be
(affirmative)
Productive language
Vocabulary
Structures
• I/he/she was ten.
• I/he/she was on a ferry.
Other language
• Girl, a ferry, beautiful, baby
• This is …
Materials
• Word cards: 44, 46–52
• CD3
Opening activities match, they can move the pair to their side of the
board. If they don’t match, they turn them back over.
Revision chant 7: What’s the opposite? • Repeat with a team member from the other team.
• Say chant 7 What’s the opposite? from Lesson 1 of Continue until all of the cards have been matched.
the introductory unit (see page 3). If the pupils need The team with the most wins.
Play Words of the day Teaching option: To make the game more
• Have the flashcard (number 43) of old and young in flashcards and word cards if the pupils ask you
your hand and the word card ready. Say Today there politely. Write Can we have flashcard (1) and word
are two words of the day. Ask What are the words of card (B), please? on the board to remind the pupils
the day? They are opposites. Mime old and young to how to ask for something politely in English.
give the pupils a clue. When the pupils have guessed
correctly, put the picture of old and young in the
corner of the board. Ask How do you spell old? How Sing The family photo song
do you spell young? Write the letters on the board as • Ask the pupils if they remember the song they learnt
the pupils call them out. in Lesson 1. Point to the different flashcards to help
• Show the word card of old and young to confirm that recall the lines of the song.
they got it right. Put the word card face down on the • Play CD 3 (Track 24) and encourage them to sing
board under the flashcard. along. Repeat as appropriate.
Main activities • If you prefer, use the karaoke version (CD 3, Track
25).
• Put all the family word cards and flashcards (see
Lesson summary box) on the board face down. Write • Say Open your books at page 42. Ask the pupils who
the numbers 1–6 next to the flashcards and the they think the woman in the picture is. See if they
letters A–F next to the word cards. recognise her from the family photo in Lesson 1.
• Divide the class into two teams and seat them at Listen to their suggestions but don’t confirm whether
opposite sides of the classroom. Invite one pupil from they are right or wrong.
one team to the front of the class. Tell them to turn • Say Let’s listen and find out who she is. Play CD 3
(Track 26).
CD3
26
Today, Phil talks to Mr Green’s mum. She’s from

New York. She’s got photos of Mr Green when he
was young.
• Pause the CD and point to the picture of the woman.
Ask Who is she? Where is she from? (New York)
What has she got? (photos of Mr Green when he was
young). If necessary, point to the box above the
• Say Let’s listen and find out about Mr Green when
he was young. Play the rest of the track.
Mrs Green: This is Mr Green when he was ten.
He was with his younger sister in a
sweet shop.
Phil: Who’s this?
Mrs Green: This is me when I was a girl.
Phil: Where were you?
Mrs Green: I was on a ferry in New York. I was with
my parents.
Phil: Who’s this?
Mrs Green: This is Mr Green.
Phil: How old was he?
Mrs Green: He was one. He was a beautiful baby.
Look and compare. Play a game. (Grammar
poster 7 / PB page 42, activity 4)
• Follow steps 1–4 below to prepare the pupils for • Display the grammar poster for this unit on the wall
acting out the dialogue in pairs. or board, where everyone can see it, and ask pupils
to open their Pupil’s Books at page 42. Point to the
Step 1 title on the poster and say Look! Today’s grammar is
Check comprehension about the Past simple – to be.
• Check what the pupils have understood. Ask How old • Refer the pupils to the grammar tables on page 42 in
was Mr Green when he was in the sweet shop? (ten) their Pupil’s Book and say Let’s make sentences.
Was he with his older brother? (no, his younger Focus their attention on the green grammar table. Ask
sister.) Where was Mrs Green in New York with her volunteers to read the sentences in this table aloud.
parents? (on a ferry) How old was Mr Green in the Repeat the sentences if necessary to correct their
last photo? (one). pronunciation. Ask Which words do you think make
the past tense in these sentences? (was, were).
Step 2 • Ask a volunteer How old are you? (I’m (ten) years
Read and repeat each sentence old.). Say I was (ten) years old, but not now. Check
the pupils’ comprehension, focusing on the fact that
• Encourage the pupils to repeat each sentence of the
if you are talking about the present time, you would
dialogue after you or after the CD. Help them with
say I’m …, but if you are talking about the past, you
pronunciation when necessary.
would say I was …
Read the dialogue together volunteer to read. Explain that we use was for the 1st and
3rd persons, but we use were for all other parts of the verb.
• Say I’m Mrs Green and you are Phil. Let’s read the • Focus the pupils’ attention back on the poster, and
dialogue together. Read the dialogue. When you the picture of Mr Green, and ask How old was Mr
have finished, say Now I’m Phil and you are Mrs Green in the photo? (He was about (twelve) years
Green. Let’s read it again. old.). Explain that we need to use the past tense to
Step 4 talk about this photo because it was when Mr Green
• Ask the pupils to read the dialogue in pairs. was younger. Now encourage volunteers to construct
Encourage them to read it more than once by affirmative sentences from the green grammar table
changing roles. by putting together each piece of the puzzle, for
example We were at a party.

• Now say Let’s play a game. Play Past or present? To Number 2

make sure the pupils can hear the difference between In this photo I was eleven. It was my birthday. I was
past and present, say simple sentences from the in my uncle’s car.
lesson at random, using both the present and past
simple, and get the pupils to call out past or present. Look and write. (AB page 66, activity 6)
Alternatively, pupils can make past and present cards, • Explain that the pupils have to write about the photo
which they can hold up as you call out the sentences. on the right in the same style as in activity 5. Tell
them to refer to the completed text in activity 5 to
Teaching option: Refer to page xviii in the Introduction guide their writing.
for more game ideas to play using the grammar poster • Check together by asking volunteers to read out their
sentences.
Complete the table. (AB page 66, activity 3) Answers:

In this photo I ws nine. It was my birthday. I was at school.
Fast finisher tips: 1 Tell the pupils to write the name
to read the instruction (Complete the table.). Check
comprehension. Explain that the pupils must write of a family member (aunt, brother, younger sister, etc.)
the missing words into the table. using The code breaker picture dictionary on pages 58
• Suggest that they write the words in pencil until they and 59 of the Pupil’s Book. Pupils can exchange and
have checked the answers. They can work in pairs. decode each other’s words.
• Check together. 2 Fast finishers can break the code at the bottom of
Answers
See Pupil’s Book page 42 for the answers. Answer:
(bike, ice cream, ruler, twenty, hat, dog, ant, yo-yo)
Read and match. Listen and check. (AB page BIRTHDAY
66, activity 4)
• Ask a volunteer to read the instruction (Read and Closing activities
match. Listen and check.). Check comprehension.
Explain that the pupils have to read the speech What time is it?
bubbles, find the corresponding photo and draw a • When it’s time to finish, ask What time is it? Elicit the
line to match them. correct time from the pupils and then say It’s (nearly)
• Play CD 3 (Track 27) for the pupils to check their answers. time to finish. Put your things away, please.
CD3
Read and match. Listen and check. Let’s remember the words of the day
27
• When everything is tidy, ask What are the words of
Number 1 the day? and elicit the answer (old, young). Then ask
In this photo I was eight. It was my birthday. I was at Who wants to spell them? Nominate a volunteer to
the zoo. It’s photo b. spell the words. Keep nominating pupils until
Number 2 someone spells them correctly. Turn over the word
In this photo I was seven. It was my birthday. I was card. Say Well done. See you all next lesson.
in a tree, in a forest. It’s photo c.
Number 3 Extra activity: Short sentence dictations
In this photo I was three. It was my birthday. I was at Dictate simple sentences using the present and past
home with my family. It’s photo a. of to be. The pupils write down what they hear.
Answers: Example sentences:
1b 2c 3a I am eleven.
I was six.
Read and complete. Listen and check. (AB page I am at school.
66, activity 5) I was at the zoo.
• Ask a volunteer to read the instruction (Read and I am tall.
complete. Listen and check.). Check comprehension. I was short.
Explain that the pupils have to look at the pictures and Get the pupils to tell you which sentences are about
then complete the two texts using the words in the box. the present and which are about the past.
• Play CD 3 (Track 28) for the pupils to check their answers.
CD3
Read and complete. Listen and check. Homework suggestion: Challenge the pupils to write
28
a list of everything they can see on page 66 of the
Number 1 Activity Book.
In this photo I was six. It was my birthday. I was at
the beach.

7 When I was young

Lesson 3
Learning objectives
• Learn how to use the Present simple – to be
(interrogative)
• Make game cards
Productive language
Vocabulary
Structures
• Where was he/she?
• I was ten.
• It was my birthday.
• How old was she/he?
• He was one.
Recycled language:
• In a tree/forest; behind the tree; at the zoo; in the
sea
Materials
• Photo of you aged eleven
• Pupil’s Book, page 42 • Refer the pupils to the grammar tables on page 42 in
• Activity Book, pages 67 and 93 their Pupil’s Book and say Let’s make questions.
• Flashcard: 41, 61 and 63 Focus their attention on the yellow grammar table.
• Word card: 43 Ask volunteers to read the questions in the table
• CD 3 aloud. Repeat the questions if necessary to correct
their pronunciation. Ask Do the questions talk about
the past or the present? (the past). Which words do
Opening activities we use to make questions in the past? (was, were).
Revision chant 7: What’s the opposite? • Focus the pupils’ attention back on the poster.
Encourage volunteers to construct questions from the
• Say chant 7 What’s the opposite? from Lesson 1 of yellow grammar table by putting together each piece
the introductory unit (see page 3). If the pupils need of the puzzle, for example Where were you?
help remembering it, play CD 3 (Track 21). • Now say Let’s play a game. Play Past or present? To
make sure the pupils can hear the difference between
Play Words of the day
past and present, say simple questions from the
• Have the flashcard (number 41) of big and small in lesson at random, using both the present and past
your hand and the word card ready. Say Today there simple, and get the pupils to call out past or present.
are two words of the day. Ask What are the words of Alternatively, pupils can make past and present
the day? They are opposites. Mime big and small to cards, which they can hold up as you call out the
give the pupils a clue. When the pupils have guessed questions.
correctly, put the picture of big and small in the • Use flashcards 61 and 63 to play another game. Divide
corner of the board. Ask How do you spell big? How the class into two teams and get them to hold up the
do you spell small? Write the letters on the board as corresponding card as you say examples of the
the pupils call them out. affirmative and the interrogative constructed from both
• Show the word card of big and small and put them on the poster and Unit 7. Alternatively, ask pupils to call
the board under the flashcard. out affirmative or question as you say the sentences /
questions, and then hold up the corresponding card for
Main activities all to see.
• Display the grammar poster for this unit on the wall • To play another game, write present simple verbs on
or board, where everyone can see it, and ask pupils the board, for example I am, and get pupils to give
to open their Pupil’s Books at page 42. you the past tense equivalent, for example I was.

• Tell pupils they are going to hear Mr Green asking the

questions, and Phil answering them. They have to
tick the right answers.
• Check together. Play CD 3 (Track 29).
CD3
Write the questions. Listen and tick the
29 answers.
Mr Green: Who’s this?
Phil: This is my older brother.
Mr Green: How old was he?
Phil: He was thirteen.
Mr Green: Where was he?
Phil: He was in a tree, in a park.
Mr Green: Where were you?
Phil: I was behind the tree.
Mr Green: How old were you?
Phil: I was nine.
Write Phil’s answers. (AB page 67, activity 9)

• Tell the pupils to answer the questions from activity 8
using full sentences and the information they ticked.
• Check together.
Answers:
1 This is a photo of my older brother. 2 He was thirteen.
3 He was in a tree, in a park. 4 I was behind the tree.
5 I was nine.

activity 5)
Teaching option: Refer to page xviii in the Introduction • Ask two volunteers to read the speech bubbles.
for more game ideas to play using the grammar poster. Explain that the teacher is using game cards to
describe someone and the girl is trying to guess who
it is. The two pupils are then playing the game by
Complete the table. (AB page 67, activity 7) themselves.
• Ask the pupils to open their Activity Books at page • Ask the pupils to turn to page 67 in the Activity Book.
67. Ask them to complete the table in activity 7.
Make the cards on page 93. (AB page 67,
Explain that the pieces of the puzzle make questions.
activity 10)
• Suggest that they write the words in pencil until they • Get someone to hand out the scissors. Don’t allow
have checked the answers. anybody to cut anything out until you say so.
• Check together. • Hold up the Activity Book at page 93 and show the
Answers: very clear that they are not to cut out the whole page,
See Pupil’s Book page 42 for the answers. but just the section marked with a broken line.
Write the questions. Listen and tick the Play Match
• Ask the pupils to match the pictures to the
• Ask a volunteer to read the instruction (Write the descriptions.
questions. Listen and tick the answers.). Check • Check together. Read the descriptions and get the
comprehension. Explain that the pupils have to put pupils to call out the number of the corresponding
the words in the right order to make questions. Do picture.
this first and check answers.
Make pairs in pairs
Answers: • Put the pupils into groups of four to play, pair against
1 Who’s this? pair. Tell them to put one set of pictures and
2 How old was he? descriptions face down on the table in two separate
3 Where was he? groups. One pupil picks up a description and reads it
4 Where were you? out loud. Their partner picks up a picture. If the
5 How old were you? description and the picture match, the pupils keep
the pair. The other pair do the same.

• The winners are the pupils with most pairs when Closing activities
there are no more cards to turn over (or when the
time limit is up). What time is it?
Ask and identify time to finish. Put your things away, please.
• Write the following questions on the board: How old Let’s remember the words of the day
were you? Where were you?
• Hold one of the picture cards in your hand, but don’t • When everything is tidy, ask What are the words of
let the pupils see it. Ask Who am I? Tell them to ask the day? and elicit the answer (big, small). Then ask
you the questions on the board to find out who you Who wants to spell them? Nominate a volunteer to
are. For example: spell the words. Keep nominating pupils until
someone spells them correctly. Hold up the word
Pupils: How old were you? cards. Say Well done. See you all next lesson.
Teacher: I was ten.
Pupils: Where were you?
Teacher: I was at home. Extra activity: Bingo
Pupils: Are you Clare? Use the description cards to play Bingo. Pupils
Teacher: Yes, I am. choose three pictures and put them face-up on the
table in front of them. You read out a description at
• Show them the picture when they have guessed. random. If the pupils have the picture on the table in
Encourage the pupils to play the game in pairs or front of them, they turn it over. When they’ve turned
groups of three. over all three cards, they say Bingo.
Fast finisher tips: 1 Colour the grammar tables on

pages 66 and 67 so that they match the colour code
used in the Pupil’s Book. Homework suggestion: Pupils can stick the cards
2 Fast finishers can break the code at the bottom of into their notebooks, matching the photos with the
page 67. descriptions.
Answer:
(pen, hat, orange, table, one, spider) PHOTOS

7 When I was young

Lesson 4
Learning objective
• Learn about famous people in American history
Productive language
Vocabulary
• President, pilot, producer, director, singer,
astronaut
Structures
• This is a picture of (George Washington).
• He was the first (president of the USA).
Other language
• Recycled language from Units 1–6
Materials
• Word card: 42
• CD 3
Opening activities
Revision chant 7: What’s the opposite?
• Say chant 7 What’s the opposite? from Lesson 1 of • When a pupil guesses who you are, invite them to be
the introductory unit (see page 3). If the pupils need the next member of Mr Green’s family and to answer
help remembering it, play CD 3 (Track 21). the pupils’ questions.
Play Words of the day Find Out! magazine
• Have the flashcard (number 44) of thick and thin in • Ask the pupils to turn to page 43 in the Pupil’ Book.
your hand and the word card ready. Say Today there Say Look! This is a page by Phil and Kate from
are two words of the day. Ask What are the words of Find Out! magazine. Look at the title. What does it
the day? They are opposites. Mime thick and thin to say? Ask a volunteer to read it (Famous women and
give the pupils a clue. When the pupils have guessed men in American history.). Help with pronunciation
correctly, put the picture of thick and thin in the and check comprehension.
corner of the board. Ask How do you spell thick? • Use the photos on the poster to explain the meaning
How do you spell thin? Write the letters on the board of famous.
as the pupils call them out. • Ask a volunteer to read Phil’s speech bubble (Let’s
• Show the word card of thick and thin to confirm that find out about famous people in American history!).
they got it right. Put the word card face down on the Check comprehension.
Main activities
• Say Let’s listen to Phil and Kate talking about the
Revision game: Who am I? page in the magazine. Tell the pupils to look at the
• Put all the flashcards of Mr Green’s family in a line on page in their Pupil’s Book as they listen. Encourage
the board. Write their estimated ages above the them to point to each part of the magazine page as
cards, e.g. grandfather 71, grandmother 69, mum 45, they hear it referred to. Play CD 3 (Track 30).
dad 44, etc.
• Tell the pupils that you are one of Mr Green’s
relatives and they must identify who you are by
asking Are you Mr Green’s … ? Write the question on
the board.
• When the pupils ask you Are you Mr Green’s (aunt)?
look at the ages written above the flashcards and
answer No, I’m older/younger than Mr Green’s (aunt).

CD3
Listen and read.
30
Phil: Let’s find out about famous people in

American history!
Kate: Famous women and men in American history.
Phil: This is a picture of George Washington. He
was the first president of the USA.
Kate: This is a photo of Amelia Earhart. She was a
pilot. She was the first woman to fly from
North America to Europe on her own.
Phil: This is a photo of Ella Fitzgerald. She was an
American jazz singer. Today people all around
the world listen to her music.
Kate: This is a photo of Neil Armstrong. He was an
American astronaut. He was the first person to
walk on the moon.
Phil: This is a photo of Walt Disney. He was
American. He was a producer and director.
His first long film was Snow White and the
Seven Dwarfs. He was also the voice of
Mickey Mouse. Today, people all around the
world watch his films on TV, on DVD and at
the cinema.
listen.
• To check understanding, ask the pupils to explain
what they have understood about each person. Ask
Who is this? What was he/she? etc.
• Ask the pupils to open their Activity Books at age 68.
Listen to the sentences. Say true or false. (PB Ask a volunteer to read the instruction (Look and
page 43, activity 7) write.). Check comprehension. Explain that the pupils
• Explain that the pupils are going to hear a series of must write a sentence about each picture.
true-false statements about the people from • Check together.
American history. Tell them to listen and say true or Answers:
false. If the answer is false, encourage the pupils to 1 This is a photo of Ella Fitzgerald.
say why. Play CD 3 (Track 31) pausing after each 2 This is a photo of Amelia Earhart.
question. 3 This is a photo of George Washington.
CD3 4 This is a photo of Neil Armstrong.
Listen to the sentences. Say true or false.
31 Complete. (AB page 68, activity 12)
Kate: George Washington was the first president • Explain that the pupils must complete the sentences
of the UK. with phrases from the box.
Phil: Amelia Earhart was a pilot. • Check the completed sentences.
Kate: She was the first woman to fly from America Answers:
to Africa. 1 George Washington was the first president of the USA.
Phil: Ella Fitzgerald was an American jazz singer. 2 Ella Fitzgerald was a jazz singer.
Kate: Neil Armstrong was an American film 3 Amelia Earhart was a pilot.
producer. 4 Neil Armstrong was an astronaut.
Phil: He was the first person to walk on the moon.
Kate: Walt Disney was an American producer.
Phil: His first film was with Mickey Mouse.
Read and complete. Listen and check. (AB page
68, activity 13)
• Tell the pupils to complete each gap with a word from
the box.
• Play CD 3 (Track 32) for them to check their answers.


32 What time is it?
This is a picture of Walt Disney. He was a producer • When it’s time to finish, ask What time is it? Elicit the
and director. His first long film was Snow White and correct time from the pupils and then say It’s (nearly)
the Seven Dwarfs. He was also the voice of Mickey time to finish. Put your things away, please.
Mouse. Today, people all around the world watch his
Let’s remember the words of the day
films.
• When everything is tidy, ask What are the words of
Fast finisher tips: 1 Fast finishers can write a list of the day? and elicit the answer (thick, thin). Then ask
any objects they can see on page 43 of the Pupil’s Who wants to spell them? Nominate a volunteer to
Book that they know in English. spell the words. Keep nominating pupils until
2 Fast finishers can break the code at the bottom of someone spells them correctly. Turn over the word
page 68. card. Say Well done. See you all next lesson.
Answer:
(ant, music, eighty, ruler, ice cream, computer, apple, Extra activity: Read the texts on page 43 of the
ninety) AMERICAN Pupil’s Book out loud, but stop before key words.
Get the pupils to follow in their books and encourage
them to call out the next word every time you stop.
Homework suggestion: The pupils can try to find

pictures of the famous people from the Pupil’s Book
on the Internet. Tell them to stick them in their
notebooks and write a sentence about who they
were and why they are famous.

7 When I was young

Lesson 5
Learning objectives
• Do a quiz to find out about Mr Green
Productive language
Vocabulary
• Noisy, quiet, tidy, messy, polite, rude
Structures
• Were you (tidy) when you were ten?
• What was your favourite (food) when you were a
little boy?
Materials
• Flashcard: 45
• Word card: 41
• CD 3
Opening activities
• Say chant 7 What’s the opposite? from Lesson 1 of
help remembering it, play CD 3 (Track 21). Look. Listen and say. (PB page 44, activity 8)
Play Words of the day • Ask the pupils to open their Pupil’s Books at page 44.
• Have the flashcard (number 45) of long and short in Tell them to look at the six different pictures. Ask the
your hand and the word card ready. Say Today there pupils to tell you what is happening in all of the
are two words of the day. Ask What are the words of pictures and elicit the adjectives and then the full
the day? They are opposites. Mime long and short to sentences.
give the pupils a clue. When the pupils have guessed
correctly, put the pictures of long and short in the
Teacher’s tip: Revise the two forms of writing to be +
corner of the board. Ask How do you spell long? How
adjective by asking the pupils what the apostrophe
do you spell short? Write the letters on the board as
replaces in He’s noisy and She’s messy. Confirm that
it replaces the i. Elicit the full forms from the pupils:
• Show the word card of long and short to confirm that
He is noisy. She is messy. Confirm that both forms
are correct, but when we speak it’s more natural to
contract.
Main activities
Revision game: Who am I? • Explain that you are going to call out the sentences
• Tell the pupils that you are going to be a famous
person from American history, and they must guess
Teacher: She’s messy.
who. Say I was a jazz singer and encourage the
Pupils: Number two.
pupils to guess.
Teacher: She’s rude.
• Invite the pupil who guessed correctly to choose a
Pupils: Number four.
person and say a sentence in the past simple for the
class to guess. • Speed up as the pupils get more confident at
• Continue playing until all the information from the recognising the sentences.
last lesson has been used. • Now change the activity so that you are asking a
question to elicit the sentence. For example:
Teacher: What’s number three?
Pupils: He’s quiet.

Listen, repeat and point

• Tell the pupils that they are going to hear the phrases
corresponding picture in their Pupil’s Book. Play CD 3
(Track 33).
CD3
33
Number 1
He’s noisy.
Number 2
She’s messy.
Number 3
He’s quiet.
Number 4
She’s rude.
Number 5
He’s polite.
Number 6
She’s tidy.
Look and find
picture. Who can you see? (Mr Green and his mother,
the Find Out! team) What’s Mrs Green got in her
hands? (a photo of Mr Green when he was a boy)
What is Mr Green doing? (putting rubbish in the bin).
• Ask volunteers to read the speech bubbles. Ask Was
Mr Green tidy when he was a little boy? (no) Is he CD3
messy now? (no). Questions for Mr Green
34
Were you noisy or quiet?
• Ask a volunteer to read the instruction (Listen and When you were ten?
read. Sing.). Check comprehension. Tell the pupils Were you polite or very rude?
that they are going to learn a song about Mr Green. Were you messy or tidy?
Ask What’s the song called? (Questions for Mr What was your favourite food?
Green). Who was your favourite person?
• Say First, let’s listen and read. We can sing the song What was your favourite toy?
later. What was your favourite colour?
Step 1 When you were a little boy?
Listen and read Read and guess. Listen and find out. (PB page
• Play CD 3 (Track 34) for the pupils to listen to the 44, activity 10)
• Ask the pupils to look at the picture. Ask Who can
Step 2 you see? (Mr Green). Then ask What is he doing?
Listen and repeat (talking to a class).
• Encourage the pupils to say each line. You can say • Ask a volunteer to read the instruction (Read and
each line and ask the pupils to repeat after you, OR guess. Listen and find out.). Check comprehension.
you play each line on the CD and pause for the pupils Explain that the pupils must read the questions on
to repeat after each one. the board and guess the correct answer: a), b), c) or
Step 3 d). Let them choose their answers in pairs.
Sing • Ask pairs to read the questions and the answers they
• Play the CD and encourage the pupils to sing along have chosen. Then say Let’s listen to Mr Green and
with the song. Repeat until they are singing find out the answers.
confidently. • Play CD 3 (Track 35). Pause after the answer to
• Ask the pupils some questions based on the song to question 1 and check the answer by asking the pupils
check comprehension, e.g. Who is the song about? to tell you which letter it is: a), b), c) or d). Then
(Mr Green) What questions does the singer ask? See continue.
how many the pupils can remember.

CD3 • Now tell them to guess the answer for Mr Green: a),
Read and guess. Listen and find out. b), c) or d). Ask them for their suggestions, but do not
35
confirm the answer yet.
Tim: Question 1: What was Mr Green’s • Say Let’s listen and find out. Play CD 3 (Track 36).
favourite food?
a) fruit b) pizza CD3
Write the question. Listen and write the
c) chocolate or d) ice cream
36 answer.
For the answer, let’s listen to Mr Green.
Mr Green: When I was ten, my favourite food was Phil: Question 3. Mr Green, what was your
ice cream. favourite toy?
Clare: Who was Mr Green’s favourite person? a) an American football b) a kite
a) his older brother b) his teacher c) a computer game or d) a mountain bike
c) his mum or d) the president of the USA For the answer, let’s listen to Mr Green.
For the answer, let’s listen to Mr Green. Mr Green: When I was eight, my favourite toy was a
Mr Green: When I was ten, my favourite person was kite.
my mum.
Fast finisher tips: 1 Make a wordsearch that
Write. (AB page 69, activity 14) includes the adjectives in the word box on page 69 of
• Tell the pupils to look at each picture and write the the Activity Book. Give the wordsearch to another
matching sentences under each one. fast finisher to find and circle.
• Check together. 2 Fast finishers can break the code at the bottom of
page 69.
Answers:
1 He’s noisy. 2 She’s messy. 3 He’s quiet. Answer:
4 She’s rude. 5 He’s polite. 6 She’s tidy. (ant, dog, jumper, eighty, CD, table, ice cream, violin,
elephant, spider) ADJECTIVES
Complete. Read and answer. Then interview a
friend. (AB page 69, activity 15)
Closing activities
• Ask a volunteer to read the instruction (Complete.
Read and answer. Then interview a friend.). Check What time is it?
comprehension. Explain that the pupils have to • When it’s time to finish, ask What time is it? Elicit the
complete the first three questions with the opposite correct time from the pupils and then say It’s (nearly)
adjectives to the ones used and then complete time to finish. Put your things away, please.
question 8 with a noun of their choice.
• Check the answers together before they answer the Let’s remember the words of the day
questions. • When everything is tidy, ask What are the words of
Answers: the day? and elicit the answer (long, short). Then ask
1 quiet 2 rude 3 messy Who wants to spell them? Nominate a volunteer to
spell the words. Keep nominating pupils until
• Tell the pupils to write their own answers in the someone spells them correctly. Turn over the word
column marked Me. Then tell them to interview a card. Say Well done. See you all next lesson.
friend and write their answers in the column marked
My friend. Extra activity: Complete the first half of the
bilingual dictionary for Unit 7, page 74
Teacher’s tip: Before the pupils interview a friend, Put the pupils into groups of four or five and ask
let the class interview you. In this way you’ll be able them to turn to the bilingual dictionary for Unit 7,
to hear any pronunciation problems. page 74. Encourage them to work together to
translate the verbs and nouns into their L1. They
should use pencil until you have confirmed that they
Write the question. Listen and write the
have got the translations right.
answer. (AB page 69, activity 16)
• Ask a volunteer to read the instruction (Write the Write How do you say … in (L1)? on the board so that
question. Listen and write the answer.). Check the pupils can ask you for help in English.
comprehension. Explain that the pupils must put the
words in order to make a question. They can work in
pairs. Homework suggestion: Continue completing the
• Check they have got the question right. bilingual dictionary for Unit 7. Tell the pupils that this
is not a test. The dictionary is a record of the
Answer: vocabulary they have learnt. If there are any words
What was your favourite toy? they don’t understand, they should just leave the

7 When I was young

Lesson 6
Learning objective
Productive language
Vocabulary
Structures
Materials
• Story poster 7
• CD 3
Opening activities
• As there are no more flashcards to recycle from the
previous unit, recycle a word of your choice. Step 2
Main activities
• Ask the pupils to look at frames 2 to 6 on the poster
Revision game: What’s the opposite of noisy? and, in pairs, to talk about what they think is
• Ask What’s the opposite of noisy/quiet/rude/ happening in the story. When they’ve had sufficient
polite/messy/tidy? Get faster and faster. time to do this listen to some of their ideas. Does
Sing Questions for Mr Green
Step 3
• Ask the pupils if they can remember the song they Listen to the story
class, or read them on page 44 of the Pupil’s Book. • Say Let’s listen to the story and find out if you are right.
• Play CD 3 (Track 34). If you prefer, use the karaoke • Play CD 3 (Track 38).
version CD 3 (Track 37). CD3
Listen to the story. Read. (PB page 45, 38
activity 11)
Narrator: Kate’s birthday
• Display the story poster so that everyone can see it. Narrator: Kate is at the magazine headquarters. It’s
If possible, cover the last two frames of the story. Ask her birthday,
Can you all see the poster? Allow the pupils to move Tim: Happy birthday, Kate.
so that they can see it clearly. Phil: This is a present for you from all of us.
below. Phil: It’s a photo album.
Tim: There are lots of photos of you in it.
Step 1 Kate: Kate’s year. A photo album from the
Create interest in the story Find Out! team. Photos by Phil.
• Focus on picture 1. Ask Who can you see in the Kate: This is a photo of my birthday last year.
picture? (Kate) What’s she doing? (She’s working on I was ten.
the computer.) Who else can you see? (Clare, Phil
and Tim) What’s Phil got in his hands? (a present). Kate: This is me at the zoo. I was with Peter the
anteater.
Phil: This is you in concert with Jazz and John.
It was in December.
Phil: This is you in the park. This man was an

actor.
Tim: This is you on a bus with Clare.
Kate: Thank you. It’s a fantastic present.
Tim: We’ve got another present for you.
Step 4
story.
Kate: Jazz and John! What are you doing here?
Jazz: We want to wish you a happy birthday.
John: And give you this present.
Kate: It’s a gold disc!
Jazz: Your song was a hit in all six continents.
Step 5
Check comprehension
• Check that the pupils have understood the end of the
story. Ask Who was at Kate’s birthday? (Jazz and
John) What was the other present? (a gold disc)
What was the disc for? (Kate’s song).
Put the pictures in order. Match. (AB page 70,
Step 6 activity 17)
• Ask the pupils to close the Pupil’s Books and to open
• Ask the pupils to open their Pupil’s Books at page 45. their Activity Books at page 70. Ask a volunteer to
Ask the pupils to read the story in pairs. One person read the instruction (Put the pictures in order.
can be Kate, the other person can be everyone else. Match.). Check comprehension. Explain that the
Encourage them to read it more than once, changing pupils must number the pictures in the order that
roles. they appear in the story and then match them to the
speech bubbles.
Teaching option: Refer to page xviii in the Introduction
Answers:
for more game ideas to play using the story poster.
a = 2 There are lots of photos of you in it.
b = 3 This is you in concert with Jazz and John.
Which of these things are not in the story? (PB c = 4 We’ve got another present for you.
page 45, activity 12) d = 1 Your song was a hit in all six continents.
these things are not in the story?). Check Teacher’s tip: While the pupils put the pictures in
comprehension. Explain that the pupils have to look order, cover the story poster. You can uncover the
at the pictures and the text to try and find the things poster for the pupils to check that they have put the
in the list. pictures in the correct order.
which things are not in the story.

Answers:
a plane, a taxi, a dog

Read and complete. Listen and check. (AB page Closing activities
70, activity 18) What time is it?
• Explain that this is a summary of the story and that
the pupils must fill in the gaps using the words in the
box.
CD3 • When everything is tidy, ask What’s the word of the
Read and complete. Listen and check. day? and elicit the answer. Then ask Who wants to
39
spell it? Nominate a volunteer to spell the word.
It’s Kate’s birthday. The rest of the Find Out! team Keep nominating pupils until someone spells it
give her a photo album with lots of photos in it. correctly. Turn over the word card. Say Well done.
There’s a photo of Kate on her birthday last year. See you all next lesson.
She was ten. There’s a photo of Kate at the zoo with
Peter the anteater. There’s a photo of Kate with Jazz Extra activity: Put the pupils into groups to rehearse
and John. There’s a photo of Kate with an actor in a the story as if it were a radio play. Give pupils a role
park. And there’s a photo of Kate on a bus with in the story and suggest that they also create their
Clare. Jazz and John arrive. They’ve got a present for own sound effects. Confident groups might like to
Kate. It’s a gold disc. give a performance to the rest of the class.

activity 19) Homework suggestion: Pupils can look through the
• The pupils complete the sentences and give a score bilingual dictionary for Unit 7 and write their ten
out of ten. Find out what they thought of the story favourite words onto a piece of paper. In the next
and which character is the most popular. lesson pupils can compare their lists and explain why
Listen to the story again for enjoyment they chose their words.
• Tell the pupils to look back at page 45 of the Pupil’s Ask pupils to bring in a favourite photo of themselves
Book. when they were younger.
as they choose.
Fast finisher tips: 1 Put fast finishers into pairs. Ask

them to turn to the bilingual dictionary for Unit 7 on
page 74. Tell them to test each other by asking How
do you say … in English?
page 70.
Answer:
(pen, ruler, eighty, spider, egg, ninety, tree, snake)
PRESENTS

7 When I was young

Lesson 7
Learning objectives
• Practise the pronunciation of apostrophe s
through learning a poem
• Read a text about when people were younger
• Write a text about when you were younger
Productive language
Vocabulary
Structures
Materials
• Photos of the pupils
• CD 3
Opening activities
CD3
Play Word of the day Listen and read. Say.
40
• As there are no more flashcards to recycle from the
previous unit, recycle a word of your choice. Phil’s camera is black.
Clare’s taxi is blue.
Main activities
Tim’s hat is brown.
Revision game: Who says what? Kate’s photo album is pink.
• Write Your song was a hit. and It’s a fantastic present. • Allow the pupils to enjoy saying the poem on their
on the board. Ask Do you remember the story? Who own. Listen to a few pupils say it out loud and
says ‘Your song was a hit’? (Jazz). Listen to the pupils’ congratulate them on their improved pronunciation.
suggestions, but don’t confirm the answer. Ask And
who says ‘It’s a fantastic present’? (Kate). Again, listen Write and colour. (AB page 71, activity 20)
to their suggestions, but don’t confirm the answer. • Tell the pupils to complete the poem. Focus on the
• Say Look at the story on page 45 of your Pupil’s apostrophe s again and check comprehension.
Book to find out if you’re right. • Check together.
the activity with other sentences from the story. Get Listen and read. (PB page 46, activity 14)
the pupils to call out the answers. • Ask a volunteer to read the instruction (Listen and
Listen and read. Say. (PB page 46, activity 13) read.). Check comprehension. Explain that they must
listen to Phil talking about his favourite photos and
• Ask the pupils to turn to page 46. Ask What can you
read the magazine page to answer the questions in
see in the picture? (a camera, a photo album, photos
the text and the question in the flash. Ask a volunteer
of Clare with a taxi and Tim in a hat). Ask What colour
to read the question in the flash (What was the
is it? for each object.
weather like in the photos Phil writes about?). Check
• Invite pupils to read out the poem. Praise their
comprehension. Say Let’s listen to Phil.
attempts. Ask them what the apostrophe s means
and clarify that it tells us that the object belongs to
text in their books as they listen. Pause after the first
the person. It is not a contracted form of is. Ask for a
description and ask the pupils which photo Phil is
translation of each sentence.
talking about.
• Explain that they are going hear somebody practising
• Check the answer together, then play the second
the poem and they should repeat what is said. Play
description. Check again. Then ask What was the
CD 3 (Track 40).
weather like in the photos?
Read and Complete. Look at Activity 15, Pupil’s

Book page 46 and check. (AB page 71, activity 21)
complete. Look at Pupil’s Book page 46 and check).
Check comprehension. Explain that this is Emma’s text
from the Pupil’s Book, but there are some words
missing. Tell the pupils to complete the description
from memory using the words from the box.
• Tell them to look at page 46 in the Pupil’s Book.
Answers:
This is a photo of me when I was four. I was at the zoo.
I was with my aunt and cousin . It was in April. It was
sunny and hot.
Answer the questions. Write about an old

photo. (AB page 71, activity 22)
• Explain again that, before writing their descriptions,
the pupils should fill in the questionnaire about their
photo to guide their writing. Start this together. Read
the first question How old were you? Get the pupils
to write their age, then give them time to complete
the rest. Help with any language they need.
• When writing their descriptions, encourage the
pupils to use Phil and Emma’s descriptions as
models.
CD3
Listen and read.
41 Teacher’s tip: Ask the pupils to write about their
photo on a piece of paper and to then copy it into
Kate: Phil’s favourite photos. Which photo is it? their Activity Books after you have looked at it and
Phil: This is a photo of me when I was nine. I was made any necessary corrections.
in a park in Portugal. I was with my older
brother. It was in December. It was rainy.
Kate: Which photo is it? Fast finisher tips: 1 Put fast finishers into pairs.
Phil: This is a photo of my older brother when he Focus them on the bilingual dictionary for Unit 7 on
was thirteen. He was in a park in Spain. It page 74 of the Activity Book. Encourage them to test
was in June. It was sunny and hot. each other’s spelling by asking How do you spell … ?
Read and write about an old photo. (PB page 46, 2 Fast finishers can break the code at the bottom of
activity 15) page 71 in the Activity Book.
Answer:
• Ask a volunteer to read the instruction (Read and write
(ant, lion, ball, umbrella, music) ALBUM
about an old photo.). Check comprehension. Explain
that they are going to write a description of their
favourite photo, similar to the ones written by Phil in
the magazine, and Emma in this activity.
• Ask the pupils to look at Emma’s questionnaire. Check
comprehension. Ask Who is the photo of?
How old was she? Where was she? etc.
• Ask volunteers to read Emma’s description out loud.
Point out that Emma used the answers from her
questionnaire to write her description.

Closing activities Extra activity: Find the photo

What time is it? Stick the photos around the room so that everyone
can see them. Ask volunteers to read their texts out
to the rest of the class. Tell the other pupils to point
correct time from the pupils and then say It’s
to the corresponding photo.
(nearly) time to finish. Put your things away,
please.
• When everything is tidy, ask What’s the word of the Revise the vocabulary of this unit by studying the
day? and elicit the answer. Then ask Who wants to bilingual dictionary on page 74.
spell it? Nominate a volunteer to spell the word.
Keep nominating pupils until someone spells it

7 When I was young

Lesson 8
Learning objectives
and achievements
Productive language
Vocabulary
Structures
Materials
• CD 3
• DVD (optional)
Opening activities
EXAMPLE QUESTIONS
Play Word of the day What was Mr Green’s favourite food when he was 10?
• Explain that as today’s lesson is an evaluation lesson Page 44.
there is no word of the day, Who was Mr Green’s favourite person when he was 10?
Page 44.
Main activities What’s Mr Green’s grandmother’s name? Page 41.
Poem revision What’s Mr Green’s uncle’s name? Page 41.
What colour’s Phil’s camera on page 46?
• Ask Who can remember the poem from the last What colour’s Kate’s disc on page 45?
lesson? Nominate pupils to say the poem from How many people are in the family photo on page 41?
memory. Elicit help from the rest of the class until How many Americans are on page 43?
they are able to say it. Ask everybody to say the What’s the opposite of noisy? Page 44.
poem all together for the last time. What’s the opposite of messy? Page 44.
Revision game: Flick and find Who was George Washington? Page 43.
Who was Amelia Earhart? Page 43.
Pupil’s Book. Make sure they have their books ready. Teacher’s tip: Nominate a sensible pupil to keep the
Divide the class into two or three teams, giving each score on the board. Only accept one answer from
team a name. each team to avoid random calling out. Give a point
• Flicking through Unit 7 of the Pupil’s Book at random, to the other team(s) if somebody calls out an answer
ask the teams questions. In their teams, the pupils without being nominated to do so.
hands when they know the correct answer.
Play a dictionary game
• Ask the pupils to turn to the bilingual dictionary for
Unit 7 on page 74 of the Activity Book. Ask What’s …
in (L1)? What’s … in English? Having modelled the
activity with the class, drill the pronunciation of the
question and then get the pupils to test each other in
pairs or threes.


other’s vocabulary, take the opportunity to see if • Explain that the pupils are going to hear people
there are any translations that the pupils have not talking about the pupils in the pictures. Tell them to
been able to write into their dictionaries. Offer help number the pictures in the order that they hear them.
where necessary. • Play CD 3 (Track 42). Pause after each sentence and
ask the pupils to repeat. If necessary, play each one
again.
• Explain that today is a revision day – an opportunity Listen and number.
42
Maria is a very messy girl.
Look and complete. Write the letter. (AB page Number 2
72, activity 1) Tom is a very quiet boy.
• Explain that the pupils have to study the family tree Number 3
and then complete the sentences with the words from David is a very rude boy.
the box. Number 4
• They then have to write the letter of the Anna is a very noisy girl.
corresponding picture in the box next to the Number 5
sentence. Emily is a very polite girl.
• Check together. Say Number 1. Frank is Zack’s uncle. Number 6
Picture … ? etc. George is a very tidy boy.
Answers: Answers:
1 uncle c 2 cousin e 3 grandparents a a6 b4 c3 d5 e2 f1
4 is Zack’s older sister f 5 is Zack’s aunt b
6 are Zack’s parents d 7 is Zack’s younger brother g Complete the tables. (AB page 72, activity 3)
• Ask a volunteer to read the instruction (Complete the
tables.). Check comprehension. Explain that the
pupils must fill in the gaps in the tables.
• Check together.

Answers:
1 She 2 was 3 at 4 old 5 you 6 was 7 ? Fast finisher tips: 1 Encourage fast finishers to
Write the dialogue. (AB page 73, activity 4) on page 74.
• Explain to the pupils that the words are all sentences 2 Pupil’s complete any of the codes that have not yet
in a dialogue, but the words and punctuation are in been completed in this unit.
the wrong order. Explain that they have to reorder the
words to make the sentences. Time to choose
• Check together. Nominate pupils to read out their • With the time remaining choose an activity from the
answers. following:
Answers:
1 Where were you in this photo? Extra activity: Choose a photocopiable worksheet
2 I was at school. from the Reinforcement, Extension and Grammar
3 What was your favourite subject? worksheets at the end of this unit (see pages 28–33).
4 My favourite subject was P.E. Project work: Choose a project from the suggestions
made in the Project bank at the end of this unit (see
Read and complete. Listen and check. Act out. page 27).
(AB page 73, activity 5) Use the DVD: See DVD photocopiables for this unit
• Ask Who can you see in the picture? (Phil and his in the photocopiable resources section.
mum) What are they doing? (looking at a photo).
Explain that Tim is talking to his mum about the photo.
• Focus on the dialogue and explain that this is their Find Out about Grammar Booklet:
conversation, but some words are missing. Tell the Refer pupils to the Grammar Booklet, pages 14 and 15.
pupils to read it and fill in the gaps with words from
the box. Answers:
• Give the pupils enough time to do this. Check 1 1 was 2 was 3 were 4 were 5 was 6 were 7 was
together, by listening to CD 3 (Track 43). 8 were
21 I was at a party. 2 Yesterday, we were in the park.
CD3
3 Last week, it was my birthday. 4 My cousins were
Read and complete. Listen and check. at the beach. 5 We were at the science museum.
43
Act out. 6 Mr Green was in a sweet shop.
Phil: Who’s this, Mum? 3 1 Where were you yesterday? I was on a ferry.
Mum: That’s me when I was nine. 2 Where was he last weekend? He was at the zoo.
Phil: Where were you? 3 How old were you in this photo? I was eight.
Mum: I was in a sweet shop with my older brother, 4 How old was she in this photo? She was twelve.
Uncle Tom.
Phil: How old was Uncle Tom? Closing activities
Mum: He was fifteen. His favourite food was
chocolate. What time is it?
• Once you have confirmed the answers, ask pupils to • When it’s time to finish, ask What time is it? Elicit the
read the dialogue in pairs. Get them to change roles correct time from the pupils and then say It’s (nearly)
and read it again. time to finish. Put your things away, please.
Write the sentences in your language. (AB Congratulations!

page 73, activity 6) • Congratulate the pupils on completing the unit.
• Tell the pupils to translate the sentences into their
own language.

When I was young Project bank Unit 7
PROJECT 1 • Elicit from the pupils the types of people that they
would like to include in their books, e.g. a pop star, a
Make and write a mini-book sports star, a film star, a relative, a friend and/or a
famous person from history. Encourage the pupils to
• Explain to the pupils that they are going to make a find and bring in photos and pictures of their
mini-book about famous people from history. If favourite people.
possible, show them a mini-book that you or a pupil • Give each pupil a piece of coloured A4 card and three
have already made. sheets of A4 paper. Tell them to carefully fold these
• Give each pupil a sheet of plain A4 paper. Tell them in half, with the card on the outside as the cover.
how to fold the paper. Refer to page 28 of Unit 1 for • Go round stapling the spines of their books, while the
instructions on how to make a mini-book. pupils design and write the title of their book. Tell
• Once the pupils have made their mini-books, tell them to write Contents page on the first page.
them to give their book a title and to write it on the • Get the pupils to write about one of their favourite
cover. They can then write about some famous people in their notebooks. When you have corrected
people from history on the remaining pages. If their text, they can copy it into their book and stick in
necessary, write the following model on the board for the photos or pictures.
them to use as a guide.
PROJECT 3
cover: My book of famous people from history
by (pupil’s name) Make and play Who’s this?
page 2: This is a painting of Galileo. He was an
astronomer. He was from Italy. • Ask the pupils to bring in a photo of themselves when
page 3: This is a photo of Picasso. He was a painter. they were a baby (or toddler).
He was from Spain. • Show them a photo of you as a baby (or toddler).
page 4: This is a photo of Florence Nightingale. She Write two sentences on the board, e.g. In this photo I
was a nurse. She was from England. was three years old. I was at home with my
page 5: This is a photo of Elvis Presley. He was a grandparents.
singer. He was from the USA. • Get each pupil to write two or three sentences about
page 6: This is a photo of the Beatles. They were a their photo in their notebook. When you have
pop band. They were from England. corrected the text, they can copy it onto a piece of
page 7: This is a painting of Columbus. He was an card and write their name on it.
explorer. He was from Italy. • Number and display all the photos in groups of six.
page 8: This is my favourite person from history: Neil Display the six corresponding texts near the photos,
Armstrong. He was an astronaut. He was but not next to them.
from the USA. • Challenge the pupils to guess who the photos are of
and to match them to the texts.
• The pupils can illustrate their books with drawings or
images from the Internet.
Teacher’s tip: Invite another teacher to try and
PROJECT 2 guess who the photos are of.
Make and write a book about your favourite people
You will need: pictures and photos of people, card,

paper and pens, glue

book about their favourite people. Tell them that
their books will have a cover, a contents page and
the descriptions and photos of five of their favourite
people.

Name:
Class:
1 Ben is Phil’s uncle / brother .

2 Maria and Diego are Phil’s
Aitana Ramiro uncle and aunt / parents.
3 Ana is Carl’s younger / older
sister.
Cathy Ronaldo Maria Diego

4 Ronaldo is Phil’s uncle / cousin.
5 Cathy is Phil’s aunt / sister.
6 Ramiro and Aitana are Phil’s
parents / grandparents.
Ana (8) Carl (10) Lauren (5) Phil (11) Ben (15)
2 Look at Activity 1. Write T (true) or F (false).
1 Phil’s got a younger brother. F

2 Phil’s got an uncle called Ronaldo.
3 Carl’s got a younger sister.
4 Ben’s got a younger brother.
5 Phil and Ben have got three cousins.
6 Phil’s got a younger sister called Marina.
a
b
1 I was in a balloon. I was eight. c
2 I was on a train with my parents. c
3 I was a baby. I was one.
4 I was in London. I was with my uncle.
5 I was in a forest. I was six. d
I was with my brother. He was ten.
e
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Name:
Class:
4 Circle the correct words.

This is a photo of me when I
was / were eight. I was on a bus.
I was / were in London. It
were / was exciting.
In this photo, my brother were /

was seven. He were / was in a
tree. He was / were in Spain. He
were / was on holiday.
tidy messy noisy quiet rude polite
1 messy
When I was young, I was __________.
When I was young, I was ____________.

2
3 When I was young, I was ____________.
When I was young, I was ____________. 4

5 When I was young, I was ____________.
When I was young, I was ____________. 6
6 Match the questions and answers.
1 Where were you? a She was thirteen.
2 How old was she? b I was at school.
3 Where was she? c I was nine.
4 How old were you? d She was in hospital.

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Name:
Class:
1 Look and write the names.
Mary Albert
Greta Ralph Anne Bruce
Hannah (11) Adam (14) Kate (11) James (3)
1 Adam
I’m Kate’s older brother. ______________. 4 I’m Kate’s cousin. ________________.
I’m Kate’s younger We’re Hannah’s

brother. ________________. 5 parents. ________________.
2
We’re Kate’s
3 We’re Kate’s parents. ________________. 6 grandparents. ____________________.
1 older brother.
Adam is Kate’s ____________________________________
2 James is Kate’s ____________________________________.
3 Anne and Bruce are Kate’s ____________________________________.
4 Hannah ____________________________________.
5 Ralph and Greta____________________________________.
6 Albert and Mary ____________________________________.
3 Read and write was or were.

1 In this photo, I
was seven.
_______ 2
Where ___________
you?
3
I ___________ at the
beach. It ___________ hot.
4
How old
I ___________ with my 5 ___________ he?
brother.
He ___________ ten.
PH
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Name:
Class:

1 This is a photo of me when 2 This is a photo of my 3 This is a photo of
I was two. I was at the zoo. uncle. He was in Paris. my cousin. She was
I was with my mum. b It was very cold. at school.
4 This is a photo of my parents. It 5 This is a photo of me and my brother.

was August. It was very hot. I was one and he was four.
a
e
b
c d
5 Write.
1 2 3 Thank you. 4 5 6
He’s quiet. ____________. ____________. ____________. ____________. ____________.

_____________
6 Look and write.

1
When I was young, I was messy.
_________________________________________
2
_______________________________________
_______________________________________.
3
_______________________________________
_______________________________________.
4
_______________________________________
_______________________________________. Shh!
Thank you.
5
_______________________________________
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_______________________________________.
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Name:
Class:
Past Simple – to be
I ten.
was
He/She on a ferry.
1 Write sentences.
1 was / at / I / beach / the
I_______________________________________________
was at the beach.
2 park / in / She / the / was
_______________________________________________ .
3 my / brother / I / older / was / with
_______________________________________________ .
4 parents / with / He / his / was
_______________________________________________ .
5 his / birthday / It / was
_______________________________________________ .
eight with photo zoo cold grandparents was
photo , I was ________________. It ________________ my

In this ________
birthday. I was at the ________________. I was ________________
my ________________. It was very ________________.
3 Write.
In this photo,
_______________________________________________
_______________________________________________
_______________________________________________ 10
_______________________________________________ Phil Ben
_______________________________________________.
PH
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Name:
Class:
Past Simple – to be
How old were you

?
Where was he/she
1 Where / you / ? / were / weekend / last

Where were you last weekend?
______________________________________________________
2 week / last / Where / she / was / ?
______________________________________________________
3 she / was / old / How / ? / year / last
______________________________________________________
4 Tuesday / you / Where / were / ? / last
______________________________________________________
5 old / last / were / How / you / ? / year
______________________________________________________
1 I was at the beach.

(at the beach) __________________________________________
2 (at the zoo)_____________________________________________ .
3 (nine) ___________________________________________________ .
4 (at a party) _____________________________________________ .
5 (ten) ____________________________________________________ .
6 Read and answer about you when you were six.
1 What was your favourite subject at school? My favourite subject was Art.
_____________________________________
2 What was your favourite computer game? _____________________________________ .
3 What was your favourite TV programme? ______________________________________ .
4 What was your favourite sport? _____________________________________ .
5 Were you quiet or noisy? _____________________________________ .
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6 Were you tidy or messy? _____________________________________ .

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Listening Tapescript
Number 1: This is a photo of a tidy boy.
CD4
Number 2: This is a photo of a messy boy.
Number 3: This is a photo of a rude girl.
Listen and match. Number 4: This is a photo of a polite girl.
35
Number 5: This is a photo of my grandparents.
1 Pupils listen to a girl describing the photo. As they are Number 6: This is a photo of my brother and sister.
listening they draw lines to match the family vocabulary with Number 7: This is a photo of a polite boy.
the people. They listen to the recording twice. Number 8: This is a photo of a tidy girl.
Answers
Tapescript 1 c (example), 2 b, 3 d, 4 h, 5 f, 6 e, 7 a, 8 g
Number 1: This is Bob. He’s my uncle.
Number 2: This is Liz. She’s my aunt. Reading
Number 3: My grandparents are called Betty and Frank.
Number 4: My parents are called Jack and Sue. 4 Look and write.
Number 5: This is my cousin. She’s called Megan. Pupils look at the family tree and read the sentences. They
Number 6: This is Liam. He’s my younger brother. complete the sentences by writing the correct family
Number 7: This is my older sister. She’s called Nancy. vocabulary.
Answers
1 uncle (Bob) (example) Answers
2 aunt (Liz) 1 aunt (example), 2 brother, 3 parents, 4 cousins,
3 grandparents (Betty and Frank) 5 grandparents, 6 uncle
4 parents (Jack and Sue)
5 cousin (Megan) 5 Read and write the letters.
6 younger brother (Liam) Pupils read the descriptions and match them to the photos by
7 older sister (Nancy) writing the corresponding letter at the end of the description.
(2 points for each correct answer. Total 10 points)
CD4
Listen and tick the answers. Answers
36 1 b (example), 2 c, 3 f, 4 e, 5 d, 6 a
2 Pupils listen to a girl being interviewed about a photo and 6 Read and match.
tick the appropriate answers. They listen to the recording Pupils read the descriptions of the children and match them
twice. to the pictures by drawing a line.
(1 point for each correct answer. Total 7 points) (1 point for each correct answer. Total 5 points)
Tapescript Answers
Phil: Hello, Sarah. 1 b, 2 a, 3 d, 4 e, 5 f, 6 c
Sarah: Hello, Phil.
Phil: Who is this in the photo? Writing
Sarah: This is my younger sister, Jane.
Phil: And how old was she? 7 Complete.
Sarah: She was six. Pupils complete the grammar table with the correct form of
Phil: And where was she? the verb in the past simple.
Sarah: She was at the zoo. (1 point for each correct answer. Total 4 points)
Phil: Who are the other people?
Sarah: They are my grandparents. Answers
Phil: And where were you, Sarah? 1 was (example), 2 was, 3 was, 4 were, 5 was
Sarah: I was at the zoo, too!
Phil: How old were you? 8 Complete the sentences with was or were.
Sarah: I was eleven. Pupils write was or were in the gaps.
Phil: What month was it? (1 point for each correct answer. Total 6 points)
Sarah: It was July.
Phil: What was the weather like? Answers
Sarah: It was very hot! 1 Where were you?
2 I was on a train.
Answers 3 How old were you?
1 younger sister (example) 5 at the zoo 4 I was nine. I was with my older sister.
2 six 6 eleven 5 How old was she?
3 at the zoo 7 July 6 She was fifteen.
4 grandparents 8 hot
CD4 Pupils refer to the diagram of the family tree and complete
Listen and put the pictures in order. the sentences.
37 (1 point for each correct answer. Total 6 points)
3 Pupils listen to the sentences and write a number in the
boxes under each picture. They listen to the recording twice.

Answers Speaking (optional)

1 Adam in Kate’s older brother.(example)
2 James is Kate’s younger brother. Material: 1 copy of speaking test (page 40) and PB page 46
3 Bruce and Anne are Kate’s parents. Sound check! If pupils bring in two or three photographs of
4 Hannah is Kate’s cousin. past birthdays these can be used as substitutes.
5 Greta is Kate’s aunt.
6 Albert and Mary are Kate’s grandparents. Vocabulary
7 Ralph is Kate’s uncle. Point to Sarah in the family tree in Part 1 and ask How old is
she? Then point to six members of Sarah’s family and ask
10 Read and complete. Who is this? Pupils should respond using family vocabulary.
Pupils complete the texts about the photographs using words (Make it clear to pupils that we are looking at the family from
from the box. Sarah’s perspective. i.e. how the family members are related
(1 point for each correct answer. Total 5 points) to Sarah.)
Answers
In this photo (example), I was eight. It was my birthday. I was Sentences
at my grandparents’ house. Look at Part 2 of the speaking test. Point to one of the photos
and ask the following questions. Who is this? (Phil / Kate /
In this photo, I was ten. It was my birthday. I was at the zoo. I Clare / Tim / Mr Green) Where was ...? How old was ...?
was with my brother. Encourage the pupil to answer in full sentences.
Then point to a different photograph and ask the student to
11 Write. say four sentences about the photograph.
Pupils look at the photo and complete the text about the For example:
photo. Points are awarded according to use of vocabulary, This is Tim and Phil. It was Tim’s birthday. He was 12. He was
spelling and sentence structure. in the park.
(Maximum: 4 points) (1 point for each correct sentence. Total 7 points)
Example answer: Questions

In this photo I was six. It was my birthday. I was at the park. It Point to one of the photographs that you haven’t talked about
was sunny. during the test. Prompt the pupil to ask you three questions
about the photograph.
12 Look and write. For example:
Pupils look at the pictures and write sentences using the past Who’s this? How old was she? Where was she?
simple and the relevant adjective. (1 point for each question. Total 3 points.)
Pronunciation rhyme
Answers Point to the Sound check! activity for the unit (PB page 46),
1 When I was young, I was messy. (example) and prompt the pupil to say the rhyme Phil’s camera is black.
2 When I was young, I was polite. Clare’s taxi is blue. Tim’s hat is brown. Kate’s photo album is
3 When I was young, I was tidy. pink.
4 When I was young, I was rude. (2 points for the pronunciation of individual sounds, 2 points
5 When I was young, I was noisy. for rhythm and intonation. Total 4 points)
6 When I was young, I was quiet.
test: 90 points

Name:
Class:
Test Unit 7
CD4
1 35
Listen and match.
Bob Frank
Liz Jack 4 Sue
7
2 Betty 6 Nancy
1 3 5
Megan
Liam
6
grandparents parents uncle aunt older sister younger brother cousin
CD4
2 36
Listen and tick the answers.
1 Who is this in the photo? 5 Where were you?

older sister ✓ younger sister at the zoo at home
2 How old was she? 6 How old were you?

six seven eleven twelve
3 Where was she? 7 What month was it?

in the park at the zoo July June
4 Who are the other people? 8 What was the weather like?
parents grandparents hot cold
CD4
7
3 37
a Thank you.
b c d
1
e f g h
Thank you.
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Name:
Class:
Test Unit 7
4 Look and write.

Lily Fred
aunt.
1 Sue is Marina’s __________
2 Jamie is Ben’s _______________.
Albert Jill Lee Sue 3 Lily and Fred are Lee’s
_____________________.
4 Jamie and Ben are Helen’s
___________________.
5 Lily and Fred are Marina’s
____________________. 5
Marina Helen Jamie Ben
6 Lee is Marina’s _______________.
at home 1In this photo, it was 2 In this photo, I was four. 3 In this photo, I was at
my birthday. I was I was with my parents in the beach with my
with my sister. I was the park. sister. It was sunny. I
four. b was three.
twelve
4 In this photo, I was 5 In this photo, I was with 6 In this photo, I was at
with my cousins. I my uncle and aunt. I the beach. I was with
was in a tree in the was seven. my cousins.
June park. I was eleven.
a b c d e f
er like?
cold
7 10
6 Read and match.
Thank you.
a 1 I’m tidy. d
2 He’s messy.
3 She’s polite. e
b
4 I’m noisy.
5 He’s quiet.
c 6 She’s rude. f
5
E
Shh!
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Name:
Class:
Test Unit 7
7 Complete.
Past simple – to be
was at the zoo.
1 I _______
+ 2 He _______________ eleven.
3 She _______________ at a party.
4 How old _______________ you?

? 5 Where _______________ she last night?
4
8 Complete the sentences with was or were.
1
were you?
Where ______
2 I ___________
on a train.
3
How old 4
___________ you?
I ___________ nine.
I ___________ with
5 my older sister.
How old
___________ she? 6
She ___________
fifteen.
6
older brother.
1 Adam is Kate’s _________________
2 James is Kate’s _________________.
Mary Albert
3 Bruce and Anne are Kate’s _________________.
Greta Ralph Anne Bruce 4 Hannah is Kate’s _________________.
Adam (14)
5 Greta is Kate’s _________________.
Hannah (11) Kate (11) James (3)
6 Albert and Mary are Kate’s _________________.

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Name:
Class:
Test Unit 7
birthday It eight was with photo
photo , I was ______________. It was my

In this _________
______________. I was at my grandparents’ house.
In this photo, I ______________ ten. ______________

was my birthday. I was at the zoo. I was
______________ my brother. 5
11 Write.
In this photo,
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________ 4
___________________________________.
12 Look and write.

1 When I was young, I was messy. 4
1 ____________________________________________
____ 2 ____________________________________________.
____. 2 3 ____________________________________________. 5
________________.
4 ____________________________________________.
______.
____.
3 5 ____________________________________________. 6
________________. 5
6 ____________________________________________.
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Name:
Class:
Test Unit 7
Part 1
Betty Frank
Bob Liz Sue Jack
Megan (14) Liam (10) Sarah (12) Nancy (17)
Part 2
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Name:
Class:
When I was young

I can …

… say more than four of these words.

… write more than four of these words.
… use and understand the Past simple – to be.
… sing The family photo song.

… sing Questions for Mr Green song.
… say Phil’s camera is black. Clare’s taxi is blue.
Tim’s hat is brown. Kate’s photo album is pink.
with good pronunciation.
… read and understand about famous men and

women in American history.
E
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… write about an old photo.

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Reinforcement worksheets 4 Read and write the letters.
1 b (example), 2 a, 3 e, 4 c, 5 d
1 brother (example) 5 Write.
2 parents 1 He’s quiet. (example) 4 He’s tidy.
3 younger 2 He’s messy. 5 She’s rude.
4 uncle 3 She’s polite. 6 She’s noisy.
5 aunt
6 grandparents 6 Look and write.
1 When I was young, I was messy. (example)
2 Look at Activity 1. Write T (true) or F (false). 2 When I was young, I was tidy.
1 F (example), 2 T, 3 T, 4 T, 5 F, 6 F 3 When I was young, I was noisy.
4 When I was young, I was quiet.
3 Read and write the letters. 5 When I was young, I was polite.
1 c (example), 2 b, 3 a, 4 e, 5 d
Grammar worksheets
This is a photo of me when I was (example) eight. I was on a 1 Write sentences.
bus. I was in London. It was exciting. 1 I was at the beach. (example)
2 She was in the park.
In this photo, my brother was seven. He was in a tree. He was 3 I was with my older brother.
in Spain. He was on holiday. 4 He was with his parents.
5 It was his birthday.
1 When I was young, I was messy.(example) 2 Read and complete.
2 When I was young, I was tidy. In this photo (example) I was eight. It was my birthday. I was
3 When I was young, I was rude. at the zoo. I was with my grandparents. It was very cold.
4 When I was young, I was polite.
5 When I was young, I was noisy. 3 Write.
6 When I was young, I was quiet. Answers may vary in the order of sentences but should
include all the information.
6 Match the questions and answers. Suggested answer:
1 b (example), 2 a, 3 d, 4 c In this photo I was ten. I was at the park. I was with my older
brother. It was very sunny.
Extension worksheets
1 Look and write the names. 1 Where were you last weekend? (example)
1 Adam (example) 2 Where was she last week?
2 James 3 How old was she last year?
3 Anne and Bruce 4 Where were you last Tuesday?
4 Hannah 5 How old were you last year?
5 Ralph and Greta
6 Albert and Mary 5 Look at Activity 4. Write the answers.
1 I was at the beach. (example)
2 Look and complete. 2 She was at the zoo.
1 Adam is Kate’s older brother. (example) 3 She was nine.
2 James is Kate’s younger brother. 4 I was at home.
3 Anne and Bruce are Kate’s parents. 5 I was ten.
4 Hannah is Kate’s cousin.
5 Ralph and Greta are Kate’s parents. 6 Read and answer about you when you were six.
6 Albert and Mary are Kate’s grandparents. Pupils’ own answers.
3 Read and write was or were.
1 In this photo I was seven. (example)
2 Where were you?
3 I was at the beach. It was hot. I was with my brother.
4 How old was he?
5 He was ten.

8 Sherlock Holmes and the case of the

missing painting

• Understand and use appropriate classroom • This is a photo of (Pablo Picasso).
language • Picture, painting, artist, machine
• Play a communicative game to identify the Recycled language
characters in a story
• (Sherlock Holmes) is a (detective).
• She’s (rich) and (famous).
• Learn and understand the Past simple with regular
• Artistic, scientific, musical
verbs
• He’s the man/woman in the green hat.
• Watched, listened, talked, wanted, played, finished,
famous artists
called, visited, painted, lived
• Describe the characters in a story
• Learn about the famous detective Sherlock Holmes
• Read and understand a story Pronunciation
• Practise making the sound /dZ/ Sounds
• Read about and understand what people did last • Sound check! tongue twister: /dZ/ Julia gets justice
weekend and jealous Jennifer gets a job in jail.
• Write about what you did last weekend
• Perform or record Sherlock Holmes and the case of Stress and rhythm
the missing painting • Units 1–7 chants
• Make an art gallery for the school • The characters in our story song
• Reflect on and evaluate work done in this unit • She’s a thief! song
Key language Socio-cultural aspects

Vocabulary • Show interest in learning English
• Detective, assistant, pop star, film star, policeman • Be willing to participate in class
• Rich, famous, talented, popular • Show enjoyment in playing communicative games
Structures • Show interest in the accuracy and correction of
• I talked to Jennifer. written work
• He/ She watched TV.
• We listened to CDs. Cross-curricular content
• Did you (watch TV)?
• Yes, I did. / No, I didn’t. • Art: Find out about famous artists
• He painted lots of pictures.
• He lived in Barcelona and Paris. Multi-cultural awareness
• Characters in English literature: Find out about
Sherlock Holmes

Unit 8 Project bank pages 27–28
Reinforcement worksheets pages 29-30
Extension worksheets pages 31-32
Grammar worksheets pages 33-34
Unit tests pages 35-41
Answer keys page 43

Dear Parent/Carer
Your child is about to start the final unit of their English coursebook Find Out! 5. This unit revises the
language that has been covered throughout the book in the context of a story called Sherlock Holmes and the
case of the missing painting.
In this unit your child will be introduced to the story through a song called The characters in our story. The
second song also relates to the story and is called She’s a thief!
The characters in our story She’s a thief!

Sherlock Holmes is a detective. Everybody loved Julia Dove
When she was a pop star.
He’s the man in the green hat.
A talented…
Dr Watson is his assistant.
popular…
He’s the man with the brown bag.
rich…
Inspector Wrong is a policeman. and famous pop star.
He’s the man with the red nose.
Everybody loved Julia Dove
Julia Dove is a pop star. When she was a pop star.
She’s the woman with the pink rose.
But now nobody loves Julia Dove.
Jennifer Crow is a film star. Now she’s just a thief!
She’s the woman in the photos.
These are the characters in our story
The case of the missing painting.
In addition your child will talk about Sherlock Holmes, read and act out a dialogue, learn the Past simple with
regular verbs, learn about famous artists, listen to the story Sherlock Holmes and the case of the missing
painting (Stories and Songs CD, Track 24) practise a specific sound by saying the tongue twister Julia gets
justice and jealous Jennifer gets a job in jail, and write about what they did last weekend.
child. Remember that you can refer back to any of the activities that your child has done in the Activity Book
to help them remember and revise all the exciting things that they have learnt throughout the course.
Yours
Class teacher
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8 Sherlock Holmes
and the case of the
missing painting
Lesson 1
Learning objectives
• Find out about the characters in the story
• Set the context for the story
Productive language
Vocabulary
• Detective, assistant, pop star, film star, policeman
Structures
• (Sherlock Holmes) is a (detective).
Revised structure
• He’s the man/woman in the green hat.
Materials
• Word card: 51
• CD 1, CD 3
• Show the word card of Mr Green’s grandparents to

Opening activities confirm that they got it right. Put the word card face
Revision chant 1: Have you got your pen? down on the board under the flashcard.
• As this is the last unit of the book, each lesson begins Main activities
with a chant from a previous unit. Find out the theme of the unit
• Ask the pupils if they remember the first chant they
learnt at the beginning of the school year. Play CD 1 • Say Today we are starting a new unit. Let’s listen to
(Track 6). Encourage the pupils to join in. the Find Out! team to find out what the theme is this
CD 1
Chant 1: Have you got your pen? CD3
6 Let’s find out! chant
44
Mr Green: Have you got your pen?
Pupils: Yes, I’ve got my pen. Mr Green: I’ve got a new theme for the magazine.
Mr Green: Have you got your pencil? Tim, Kate,
Pupils: Yes, I’ve got my pencil. Clare, Phil: Tell us, Mr Green. What’s the theme for
Mr Green: Have you got your books? the magazine?
Pupils: Yes, I’ve got my books. Mr Green: The theme for the magazine is ...
Mr Green: Have you got everything? Sherlock Holmes. Let’s find out about
Pupils: Yes, I’ve got everything. Sherlock Holmes and the case of the
Mr Green: Good. Then let’s begin. missing painting!
Play Word of the day • Ask What’s the theme? (Sherlock Holmes). Check
comprehension. Explain that The case of the missing
• Have the flashcard (number 47) of Mr Green’s painting is a story about Sherlock Holmes.
grandparents in your hand and the word card ready.
Ask What’s the word of the day? It’s two people in
the family. They are older than you and your
parents. When the pupils have guessed correctly, put
the picture of Mr Green’s grandparents in the corner
of the board. Ask How do you spell Mr Green’s
grandparents? Write the letters on the board as the


• Ask if anybody has heard of Sherlock Holmes.
Congratulate anyone who gives you correct
information about him, but reassure pupils who don’t
know anything about him that they will find out about
him in this unit.
• Put the flashcard of Sherlock Holmes on the board.
Say Look! This is Sherlock Holmes. What’s his job?
Is he a teacher? Is he a taxi driver? (He’s a
detective.)
• Explain that Sherlock Holmes is the main character in
this unit, which tells the story of a missing painting.
But Sherlock Holmes is not the only character.
• Put the flashcard of Doctor Watson on the board. Say
Look! This is Doctor Watson. He’s Sherlock’s
assistant.
• Put the flashcard of Julia Dove on the board. Tell
pupils her name and what she does (pop star).
• Repeat the process with Jennifer Crow and Inspector
Wrong.
Listen to the CD. Repeat and point.
the corresponding flashcard on the board.
CD3
Sherlock Homes word rap CD3
45
The characters in our story
46
a detective … Sherlock’s assistant … a policeman …
a pop star … a film star … Sherlock Holmes is a detective.
Disappearing people Dr Watson is his assistant.
• Start on the left-hand side of the board. Point to the He’s the man with the brown bag.
first flashcard and say This is … He’s a … . Elicit the Inspector Wrong is a policeman.
words from the pupils. Turn the flashcard over and He’s the man with the red nose.
repeat. Continue with the other flashcards.
Julia Dove is a pop star.
Listen and read. Sing. (PB page 47, activity 1) She’s the woman with the pink rose.
• Say Open your books at page 47. Challenge the Jennifer Crow is a film star.
pupils to find all the characters in the story in the She’s the woman in the photos.
picture for activity 1.
• Ask a volunteer to read the headline of the These are the characters in our story
newspaper. (Jennifer’s painting is missing!). Check The case of the missing painting.
comprehension. Ask volunteers to read the
sentences, in the newspaper article. (Last Saturday, Ask and answer. (PB page 47, activity 2)
Jennifer Crow looked at her art collection. A painting • Ask a volunteer to read Tim’s question (Who’s
was missing! She called the police. The missing number 4? ). Then ask another volunteer to read the
painting is by Pablo Picasso.) answer (Julia Dove). Ask the first volunteer to ask the
• Ask What’s the song called? (The characters in our follow-up question (What’s her job? ) and the second
story). Check comprehension. Say First, let’s listen volunteer to read the answer (She’s a pop star.).
and read. We can sing later. Follow the three steps • Ask the pupils to look at the pictures. Ask Who’s
on page 6 of the introductory unit for teaching songs. number 5? (Jennifer Crow) What’s her job? (She’s a
Play CD 3 (Track 46). film star.) etc.

Teaching option: Call out the questions faster and Fast finisher tips: 1 Fast finishers can write a list of
faster. The drill can be made more challenging by everything they can name in the picture for activity 1
asking the pupils to close their books and to answer on page 47 of the Pupil’s Book.
from memory. 2 Fast finishers can break the code at the bottom of
• Ask the pupils to do the activity again in pairs. Answer:
(dog, one, computer, twenty, orange, ruler) DOCTOR
Read and write the letter. (AB page 75, activity 1)
Closing activities
to read the instruction (Read and write the letter.). What time is it?
Check comprehension. Explain that the pupils have to
match each sentence to the pictures.
• Check together. Say Sentence 1. He’s a detective.
Picture c. Nominate pupils to read out sentences 2 to
10. Let’s remember the word of the day
Answers: • When everything is tidy, ask What’s the word of the
1 c 2 e 3b 4 a 5 d 6 e 7 a 8 c 9 d 10 b day? and elicit the answer (Mr Green’s grandparents).
Then ask Who wants to spell it? Nominate a
Write the words and match. (AB page 75, volunteer to spell the word. Keep nominating pupils
activity 2) until someone spells it correctly. Turn over the word
• Ask a volunteer to read the instruction (Write the card. Say Well done. See you all next lesson.
words and match.). Check comprehension. Explain
that the pupils have to unravel the anagrams and Extra activity: Memory game
write the words correctly. Tell them that the top row Read a sentence from activity 1 in the Activity Book.
are all names of characters in the story and the The pupils, with their books closed, have to listen
second row are what they do. Remind them that the and say who the sentence is about.
correct spellings can be found in activity 1.
When you’ve modelled the game, encourage the
• Check together. Then ask them to match the names
pupils to play in pairs.
to the jobs.
Answers:
1 Sherlock Holmes – 7 detective
Homework suggestion: Write one of the character’s
2 Julia Dove – 5 pop star
names in code, using The code breaker picture
3 Inspector Wrong – 8 policeman
dicitonary on pages 58 and 59 of the Pupil’s Book.
4 Jennifer Crow – 6 film star

8 Sherlock Holmes
and the case of the
missing painting
Lesson 2
Learning objectives
• Learn the affirmative use of the Past simple –
regular verbs
Productive language
Vocabulary
• Watched, listened, talked, wanted
Structures
• I talked to Jennifer.
• He/She watched TV.
• We (listened to CDs).
Materials
• Word cards: 47, 53–57
• CD 1, CD 3
• Show the word card of Mr Green’s parents to confirm
Opening activities that they got it right. Put the word card face down on
Main activities
• Ask the pupils if they remember the chant Is it time
for English? Play CD 1 (Track 33). Match the word cards and flashcards
CD 1 • Put all the story character word cards and flashcards
Chant 2: Is it time for English? (see Lesson summary box) on the board face down.
33
Write the numbers 1–5 next to the flashcards and the
Mr Green: Is it time for Maths? letters A–E next to the word cards.
Pupils: No, it isn’t. • Divide the class into two teams and seat them at
Mr Green: Is it time for Science? opposite sides of the classroom. Invite one pupil from
Pupils: No, it isn’t. one team to the front of the class. Tell them to turn
Mr Green Is it time for Art? over a flashcard and a word card. If the two cards
Pupils: No, it isn’t. match, they can move the pair to their side of the
Mr Green Is it time for English? board. If they don’t match, they turn them back over.
Pupils: Yes, it is. • Repeat with a team member from the other team.
Mr Green: Good. Then let’s begin. Continue until all of the cards have been matched.
• Encourage the pupils to join in, and repeat as The team with the most wins.
appropriate.
Play Word of the day challenging, explain that you will only turn over the
• Have the flashcard (number 48) of Mr Green’s parents flashcards and word cards if the pupils ask you
in your hand and the word card ready. Ask What’s politely. Write Can we have flashcard (1) and word
the word of the day? It’s two people in the family. card (B), please? on the board to remind the pupils
They are older then you but younger than your how to ask for something politely in English.
grandparents. When the pupils have guessed
correctly, put the picture of Mr Green’s parents in the
corner of the board. Ask How do you spell Mr Green’s
parents? Write the letters on the board as the pupils
call them out.

Sing The characters in our story

• If you prefer, use the karaoke version (CD 3, Track
47).

• Say Open your books at page 48. Ask Who can you
see in the picture? (Sherlock Holmes and Jennifer
Crow) What are they talking about? (the missing
painting). If necessary, point to the box above the
• Say Let’s listen and find out what Sherlock is asking
Jennifer. Play CD 3 (Track 48).
CD3
48
Today, Sherlock Holmes talks to the international

film star, Jennifer Crow.
Sherlock: Where were you last night?
Jennifer: I was at home.
Sherlock: Did you talk to anyone?
Jennifer: Yes, I did. I talked to Julia Dove. She was
with me. We talked about the film we’re
making. Then we listened to CDs and
watched TV. Look and compare. Play a game. (Grammar
Sherlock: Did you talk about your art collection? poster 8 / PB page 48, activity 4)
Jennifer: No, I didn’t. But Julia talked about it a lot. • Display the grammar poster for this unit on the wall
She wanted to see the painting by or board, where everyone can see it, and ask pupils
Picasso. to open their Pupil’s Books at page 48. Point to the
Sherlock: Hmmm. title on the poster and say Look! Today’s grammar is
Jennifer: Mr Holmes. I think Julia Dove has got my about Past simple – regular verbs.
painting. • Refer the pupils to the grammar tables on page 48 in
Focus their attention on the green grammar table. Ask
volunteers to read the sentences in this table aloud.
Repeat the sentences if necessary to correct their
pronunciation. Look at the first sentence and ask Is
Step 1 this sentence about the present or the past? (the
Check comprehension past). How do we know? (the verb talk has changed
and ed is added to the end of the word). Explain that
• Ask Where was Jennifer last Saturday? (at home)
we add ed to many verbs in English when we want to
Who was with her? (Julia Dove) What did they listen
talk about something that happened in the past.
to? (CDs) Did they watch TV? (Yes) Did they look at
• Point to the Remember! flash on the poster and ask a
the art collection? (No. Julia talked about it. She
volunteer to read. Ask What’s the Past simple of
wanted to see the Picasso.).
watch? (watched).
Step 2 • Focus the pupils’ attention back on the poster.
Read and repeat each sentence Encourage volunteers to construct affirmative sentences
from the green grammar table by putting together each
• Encourage the pupils to repeat each sentence of the
piece of the puzzle, for example You played football.
dialogue after you or after the CD. Help them with
• Now say Let’s play a game. Divide the class into two
pronunciation when necessary.
teams. Members of the two teams take it in turns to
ask a question about the Past simple – regular verbs
to the opposing team, for example What’s the past
tense of play? (play).

Teaching option: Refer to page xviii in the Fast finisher tips: 1 Fast finishers can write a list of
Introduction for more game ideas to play using the things they can see in the picture on page 48 of the
grammar poster. Pupil’s Book.
Complete the table. (AB page 76, activity 3) page 46 in the Activity Book.
• Ask the pupils to close their Pupil’s Books and to Answer:
open their Activity Books at page 76. Ask a volunteer (yo-yo, elephant, spider, thirty, eye, ruler, dog, ant,
to read the instruction. (Complete the table.) Check yo-yo) YESTERDAY
comprehension. Explain that the pupils must write
• Suggest that they write the words in pencil until they Closing activities
have checked the answers. They can work in pairs.
• Check together. What time is it?
Answers correct time from the pupils and then say It’s (nearly)
See Pupil’s Book page 48 for the answers. time to finish. Put your things away, please.
Listen and tick the answers. (AB page 76, Let’s remember the word of the day
activity 4)
• Ask a volunteer to read the instruction (Listen and day? and elicit the answer (Mr Green’s parents). Then
tick the answers.). Check comprehension. Explain ask Who wants to spell it? Nominate a volunteer to
that the pupils have to listen to what Dr Watson and spell the word. Keep nominating pupils until
Sherlock Holmes did last night and tick the activities someone spells it correctly. Turn over the word card.
in the table. Say Well done. See you all next lesson.
• Tell the pupils to listen and tick the table. Play CD 3
(Track 49). Extra activity: Is it true or false?
CD3 Say sentences, some true, some false, about what
Listen and tick the answers. Sherlock and Watson did from activity 5 in the
49
Activity Book. Pupils must say True or False.
Dr Watson: Last night, I listened to music. I watched
TV. I painted a picture. I talked to a
friend on the phone. Homework suggestions: Write sentences about
Sherlock: Last night I played on the computer. I your brother/sister
watched TV. I talked to a friend on the In the same way that pupils have written sentences
phone. I walked in the park. about themselves, invite them to write three
sentences about what their brother/sister did last
• Check together. night.

• Tell the pupils to complete the speech bubbles using
the information from activity 4.
• Check together. Encourage the pupils to read out
their sentences.
Answers:
Last night, I listened to music. I watched TV. I painted a
picture. I talked to a friend on the phone.
Last night, I played on the computer. I watched TV. I
talked to a friend on the phone. I walked in the park.
Write three sentences about you. Use the Past

simple-regular verbs. (AB page 76, activity 6)
• Ask a volunteer to read the instruction (Write three
sentences about you.). Check comprehension. Explain
that the pupils have to write three sentences about
what they did last night. Encourage them to use the
grammar table in activity 3 and the texts in activity 5
to guide their writing.

8 Sherlock Holmes
and the case of the
missing painting
Lesson 3
Learning objectives
• Learn the interrogative use of the Past simple –
regular verbs
• Make game cards
Productive language
Vocabulary
• Talked, walked, listened, played, watched,
finished, called, visited
Structures
• Did you talk to anyone?
• Did you watch TV?
• Yes, I did. / No, I didn’t.
Materials
• Flashcard: 52, 61 and 63
• Word card: 50
• CD 2, CD 3 • Show the word card of Mr Green’s younger sister to
Opening activities
Revision chant 3: Are you happy? Main activities
• Ask the pupils if they remember the chant called Are
• When the sentence is complete, ask Is the sentence
you happy? Play CD 2 (Track 1).
about the past or the present? (the past) How do we
CD 2 know? (Because the verb ends in -ed) How do I make
Chant 3: Are you happy? the sentence into a question? Say Let’s look at the
1
grammar poster.
Mr Green: Are you here? • Display the grammar poster for this unit on the wall
Pupils: Yes, we’re here. or board, where everyone can see it, and ask pupils
Mr Green: Are you happy? to open their Pupil’s Books at page 48.
Pupils: Yes, we’re happy. • Refer the pupils to the grammar tables on page 48 in
Mr Green: Are you ready? their Pupil’s Book and say Let’s make questions.
Pupils: Yes, we’re ready. Focus their attention on the yellow grammar table.
Mr Green: Are you sure? Ask volunteers to read the questions in the table
Pupils: Yes, we’re sure. aloud. Repeat the questions if necessary to correct
Mr Green: Good. Then let’s begin. their pronunciation. Ask Which word tells us the
yellow grammar table is the interrogative? (Did).
• Encourage the pupils to join in, and repeat as Ask the pupils if they remember which words are
appropriate. used to make a question in the present simple (do /
Play Word of the day does). Explain that ‘Did’ is the past tense of ‘Do’ and
‘Does’. Ask What happens to the verbs in these
• Have the flashcard (number 52) of Mr Green’s questions? (They don’t have ed at the end of them.).
younger sister in your hand and the word card ready. • Focus the pupils’ attention back on the poster.
Ask What’s the word of the day? It’s a girl in the Encourage volunteers to construct questions from the
family. She is younger than you. When the pupils yellow grammar table by putting together each piece
have guessed correctly, put the picture of Mr Green’s of the puzzle, for example Did he play table tennis?.
younger sister in the corner of the board. Ask How do Then focus on the short answers and explain that this
you spell Mr Green’s younger sister? Write the is how we answer Past simple questions. Ask more
letters on the board as the pupils call them out. volunteers to read the short answers.

Answers:

• Ask volunteers to read Sherlock and Julia’s speech
bubbles (Did you visit Jennifer Crow last Saturday?
Yes, I did.). Explain that Sherlock is interviewing Julia
Dove, but before they listen to the interview they
have to write Sherlock’s questions.
• Give them time to order the words in pairs. Ask the
pupils to read out their questions.
• Say Let’s listen. Tick the answers. Play CD 3 (Track 50).
CD3
50
answers.
Sherlock: Did you visit Jennifer Crow last Saturday?

Julia: Yes, I did.
Sherlock: Did you watch TV with Jennifer?
Julia: Yes, I did.
Sherlock: Did you listen to CDs?
Julia: Yes, I did.
Sherlock: Did you talk about Jennifer’s art collection?
Julia: No, I didn’t. But Jennifer talked about it.
Sherlock: Did you want to see the painting by
Picasso?
Julia: No, I didn’t. I don’t like art.
• Ask individual pupils the questions and encourage
them to answer truthfully about what they did last Read and complete. (AB page 77, activity 9)
night or last weekend using the short answers. Then • Explain that the text is a summary of Julia’s answers.
ask them more questions substituting the activities The pupils must read the text and fill in the gaps with
with others from the other units in the book, for the words from the box.
example Did you fly a kite last weekend?. • Give them time to write the answers and allow them
• Now say Let’s play a game. Use flashcards 61 and 63 to help each other. Check together by reading out the
to play the game. Divide the class into two teams and text and getting the pupils to call out the missing
get them to hold up the corresponding card as you words.
say examples of the affirmative and the interrogative
Answers:
constructed from both the poster and other activities
Last Saturday I visited Jennifer Crow. We talked about
learnt throughout the book. Alternatively, ask pupils
the film we’re making. We watched TV. We listened to
to call out affirmative or question as you say the
CDs. Jennifer talked about her art collection, but I don’t
sentences / questions, and then hold up the
like art.
corresponding card for all to see.
Teaching option: Refer to page xviii in the activity 5)
• Ask two volunteers to read the speech bubbles.
grammar poster.
• Tell the pupils to turn to page 77 in their Activity
Books.
• Ask the pupils to open their Activity Books at page Make the cards on page 93. (AB page 77)
77. Ask them to complete the table in activity 7 in • Explain that the pupils are going to play a game with
pairs. sentence cards, but first they must cut out the cards.
• Suggest that they write the words in pencil. Check Ask them to turn to page 93
together. • Get someone to hand out the scissors. Don’t allow
anybody to cut anything out until you say so.
Teacher’s tip: Cover the grammar poster while the • Hold up the Activity Book at page 93 and show the
pupils complete activity 7. Then reveal the poster for pupils which part of the page they must cut out. Be
them to check their answers. very clear that they are not to cut out the whole page,
but just the section marked with broken lines.

Play Sentence bingo!

Fast finisher tips: 1 Fast finishers can colour the
• Ask the pupils to put four of the sentences face up on grammar tables on pages 76 and 77 to match the
the table in front of them and to put the other five to colour code used in the Pupil’s Book.
one side. 2 Fast finishers can break the code at the bottom of
• Read out the sentences at random. If they have one page 77.
of the sentences you read out in front of them, they
pick it up. When they have picked up all five Answer:
sentences, they say Bingo! (ant, ruler, table) ART
Teaching option: To increase the difficulty of the Closing activities

activity, mix the questions and sentences. What time is it?
Mime a sentence correct time from the pupils and then say It’s (nearly)
• Write a sentence on the board. For example, I played time to finish. Put your things away, please.
football last night. Explain that you didn’t play Let’s remember the word of the day
football last night, so you want to make the sentence
negative. Elicit from the pupils how to do it. (Add • When everything is tidy, ask What’s the word of the
didn’t between the subject and the verb, take off -ed.). day? and elicit the answer (Mr Green’s younger
• Ask the pupils to change their sentences if they didn’t sister). Then ask Who wants to spell it? Nominate a
do the activities last night. When they have finished, volunteer to spell the word. Keep nominating pupils
their nine sentences should all be true for them. until someone spells it correctly. Turn over the word
• Now invite a volunteer to mime one of his or her card. Say Well done. See you all next lesson.
sentences. Encourage the rest of the class to guess
the sentence. Extra activity: This is what I did last night
• The pupil who guesses correctly takes the next turn. Ask the pupils to remove all the sentences from the
game cards that are not true for them. Then ask
pupils to find someone in the class who did exactly
Teacher’s tip: Mime a sentence for your pupils to the same as they did last night by asking the
provide a model: questions on the cards.
I (point to yourself)
didn’t (shake your head)
play football (mime some footwork)
last night. Homework suggestion: Ask the pupils to write the
sentences that are true for them into their
notebooks.
Write from memory
• Ask the pupils to write as many of the questions and
sentences as they can remember. They can do this in
groups of three or four.
• Ask the pupils to read out their sentences and
compare them with the originals.
Put the sentence cards somewhere safe
• Get the pupils to keep their sentence cards safe, as
you may want to play these games again in the
future.

8 Sherlock Holmes
and the case of the
missing painting
Lesson 4
Learning objective
• Learn about famous artists
Productive language
Vocabulary
• Picture, painting, artist, painted, lived
Structures
• He painted many pictures.
• He lived from 1881 to 1973.
Other language
• This is a photo of (Pablo Picasso).
• Musical, artistic, scientific
Materials
• Word cards: 52, 53–57
• CD 2, CD 3
Main activities
Opening activities
Revision game: Who am I?
• Put the five word cards for this unit on the board.
• Ask the pupils if they remember the chant called Can
Have the five flashcards in your hand.
you hear me? Play CD 2 (Track 23)
• Show a pupil a flashcard of one of the characters. Ask
CD 2 them to mime the character for the rest of the class to
Chant 4: Can you hear me? guess.
23
• When the class guesses correctly, ask What’s his/her
Mr Green: Can you hear me? job? Nominate a pupil to stick the flashcard under the
Pupils: Yes, we can hear you. corresponding word card on the board.
Mr Green: Can you see the board?
Find Out! magazine
Pupils: Yes, we can see the board.
Mr Green: Can you be quiet now? • Ask the pupils to turn to page 49 in their Pupil’s
Pupils: Yes, we can be quiet now. Books. Say Look! This is a page by Tim and Phil from
Mr Green: Good. Then let’s begin. Find Out! magazine. Look at the title. What does it
say? Ask a volunteer to read it (Two famous artists
• Encourage the pupils to join in, and repeat as
and their very famous paintings). Help with
appropriate.
pronunciation and check comprehension.
Play Word of the day • Ask a volunteer to read Tim’s speech bubble (Let’s
find out about famous artists!). Ask the pupils if they
• Have the flashcard (number 51) of Mr Green’s older
remember who painted the missing painting in the
brother in your hand and the word card ready. Ask
story (Picasso). Ask if they know anything about
What’s the word of the day? It’s a boy in the family.
Picasso. Ask if they know the names of any other
He is older than you. When the pupils have guessed
famous artists.
correctly, put the picture of Mr Green’s older brother
• Explain that today they are going to find out about
in the corner of the board. Ask How do you spell
famous artists with the Find Out! team.
Mr Green’s older brother? Write the letters on the
• Show the word card of Mr Green’s older brother to


• Say Let’s listen to Tim and Phil talking about the
page in the magazine. Tell the pupils to look at the
page in their Pupil’s Book as they listen. Encourage
CD3
Listen and read.
51
Tim: Let’s find out about famous artists!

Phil: Two famous artists and their very famous
paintings.
Tim: This is a photo of Pablo Picasso. He was an
artist. He was from Malaga, in Spain, but he
lived in Barcelona and Paris. In his life,
Picasso painted hundreds of pictures in
lots of different styles. He was very artistic,
but he was musical, too. He played the guitar.
Phil: This is a picture of Leonardo da Vinci. He
was an artist. He was from Vinci, in Italy, but
he lived in lots of different cities in Italy. In
his life, da Vinci painted lots of pictures.
Today his paintings are in museums around
the world. Da Vinci was very artistic, but he
was scientific, too. He designed machines.
listen. • Go through the example sentences about Picasso and
• Check comprehension. Ask Who was musical? Who tell pupils to use these as a model.
was scientific? Where was Picasso from? etc. • Check by writing the paragraph about Leonardo da
Listen to the questions. Say the answers. (PB Vinci on the board.
page 49, activity 7) Answers:
• Ask a volunteer to read the instruction (Listen to the This is a picture of Leonardo da Vinci.
questions. Say the answers.). Check comprehension. He was an artist.
Explain that the pupils are going to hear some He was from Vinci, in Italy.
questions about the text. Explain that you will stop
the CD after each question and nominate someone to
Write Picasso or Da Vinci. (AB page 78,
answer.
activity 12)
• Play CD 3 (Track 52). Pause after each question. Ask • Explain that the pupils have to complete the
pupils to repeat the question and to then answer it. sentences with the name of Picasso or Da Vinci so
that the sentence is true.
CD3
Listen to the questions. Say the answers. • Tell the pupils to look back at the Pupil’s Book page if
52 necessary.
Who painted hundreds of pictures in lots of different Answers:
styles? Picasso. 1 Da Vinci 2 Da Vinci 3 Picasso 4 Da Vinci 5 Picasso
Who lived from 1881 to 1973? Picasso. 6 Picasso 7 Da Vinci 8 Picasso
Who lived from 1452 to 1519? Da Vinci.
Who was from Malaga, in Spain? Picasso. Draw and write about an artist. (AB page 78,
Who was from Vinci, in Italy? Da Vinci. activity 13)
Who lived in Barcelona and Paris? Picasso. • Explain that the pupils have to choose an artist of
Who lived in lots of different cities in Italy? Da Vinci. their own and write a short paragraph like the ones in
Who was artistic and scientific? Da Vinci. activity 11.
Who played the guitar? Picasso. • They can draw their artist or stick a picture in the
space.
Read and write. (AB page 78, activity 11)
• Explain that the pupils must write three sentences
about Leonardo da Vinci, using the words from the box.

Fast finisher tips: 1 Challenge fast finishers to see Extra activity: Listen and say the next word
how many words they can write using the letters in Ask the pupils to turn to page 49 of the Pupil’s Book.
Leonardo da Vinci’s name. Explain that you are going to read the texts out loud
2 Fast finishers can break the code at the bottom of and that you want the pupils to follow in their books.
page 78. Explain that you are going to stop a lot and that
Answer: every time you stop you want them to call out the
(ant, ruler, thirty, ice cream, spider, table) ARTIST next word.
If you don’t want to read the text yourself, play Track
Closing activities 51 and pause the CD.
What time is it?

• When it’s time to finish, ask What time is it? Elicit the Homework suggestion: Ask the pupils to find a
correct time from the pupils and then say It’s (nearly) painting by a famous artist (in a magazine, on the
time to finish. Put your things away, please. Internet) and stick it in their notebooks. Tell them to
Let’s remember the word of the day find out who it is by and what it is called and to write
a sentence like the ones in activity 13 of the Activity
• When everything is tidy, ask What’s the word of the Book.
day? and elicit the answer (Mr Green’s older brother).
Then ask Who wants to spell it? Nominate a
volunteer to spell the word. Keep nominating pupils
until someone spells it correctly. Turn over the word
card. Say Well done. See you all next lesson.

8 Sherlock Holmes
and the case of the
missing painting
Lesson 5
Learning objectives
• Do a quiz to find out about Sherlock Holmes
Productive language
Vocabulary
• Rich, famous, talented, popular
Structures
• She’s rich and famous.
Materials
• Word cards: 48, 53–57
• CD 2, CD 3
Opening activities
• Ask the pupils if the remember the chant called Main activities
Where are you? Play CD 2 (Track 46).
Revision game: Do you remember … ?
CD 2
Chant 5: Where are you? • Put the word cards for Unit 8 on the board. Have the
46 flashcards for Unit 8 in your hand.
Mr Green: Where are you? • Ask questions about the characters in The case of the
Pupils: We’re at school. missing painting and encourage the pupils to answer.
Mr Green: Where are you in the school? Encourage them to use the professions on the word
Pupils: We’re in the classroom. cards in their answers as well as the names of the
Mr Green: Where are you in the classroom? characters, e.g.
Pupils: We’re on our chairs. Teacher: Who’s wearing an blue hat?
Mr Green: Where? Pupils: Jennifer Crow, the film star.
Pupils: On our chairs. Other questions:
Mr Green: Good. Then let’s begin. Who’s wearing a pink / brown / black / black and
• Encourage the pupils to join in, and repeat as brown hat?
appropriate. Who’s got a pink flower / a brown bag / a red nose?
Play Words of the day Look. Listen and say. (PB page 50, activity 8)
• Have the flashcard (number 49) of Mr Green’s uncle • Before they open their Pupil’s Books, ask the pupils
and aunt in your hand and the word card ready. Ask to summarise what has happened so far in The case
What are the words of the day? They are your mum’s of the missing painting. Ask them who they think has
sister and brother. When the pupils have guessed got the missing painting.
correctly, put the picture of Mr Green’s uncle and • Explain that today the story continues. Ask them to
aunt in the corner of the board. Ask How do you spell open their Pupil’s Books at page 50. Tell them to look
Mr Green’s aunt/uncle? Write the letters on the at the four different pictures of Julia Dove and the
board as the pupils call them out. sentences. Check comprehension.
• Show the word card to confirm that they got it right.
Put the word card face down on the board under the
flashcard.

• Explain that you are going to call out the sentences

Teacher: She’s famous.
Pupils: Number two.
Teacher: She’s popular.
• Speed up as the pupils get more confident at
recognising the sentences.
question to elicit the sentence. For example:
Teacher: What’s number three?
Pupils: She’s talented.
Listen, repeat and point
• Tell the pupils that they are going to hear the
sentences on the CD. Ask them to listen, repeat and
point to the corresponding picture in their Pupil’s
Book. Play CD 3 (Track 53).
CD 3
53
Number 1
She’s rich.
Number 2
She’s famous.
Number 3
She’s talented.
Number 4 Step 3
She’s popular. Sing
• Ask the pupils to name any pop stars who are like • Play the CD and encourage the pupils to sing along
Julia Dove: talented, popular, rich and famous. with the song. Repeat.
• Ask the pupils some questions based on the song to
Look and find check comprehension, e.g. Who loves Julia Dove
• Ask the pupils to look at activity 9. Say Look at the now? Why? etc.
picture. Who can you see? (Sherlock Holmes) What’s CD 3
he doing? (He’s reading a newspaper.). Ask a She’s a thief!
volunteer to read the headline (Julia Dove is a thief). 54
Ask a volunteer to read the first sentence of the Everybody loved Julia Dove
article (Last night, police looked for the missing When she was a pop star.
Picasso painting in Julia Dove’s house.). Ask a
volunteer to read the second sentence (Later, A talented … popular … rich … and famous pop star.
Inspector Wrong arrested the international pop star.).
Check comprehension.
Listen and read. Sing. (PB page 50, activity 9) But now nobody loves Julia Dove.
• Tell the pupils that they are going to learn a song about Now she’s just a thief!
Julia Dove. Ask What’s the song called? (She’s a thief!).
• Say First, let’s listen and read. We can sing the song Read and guess. Listen and find out. (PB page
later. 50, activity 10)
• Ask the pupils to look at the picture of the television.
Step 1
Ask What’s the programme called? (Do you know?)
Listen and read
Who is on the programme today? (Liz the librarian)
What has she got in her hand? (a book: Sherlock
Holmes – Short stories). Then ask What is the
Step 2 programme about? and direct the pupils to the
Listen and repeat bubble coming from the TV. Ask a volunteer to read it
• Encourage the pupils to say each line. You can say to elicit the answer from the class.
each line and ask the pupils to repeat after you, OR • Ask a volunteer to read the instruction (Read and
you play each line on the CD and pause for the pupils guess. Listen and find out.). Check comprehension.
Ask the pupils where all the places in question 1 are Write the question. Listen and tick the answer.
(London). Explain that the pupils must read the (AB page 79, activity 16)
questions and guess the correct answer: a), b), c) or
d). Let them choose their answers in pairs. • Tell the pupils to put the words in the right order to
• Ask pairs to read the questions and the answers they make the question. Check together.
have chosen. Then say Let’s listen to Liz and find out Answer:
the answers. When is Sherlock’s birthday?
• Play CD 3 (Track 55). Pause after the answer to question
1 and check the answer by asking the pupils to tell you • They can then tick the answer they think is correct
which letter it is: a), b), c) or d). Then continue. before listening to find out. Play CD 3 (Track 57).
CD 3
CD 3
Read and guess. Listen and find out. Write the question. Listen and tick the
57
55 answer.
Presenter: Question 1. Where does Sherlock Holmes
live? Presenter: Question 3. When is Sherlock’s birthday?
a) Trafalgar Square a) in January b) in July
b) Buckingham Palace c) in June or d) in August
c) Baker Street or For the answer, let’s listen to Liz.
d) London Bridge Liz: There are celebrations all around the world
For the answer, let’s listen to Liz. on Sherlock’s birthday. It’s in January.
Liz: Sherlock Holmes is a famous and
talented detective in English Literature. Fast finisher tips: 1 Pupils can write a list of all the
He lives in Baker Street. objects on page 50 of the Pupil’s Book that they can
name. Check spelling.
Presenter: Question 2. What musical instrument 2 Fast finishers can break the code at the bottom of
does Sherlock Holmes play? page 79 in the Activity Book.
a) the guitar Answer:
b) the violin (tree, hat, ice cream, elephant, fifty) THIEF
c) the piano or
d) the drums
For the answer, let’s listen to Liz. Closing activities
Liz: Sherlock Holmes plays the violin. What time is it?
Write. (AB page 79, activity 14) • When it’s time to finish, ask What time is it? Elicit the
• Ask a volunteer to read the instruction (Write.). Check time to finish. Put your things away, please.
comprehension. Explain that the pupils must write the
sentences in the box under the corresponding pictures. Let’s remember the words of the day
Answers: • When everything is tidy, ask What are the words of
1 She’s rich. 2 She’s popular. 3 She’s talented. the day? and elicit the answer (Mr Green’s aunt and
4 She’s famous. uncle). Then ask Who wants to spell them? Nominate
a volunteer to spell the words. Keep nominating pupils
Complete the song. Listen and check. (AB page until someone spells them correctly. Turn over the word
79, activity 15) card. Say Well done. See you all next lesson.
• Ask Who’s in the picture? (Jennifer Crow and
Sherlock Holmes) What’s Jennifer doing? (She’s Extra activity: Complete the first half of the
reading the newspaper.) What’s Sherlock doing? bilingual dictionary for Unit 8, page 84
(He’s watching Jennifer.). Put the pupils into groups of four or five and ask
• Ask a volunteer to read the instruction (Complete the them to turn to the bilingual dictionary for Unit 8,
song. Listen and check.). Check comprehension. page 84 of Activity Book. Encourage them to work
Explain that the pupils have to use the words in the together to translate the verbs and nouns into their
box to complete the song. L1. They should use pencil until you have confirmed
• Check by listening to the song again on CD 3 (Track 56). that they have got the translations right.
CD 3 Write How do you say … in (L1)? on the board so that
Complete the song. Listen and check. the pupils can ask you for help in English.
56
(See the script for PB page 50, actvity 9)

Homework suggestion: Continue completing the
bilingual dictionary for Unit 8.

8 Sherlock Holmes
and the case of the
missing painting
Lesson 6
Learning objective
• Read and understand part of a story
Productive language
Vocabulary
Structures
Materials
• Story poster 8
• Flashcard: 50
• Word card: 46
• CD 3
Opening activities
• Ask the pupils if they remember the chant called Is Main activities
my pencil long or short? Play CD 3 (Track 1).
Play Read my lips
CD 3
Chant 6: Is my pencil long or short? • Write She’s talented. on the board. Ask the pupils if
1 they can remember the other sentences that
described Julia Dove. Write them on the board. Tell
Mr Green: Is my pencil long or short?
the pupils that you are going to say one of the
Pupils: It’s long. Long, long.
sentences, but without any sound. They will have to
Mr Green: Is our board big or small?
read your lips and then say what it is.
Pupils: It’s big. Big, big.
• When you’ve modelled the activity, encourage the
Mr Green: Am I tall or short?
pupils to play the game in pairs or threes.
Pupils: You’re tall, tall, tall.
Mr Green: Good. Then let’s begin. Sing She’s a thief!
appropriate.
Play Word of the day • Play CD 3 (Track 54). If you prefer, use the karaoke
version on CD 3 (Track 58).
• Have the flashcard (number 50) of Mr Green’s cousins
in your hand and the word card ready. Ask What’s Listen to the story. Read. (PB page 51, activity 11)
the word of the day? They are your aunt and uncle’s
• Display the story poster so that everyone can see it. Ask
pupils. When the pupils have guessed correctly, put
Can you all see the poster? Allow the pupils to move so
the picture of Mr Green’s cousins in the corner of the
that they can see it clearly. Cover frames 3 and 4.
board. Ask How do you spell Mr Green’s cousins?
Write the letters on the board as the pupils call them Step 1
out. Create interest in the story
• Show the word card of Mr Green’s cousins to confirm
• Ask the pupils to look at the first picture. Ask Who
that they got it right. Put the word card face downon
can you see in the picture? (Jennifer, the Inspector,
Sherlock and Dr Watson) What’s happening? (The
inspector is returning Jennifer’s painting.).

Step 2
• Ask the pupils to look at frames 1 and 2 on the poster
time to do this listen to some of their ideas. Does
Step 3
Listen to the story
CD 3
59
Narrator: Sherlock Holmes and the case of the

missing painting.
Inspector: Here’s your painting, Miss Crow.
Jennifer: Thank you. I’m very happy to see it again.
Sherlock: Where was it, Inspector? Was it on the
wall?
Inspector: I don’t know.
Jennifer: Oh, it was under the sofa, Mr Holmes.
Sherlock: How do you know?
Jennifer: Oh. I… Er… Oh…
Sherlock: How do you know the painting was under
the sofa?
Watson: Did you put it under the sofa?
Where was it? (under the sofa) Who put it there?
Sherlock: Did you want everyone to think Julia Dove
(Jennifer) Why? (She wanted everyone to think Julia
was a thief?
was a thief because she was jealous.).
Step 4
Step 6
can be Jennifer and Julia, the other person can be
everyone else. Encourage them to read it more than
Teaching option: Refer to page xix in the Introduction
story.
for more game ideas to play using the story poster.
Jennifer: Yes, I did. I wanted everyone to think she
was a thief.
Watson: Why? Which of these things are not in the story? (PB
Jennifer: I was jealous of her. She’s younger than I page 51, activity 12)
am. She’s more popular than I am. She’s • Explain that the pupils have to look at the pictures
more talented than I am. I wanted to be and the text to try and find the things in the list.
the star of the film. • Give them time to do this, then ask them to tell you
Sherlock: Inspector, arrest this woman! which things are not in the story.
Julia: Thank you, Mr Holmes. Thank you, Dr
Watson. I’m very happy to be out of jail.
Watson: No problem, Miss Dove.
Sherlock: Good luck with your new film.
Julia: Thank you.
Answers:
Step 5 a bag, a plane
Check comprehension
the story. Ask Who stole the painting? (no one)

Match. Put the speech bubbles in order. (AB Listen to the story again for enjoyment
page 80, activity 17) • Tell the pupils to look back at page 51 of the Pupil’s
• Ask the pupils to close the Pupil’s Books and to open Book.
their Activity Books at page 80. Explain that the • Play the story again for them to listen to and/or read,
pupils have to match the characters to the speech as they choose.
bubbles, and then number the speech bubbles in the
order they appear in the story. Fast finisher tips: 1 Put fast finishers into pairs. Ask
Answers: them to turn to the bilingual dictionary for Unit 8. Tell
a 2 Sherlock b 1 Inspector c 3 Watson d 5 Julia them to test each other by asking How do you say …
e 4 Jennifer in English?
Read the questions. Write Yes or No. Listen and page 80 of the Activity Book.
check. (AB page 80, activity 18)
Answer:
• Ask a volunteer to read the instruction (Read the (jumper, umbrella, spider, thirty, ice cream, cat, egg)
questions. Write Yes or No. Listen and check.). Check JUSTICE
comprehension. Explain that the questions
summarise what happened in the story. The pupils Closing activities
must read them and answer Yes or No. Pupils can
help each other. What time is it?
• Check together. Read out each question. Check • When it’s time to finish, ask What time is it? Elicit the
comprehension, then ask the class what answer they correct time from the pupils and then say It’s (nearly)
put, but do not confirm the answers. time to finish. Put your things away, please.
• Play CD 3 (Track 60) for the pupils to check their answers.
CD 3
Read the questions. Write Yes or No. Listen • When everything is tidy, ask What’s the word of the
60
and check. day? and elicit the answer (Mr Green’s cousins). Then
Number 1 spell the word. Keep nominating pupils until
Inspector: Was the painting in Jennifer’s house? someone spells it correctly. Turn over the word card.
Sherlock: Yes, it was. Say Well done. See you all next lesson.
Number 2
Inspector: Did Julia put the painting under the sofa? Extra activity: Put the pupils into groups of two or
Sherlock: No, she didn’t. three and give them one of the frames of the story to
Number 3 rehearse. Give them time to rehearse their part of the
Inspector: Did Jennifer put the painting under the sofa? story. Then have a mini-performance in class as each
Sherlock: Yes, she did. group of three performs their part of the story in
Number 4 sequence.
Inspector: Is Julia a thief?
Sherlock: No, she isn’t.
Number 5
Inspector: Did Jennifer want everyone to think Julia Homework suggestion: Ask pupils to look through
was a thief? the bilingual dictionary for Unit 8 and to write their
Sherlock: Yes, she did. ten favourite words onto a piece of paper. In the next
Number 6 lesson, pupils can compare their lists and explain
Inspector: Did Jennifer like Julia? why they chose their words.
Sherlock: No, she didn’t.
Number 7
Inspector: Was Jennifer jealous of Julia?
Sherlock: Yes, she was.
Answers:
1 Yes 2 No 3 Yes 4 No 5 Yes 6 No 7 Yes

activity 19)
• Tell the pupils to decide which expression best
describes how they feel about the story and then to
give the story a score out of 10.
• Ask who their favourite character was and why. Tell
them to complete the sentences.

8 Sherlock Holmes
and the case of the
missing painting
Lesson 7
Learning objectives
• Practise the pronunciation of the /dZ/ sound
• Read a text about the weekend
• Write a text about your weekend
Productive language
Vocabulary
Structures
Materials
• Flashcard: 46
• Word card: 49
• CD 3
Opening activities
Main activities
Revision game: Who says what?
• Ask the pupils if they remember the chant called
What’s the opposite? Play CD 3 (Track 21). • Write Here’s your painting. and Good luck with your
CD 3
new film. on the board. Ask Do you remember the
Chant 7: What’s the opposite? story? Who says ‘Here’s your painting’? (Inspector).
21 Listen to the pupils’ suggestions, but don’t confirm
the answer. Ask And who says ‘Good luck with your
Mr Green: What’s the opposite of hello?
new film’? (Sherlock). Again, listen to their
Pupils: Goodbye.
suggestions, but don’t confirm the answer.
Mr Green: What’s the opposite of stand up?
Pupils: Sit down.
Mr Green: What’s the opposite of open your books?
Pupils: Close your books.
Mr Green: Good. Then let’s begin.
appropriate. Listen and read. Say. (PB page 52, activity 13)
• Ask the pupils what they think happened to Jennifer
Crow after the story. Say Turn to page 52 and let’s
• Have the flashcard (number 46) of a family photo in find out. Ask Who can you see in the picture?
your hand and the word card ready. Ask What’s the (Jennifer) Where is she? (in prison / jail) What’s her
word of the day? It’s something you can look at. You job now? Is she a film star? (No. She makes post
take it with a camera and all your family is in it. bags.).
When the pupils have guessed correctly, put the • Invite pupils to read out the tongue twister. Praise
picture of a family photo in the corner of the board. their attempts. Ask them to identify the most
Ask How do you spell a family photo? Write the common sound in the sentence (/dZ/).
letters on the board as the pupils call them out. • Explain that they are going hear somebody practising
• Show the word card of a family photo to confirm that the tongue twister and they should repeat what is
they got it right. Put the word card face down on the said. Play CD 3 (Track 61).

CD 3
61
Jail …
Job in jail …
Jennifer gets a job in jail …
Jealous Jennifer gets a job in jail …
Justice and jealous Jennifer gets a job in jail …
Julia gets justice and jealous Jennifer gets a job in
jail …
Julia gets justice and jealous Jennifer gets a job in
jail.
• Allow the pupils to enjoy saying the tongue twister on
their own. Listen to a few pupils say it out loud and
congratulate them on their improved pronunciation.

• Ask the pupils to turn to page 81 of their Activity
Books. Tell them to find the words from the tongue
twister in the wordsearch, circle them and then use
them to complete the tongue twister below.
• Check together.
Answer:
Julia gets justice and jealous Jennifer gets a job in jail.

read.). Check comprehension. Explain that pupils Read and write about last weekend. (PB page
must listen to and read the magazine page to answer 52, activity 15)
the questions in the flash. Ask a volunteer to read the • Ask a volunteer to read the instruction (Read and
questions in the flash (Who played the guitar last write about last weekend.). Check comprehension.
Sunday? Who visited the science museum last Explain that the pupils are going to write about their
Sunday? ). Check comprehension. Say Let’s listen weekend, just like the Find Out! team and Harry in
and find out. this activity.
• Play CD 3 (Track 62) and tell the pupils to follow the • Ask the pupils to look at Harry’s questionnaire. Check
text in their books as they listen. comprehension. Ask Did Harry visit a museum? Did
• Check the answers together. he go to the cinema? etc.
CD 3 • Ask volunteers to read Harry’s text out loud. Point out
Listen and read. that he used the answers from his questionnaire to
62
write his description.
Phil: Last Sunday, I walked in the park. I wanted
to take photos, but it was very rainy. I visited
Read and complete. Look at Activity 15, Pupil’s
my aunt and I painted a picture of her dog.
Book page 52 and check. (AB page 81, activity 21)
Kate: Last Sunday, I visited a friend. We watched a • Ask a volunteer to read the instruction (Read and
film on DVD. It was called Young Sherlock. I complete. Look at Activity 15, Pupil’s Book page 52
played the guitar and she played the piano. and check). Check comprehension. Explain that this is
Tim: Last Sunday, I visited the science museum Harry’s text from the Pupil’s Book, but there are some
and I learnt lots of things about Science. I words missing. Tell the pupils to complete the text
walked to the internet café but it wasn’t from memory using the words from the box.
open. So I played computer games at home. • Tell the pupils to look at page 52 in the Pupil’s Book
Clare: Last Sunday, I was at home. I listened to CDs to check their answers.
and I watched TV. I played table tennis with
my younger brother. I talked to a friend on
my mobile phone.

Answers: Closing activities

Last weekend, I stayed in my town with my parents. We
visited the transport museum. On Saturday afternoon, What time is it?
we walked the dog in the park. Then I played football • When it’s time to finish, ask What time is it? Elicit the
with my friends. At eight o’clock on Saturday, we correct time from the pupils and then say It’s (nearly)
watched a film on TV. time to finish. Put your things away, please.
Answer the questions. Write about last
weekend. (AB page 81, activity 22) • When everything is tidy, ask What’s the word of the
• Explain that, before writing their descriptions, the day? and elicit the answer (a family photo). Then ask
pupils should fill in the questionnaire to guide their Who wants to spell it? Nominate a volunteer to spell
writing. Start this together. Read the first question the word. Keep nominating pupils until someone
Where were you? Get the pupils to write in where spells it correctly. Turn over the word card. Say Well
they were. Then give them time to complete the rest. done. See you all next lesson.
Help with any language they need.
• When they are writing their texts, encourage the Extra activity: Interview a friend and write
pupils to use the texts in the Pupil’s Book as models. Get pupils to interview one another using the
• Go round offering help where necessary. Ask the questionnaire on page 81 of the Activity Book. They
pupils to put their hands up when they have finished can then write three or four sentences about what
so that you can have a look. that person did at the weekend.

weekend on a piece of paper and to then copy it into Homework suggestion: Revise for the evaluation
their Activity Books after you have looked at it and Revise the vocabulary of this unit by studying the
made any necessary corrections. bilingual dictionary for Unit 8.
Fast finisher tips: 1 Fast finishers can find three

months in the wordsearch on page 81 of the Activity
Book.
Answer:
(jelly, ant, ice cream, leg) JAIL

8 Sherlock Holmes
and the case of the
missing painting
Lesson 8
Learning objectives
and achievements
Productive language
Vocabulary
Structures
Materials
• CD 3
• DVD (optional)
Opening activities
What’s your favourite chant? EXAMPLE QUESTIONS
• Ask the pupils which has been their favourite chant Who watched Young Sherlock last Sunday? Page 52.
They can choose the chant for today’s lesson. Who lived in Barcelona? Page 49.
Who walked to the internet café last Sunday? Page 52.
Play Word of the day What colour’s Sherlock’s coat on page 47?
• Explain that as today’s lesson is an evaluation lesson What colour are Jennifer’s shoes on page 48?
there is no word of the day. How many photos are there on page 49?
How many paintings are there on page 49?
Main activities What’s Doctor Watson reading on page 47?
Tongue twister revision What’s Liz’s book called on page 50?
• Ask Who can remember the tongue twister from the Teacher’s tip: Nominate a sensible pupil to keep the
last lesson? Nominate pupils to say the tongue score on the board. Only accept one answer from
twister from memory. Elicit help from the rest of the each team to avoid random calling out. Give a point
class until they are able to say it. Ask everybody to to the other team(s) if somebody calls out an answer
breathe in deeply and say the tongue twister all without being nominated to do so.
together for the last time.
Revision game: Flick and find Play a dictionary game
• Tell the pupils you are going to play a game using the • Ask the pupils to turn to the bilingual dictionary for
Pupil’s Book. Make sure they have their books ready. Unit 8 on page 84. Ask What’s … in (L1)? What’s … in
Divide the class into two or three teams, giving each English? Having modelled the activity with the class,
team a name. drill the pronunciation of the question and then get
• Flicking through Unit 8 of the Pupil’s Book at random, the pupils to test each other in pairs or threes.
ask the teams questions. In their teams, the pupils
hands when they know the correct answer.


other’s vocabulary, take the opportunity to see if • Ask Who can you see? (Jennifer). Explain that the
there are any translations that the pupils have not pupils are going to hear Jennifer talking and they
been able to write into their dictionaries. Offer help have to number the pictures in the order they hear
where necessary. them. Play CD 3 (Track 63).
CD 3
Listen and number.
Preparing for the revision 63
• Explain that today is a revision day – an opportunity Number 1

for the pupils to show how much they have learnt in Jennifer: I’m a very famous film star.
Jennifer: I’m a very talented film star.
What are their jobs? Write. (AB page 82,
Number 3
activity 1)
Jennifer: I’m a very rich film star.
• Ask a volunteer to read the instruction (What are their Number 4
jobs? Write.). Check comprehension. Explain that the Jennifer: I’m a very popular film star.
pupils have to write the profession of each character
into the crossword. Remind pupils that if they can’t Answers:
remember the answer or need to check for spelling, a4 b2 c3 d4
they can refer back to their Pupil’s Books. Complete the tables. (AB page 82, activity 3)
Answers: • Explain that the pupils must fill in the gaps in the
1 POP STAR tables.
2 SHERLOCK’S ASSISTANT • Check together.
3 POLICEMAN
4 FILM STAR Answers:
5 DETECTIVE 1 He 2 played 3 watched 4 Did 5 listen 6 a 7 ?


• Explain to the pupils that the words are all sentences continue testing their vocabulary with the dictionary
in the dialogue between Clare and Tim, but the words on page 84.
and punctuation are in the wrong order. Explain that 2 Pupils complete any of the codes that have not yet
they have to reorder the words in each box to make been completed in this unit.
the sentences.
Time to choose
answers.
Answers:
following:
1 Did you watch TV last night?
2 Yes, I did.
3 I watched a good film.
from the Reinforcement, Extension and Grammar
4 Did you play table tennis?
5 No, I didn’t.
Project work: Choose a project from the suggestions
Read and complete. Listen and check. Act out. made in the Project bank at the end of this unit (see
(AB page 83, activity 5) page 27).
• Ask Who can you see in the picture? (Phil and Kate)
Use the DVD: See DVD photocopiables for this unit
What’s Phil looking at? (a painting). Explain that Phil
in the photocopiable resources section.
is talking about the painting.
• Focus on the dialogue and explain that this is Phil
and Kate’s conversation, but some words are
missing. Tell the pupils to read it and fill in the gaps Find Out about Grammar Booklet:
with words from the box. Refer pupils to the Grammar Booklet, page 16.
Answers:
together, by listening to CD 3 (Track 64).
1 Did you listen to the CDs last night?
CD 3 2 No, I didn’t.
Read and complete. Listen and check. 3 Did you talk on the phone yesterday?
64
Act out. 4 Yes, I did.
5 I talked to Tim.
Phil: This is a painting of Vincent Van Gogh. He 6 Did you watch TV last night?
was an artist. He lived from 1853 to 1890. 7 Yes, I did.
Kate: Did he paint lots of pictures? 8 I watch a film.
Phil: Yes, he did. He was very talented. But no-
one liked his work.
• Once you have confirmed the answers, ask pupils to Closing activities
read the dialogue in pairs. Get them to change roles What time is it?
and read it again.
Write the sentences in your language. (AB correct time from the pupils and then say It’s (nearly)
page 83, activity 6) time to finish. Put your things away, please.
• Tell the pupils to translate the sentences into their Congratulations!
own language.
• Sign the pupils’ pages if you are confident they have • Congratulate the pupils on completing the unit.
in the sentences at the bottom of their page to assess

Sherlock Holmes and the case Project bank

of the missing painting Unit 8
PROJECT 1 • Rehearse the play, and encourage the pupils to be

melodramatic in their pronunciation. This will make
Perform Sherlock Holmes and the case of the missing the experience more fun, both when recording and
painting when listening to the finished radio play.
You will need: the photocopiable script on page 28. PROJECT 3
• The pupils might like to perform the songs and Make an art gallery for the school
dialogues from Unit 8 as a play for their parents, or
for other classes in the school. You can see pupils You will need: the Internet, card, glue, pens, paper
performing the play on the DVD for Find Out! 5.
• Everyone can participate in the performance. Pupils • Explain to the pupils that you are all going to collect
who don’t want a main role can perform in the chorus some famous paintings and make an art gallery for
or help with costumes, props and scenery. Discuss the whole school to see.
these roles with the pupils and assign • Put the pupils into pairs. Give each pair the name of a
responsibilities. The roles are: famous painter. Ask them to find two paintings by the
artist on the Internet, the names of the paintings and
Sherlock Holmes when the artist lived. They can do this by putting the
Dr Watson name of the artist into a search engine. Each pair
Julia Dove must print out the two paintings to include in the
Jennifer Crow gallery.
Inspector Wrong • Write a paragraph on the board about a painting that
the Narrator you have found, e.g. This is a painting by Picasso. He
the Chorus was from Spain. He lived from 1881 to 1973. The
painting is called ‘Guitar, bottle and newspaper’.
• Pupils may also like to publicise their performance Encourage the pupils to write paragraphs about their
with a poster and to make tickets and/or a paintings by substituting the underlined words.
programme informing the audience of what everyone • The pupils can mount and frame their pictures with
has done in preparing for the performance. card.
Teaching option: If you would like to extend the
play, you can include the dialogue between Sherlock
Holmes and Julia Dove from page 77 of the Activity
Book.
PROJECT 2
Record Sherlock Holmes and the case of the missing

painting • Display the paintings and the paragraphs in the
classroom, or in a more public part of the school
• You need the script on page 28 and a cassette where other people can enjoy it.
recorder with a microphone.
• If your pupils are not keen to perform it as a stage Teacher’s tip: Artists appropriate for this project are:
play, they might like to perform it as a radio play. Leonardo da Vinci, Pablo Picasso, Henri Rousseau,
• Discuss the differences between a stage play and a Vincent van Gogh, René Magritte, Claude Monet,
radio play. Establish that scenery and costumes are Pieter Bruegel, Roy Lichtenstein, Edgar Degas, Piet
not necessary in a radio play, but that sound effects Mondrian, Henri Matisse, Paul Gauguin, Francisco de
are essential to create mood and to help tell the Goya, Diego Velázquez, Paul Cézanne and John
story. Discuss the sound effects, e.g. a newspaper, Constable. It is better to include two pictures by each
cups and saucers, footsteps, a police car siren, etc. artist so that you begin to raise pupils’s awareness of
and how they can be achieved. each artist’s unique style.

8 Sherlock Holmes SCENE 3

Narrator: Last night, police looked for the missing
and the case of the Picasso painting in Julia Dove’s house.
Later, Inspector Wrong arrested the
missing painting international pop star.
Chorus: Everybody loved Julia Dove
(NB: This is the same as the play on the DVD) When she was a pop star.
A talented … popular … rich … famous pop
Narrator: This is the story of Sherlock Holmes and star.
the case of the missing painting. Everybody loved Julia Dove.
SCENE 1 But now nobody loves Julia Dove.
(enter Sherlock Holmes) Now she’s just a thief!
Chorus: Sherlock Holmes is a detective.
SCENE 4
(enter Dr Watson) Inspector: Here is your painting, Miss Crow.
Chorus: Dr Watson is his assistant. Jennifer: Thank you. I’m very happy to see it again.
He’s the man with the brown bag. Sherlock: Where was it, Inspector? Was it on the wall?
(enter Inspector Wrong) Inspector: I don’t know …
Chorus: Inspector Wrong is a policeman. Jennifer: Oh, it was under the sofa, Mr Holmes.
He’s the man with the red nose. Sherlock: How do you know?
(enter Julia Dove) Jennifer: Oh, I … er … Oh …
Chorus: Julia Dove is a pop star. Sherlock: How do you know the painting was under
She’s the woman with the pink rose. the sofa?
(enter Jennifer Crow) Watson: Did you put it under the sofa?
Chorus: Jennifer Crow is a film star. Sherlock: Did you want everyone to think Julia Dove
She’s the woman in the photos. was a thief?
Jennifer: Yes, I did! I wanted everyone to think she
Chorus: These are the characters in our story: was a thief!
‘The case of the missing painting’.
Watson: Why?
SCENE 2 Jennifer: Because I was jealous of her. She’s
younger than I am. She’s more popular
Sherlock: Where were you last night? than I am. She’s more talented then I am.
Jennifer: I was at home. I wanted to be the star of the film!
Sherlock: Did you talk to anyone? Sherlock: Inspector, arrest this woman!
Jennifer: Yes, I did. I talked to Julia Dove. She was
with me. We talked about the film we’re SCENE 5
making. Then we listened to CDs and Julia: Thank you, Mr Holmes. Thank you, Dr Watson.
watched TV. I’m very happy to be out of jail.
Sherlock: Did you talk about your art collection? Watson: No problem, Miss Dove.
Jennifer: No, I didn’t. But Julia talked about it a lot. Sherlock: Good luck with your film!
She wanted to see the painting by Picasso.
Julia: Thank you.
Sherlock: Hmmm.
Chorus: Julia gets justice and jealous Jennifer gets a
Jennifer: Mr Holmes, I think Julia Dove has got my job in jail!
painting.
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Unit8
1 Read and match.
1 Sherlock Holmes Sherlock’s assistant
2 Doctor Watson a detective
3 Inspector Wrong a pop star
4 Julia Dove a film star
5 Jennifer Crow a policeman
2 Look and write.

1 Sherlock Holmes is a detective.
1 __________________________________________________________ 3
2 __________________________________________________________.
3 __________________________________________________________. 4
2
4 __________________________________________________________.
5 __________________________________________________________. 5
3 Complete the dialogue.
watched talked were didn’t was listened wanted was
Sherlock: were you last night?

Where _______
Jennifer: I __________ at home.
Jennifer: Yes, I did. I ________________ to Julia Dove. She ________________
with me.
We talked about the film we’re making.
Then we ________________ to CDs and ________________ TV.
Sherlock: Did you talk about your art collection?
Jennifer: No, I ________________. But Julia talked about it a lot.
She __________ to see the painting by Picasso.
Sherlock: Hmmm.
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Jennifer: Mr Holmes, I think Julia Dove has got my painting.

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Unit8
4 Look and write.
Yesterday, Clare played the

1 ___________________________________________
guitar.
___________________________________________
Yesterday
2 ___________________________________________
___________________________________________.
1 play the guitar ✓
3 ___________________________________________
2 play computer games ✓
___________________________________________.
3 talk on her mobile phone ✓ 4 ___________________________________________
4 listen to CDs ✓ ___________________________________________.
5 watch TV ✓
5 ___________________________________________
___________________________________________.
CRHI PPULRAO
1 2
rich
She’s ________________. She’s ________________.
FSMOUA TLDEAENT
3 4
She’s ________________. She’s ________________.
6 Write sentences.
1 night / I / TV / watched / last
I watched TV last night.
_________________________________________________________
2 listened / yesterday / She / to / CDs
_________________________________________________________.
3 We / park / last / week / in / walked / the
_________________________________________________________.
4 table tennis / yesterday / played / I
_________________________________________________________.
5 last / talked / He / friend / a / night / to
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Extension
Reinforcement
worksheet
worksheet
1 Unit
Unit8
Sherlock Holmes is a __________________ .
Dr Watson is his __________________ .
He’s the man with the brown bag.
Inspector Wrong is a __________________ .
Julia Dove is a __________________ .
She’s the woman with the pink rose.
Jennifer Crow is a __________________ .
lived was painted artist played designed pictures lived
was an artist. He _____________ in Barcelona and Paris. He

Pablo Picasso ______
_____________ hundreds of pictures. He _____________ the guitar, too.
Da Vinci was an _____________ from Vinci. He _____________ in lots of different cities
in Italy. In his life he painted many _____________. He _____________ machines, too.
3 Answer the questions for you. Write Yes, I did or No, I didn’t.
1 Did you paint a picture last week? __________________________.
2 Did you talk on your mobile phone yesterday? __________________________.
3 Did you play the guitar yesterday? __________________________.
4 Did you listen to CDs last night? __________________________.
5 Did you play football last weekend? __________________________.
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6 Did you play table tennis last week? __________________________.

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Reinforcement
Extension worksheet
worksheet
2 Unit
Unit8
4 Tick for you last week. Then write sentences.
Last week . . .
Last week,
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________.
5 Look and write.
1 2 3 4
She’s rich.
_________________ _________________. _________________. _________________.
with night watched wanted talked was to
was at home last ____________ . Julia

I ________
Dove was ____________ me. We ____________ TV
and we listened ____________ CDs. Julia
____________ about my art collection. She

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____________ to see the painting by Picasso.

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Grammar
Reinforcement
worksheet
worksheet
1 Unit
Unit8
Past Simple - regular verbs
I talked to Jennifer.
He/She watched TV.
We listened to CDs.
1 Write. Use the correct form of the verb.
1 talked on my mobile phone.

(talk) Last night, I _________
2 (listen) Last weekend, he _______________ to CDs.
3 (walk) Yesterday, I _______________ my dog in the park.
4 (play) Last Tuesday, we _______________ table tennis in the park.
2 Write the dialogue.
1 you / ? / last / Did / watch / night / TV

Kate: Did you watch TV last night?
____________________________________________
2 I / No / didn’t
Tim: ____________________________________________.
3 ? / you / a / Did / friend / visit
Kate: ____________________________________________
4 I / Yes / did / Clare / visited / I
Tim: ____________________________________________.
5 listened / to / We / CDs
Tim: ____________________________________________.
3 Write three sentences about you.
1 Yesterday, ___________________________________________________________________.
2 Last night, ___________________________________________________________________.
3 Last week, ___________________________________________________________________.

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Reinforcement
Grammar worksheet
worksheet
2 Unit
Unit8
Past Simple – questions
talk to anyone
Did you ?
watch TV
Yes, I did.
No, I didn’t.
4 Write the questions. Then write the answers for you.

1 you / Did / on / talk / mobile phone / ? / last / night / your
Did Yes, I did.
you talk on your mobile phone last night? ____________________
____________________________________________________________
2 walk / Did / ? / in / park / the / you / yesterday
____________________________________________________________ ____________________.
3 ? / CDs / listen / Did / to / you / weekend / last
____________________________________________________________ ____________________.
4 table / Did / play / ? / tennis / you / weekend / last
____________________________________________________________ ____________________.
5 TV / watch / Did / weekend / last / ? / you
____________________________________________________________ ____________________.

Sherlock: 1 Hello, Clare. Did you talk / talked to a friend last night?
Clare: 2 Yes, I did. I talk / talked to my friend Kate.
Sherlock: 3 Did you talk / talked on your mobile phone?
Clare: 4 No, I don’t / didn’t. I visited her at home.
Sherlock: 5 Did you watched / watch TV ?
Clare: 6 Yes, we did / didn’t. 7 And we play / played computer games.
6 Write questions about last week.
Did you listen to CDs last week?
1 (listen to CDs) ___________________________________________________________________
2 (play basketball) ________________________________________________________________
3 (walk the dog) __________________________________________________________________
4 (visit a friend) ___________________________________________________________________
5 (watch DVDs) ____________________________________________________________________
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6 (talk to a friend) _________________________________________________________________

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Listening Tapescript
Tim:
CD4
Last weekend was excellent! I played football with my
friends on Saturday. I visited my grandparents and I talked
Listen and tick the answers. to my friend Phil on my mobile phone. In the afternoon, I
38
visited the science museum with my grandparents. It was
1 Pupils listen to Phil and Clare talking about what they did fantastic!
yesterday. They only tick the boxes that are mentioned, the On Sunday, I watched TV and I played computer games with
other boxes are left blank. They listen to the recording twice. my friend Kate. In the afternoon, I walked my dog in the
(1 point for each correct answer. Points can be deducted for park.
any extra boxes that were ticked. Total 7 points)
Answers
Tapescript 1 football (example), 2 grandparents, 3 friend, 4 museum,
Phil: 5 Sunday, 6 computer games, 7 in the park
Yesterday was fantastic! I played football and I played
computer games, too. I talked to my friend on my mobile Reading
phone and in the afternoon, I walked in the park.
Clare: Pupils read the text written by Kate, about last weekend, and
Yesterday was excellent! I listened to my CDs and I watched decide if the statements are true or false.
TV. I talked to my friend on my mobile phone and I painted a (1 point for each correct answer. Total 6 points)
picture. It was a very relaxing day!
Answers
Answers 1 F (example), 2 F, 3 F, 4 F, 5 T, 6 T, 7 T
CDs football computer TV phone park paint 5 Read and match.

✓ Pupils read the questions and match them to the appropriate
Phil (example) ✓ ✓ ✓ answer by drawing a line.
Clare ✓ ✓ ✓ ✓ (1 point for each correct answer. Total 7 points)
Answers
CD4
1 e (example), 2 b, 3 d, 4 f, 5 a, 6 c, 7 h, 8 g
39
2 Pupils listen to Phil interviewing Kate and mark the boxes Pupils read the text and complete it using the words from the
with a tick or a cross. They listen to the recording twice. box. Remind them to read the whole text before putting the
(1 point for each correct answer. Total 7 points) words in as it isn’t a grammar gapfill but requires an
understanding of the text as a whole in order to complete the
Tapescript task successfully.
Phil: Hello, Kate. Did you listen to CDs last weekend? (1 point for each correct answer. Total 7 points)
Kate: No, I didn’t.
Phil: Did you watch TV? Answers
Kate: Yes, I did. Pablo Picasso was an artist (example). He was from Málaga
Phil: Did you play computer games? but he lived in Barcelona and Paris. In his life, he painted
Kate: Yes, I did. hundreds of pictures in different styles. He was artistic but he
Phil: Did you play table tennis? was musical, too.
Kate: No, I didn’t.
Phil: Did you visit your grandparents? Writing
Kate: Yes, I did.
Phil: Did you paint a picture? 7 Complete.
Kate: No, I didn’t. Pupils complete the sentences with the past ending or
Phil: Did you walk in the park? auxiliary verb.
Kate: Yes, I did. It was fantastic! (1 point for each correct answer. Total 3 points)
Phil: Did you play football?
Kate: No, I didn’t. Answers
Phil: OK. Thank you very much. 1 I listened to CDs. (example)
2 She played table tennis.
Answers 3 Did you watch TV?
1 ✗ (example), 2 ✓, 3 ✓, 4 ✗, 5 ✓, 6 ✗, 7 ✓, 8 ✗ 4 No, I didn’t.
CD4 8 Write the sentences.

Listen and circle the correct word. Pupils write the sentences in order. The time reference can
40 appear at the beginning or end of the verb clause. (This
exercise has the first word in capital letters to help pupils
3 Pupils listen to Tim talking about last weekend. Warn them decide where to place the time reference.)
that they won’t hear the exact sentences that are written in (1 point for each correct answer. Total 5 points)
the test. Instead they will have to listen and understand in
order to circle the correct option. They listen to the recording Answers
twice. 1 Last Saturday, I listened to CDs. (example)
(1 point for each correct answer. Total 6 points) 2 Last Sunday, she walked in the park.
3 Last weekend, we visited a museum.
4 I talked to a friend yesterday.
5 I watched TV last night.
6 Yesterday, he played computer games.
9 Complete the dialogue. Speaking (optional)

Pupils read the dialogue and insert the appropriate verbs
from the box. Material: 1 copy of speaking test (page 40) and PB page 52
(1 point for each correct answer. Total 7 points) Sound check!
Answers Vocabulary
Sherlock: Did (example) you play table tennis last night? Point to four pictures in Part 1 and ask What activity is this?
Clare: No, I didn’t. I listened to CDs. (paint a picture, walk in the park, talk on the phone, listen to
Sherlock: Did you walk in the park? CDs).
Clare: No, I didn’t. I played computer games. (1 point for each answer. Total 4 points)
Sherlock: Did you talk to a friend on your mobile phone?
Clare: Yes I did. I talked to Kate. It was eight o’clock. Sentences
Point to an activity from Part 1 of the test and say Last
10 Look and write. weekend I walked in the park. Prompt the pupil to say two
Pupils refer to the pictures and write sentences in Clare’s sentences. Then refer to Part 2 of the test and prompt the
speech bubble. pupil to say sentences about what each of the characters did
(1 point for each correct answer. Total 5 points) yesterday. (Yesterday, Phil listened to CDs).
(1 point for each sentence. Two sentences from Part 1 and
Answers five sentences from Part 2. Total 7 points.)
1 Yesterday, I listened to CDs. (example)
2 Yesterday, I played computer games. Questions
3 Yesterday, I watched TV. Point to an activity in Part 1 of the test and ask Did you listen
4 Yesterday, I played table tennis. to CDs last weekend / yesterday?
5 Yesterday, I walked in the park. Pupil answers Yes, I did or No, I didn’t. Prompt them to ask
6 Yesterday, I painted a picture. you six questions using the pictures.
(1 point for each question. Total 6 points)
11 Write sentences.
Pupils write sentences using a suitable adjective. Pronunciation rhyme
(1 point for each correct answer. Total 3 points) Point to the Sound check! activity for the unit (PB page 52),
and prompt the pupil to say the tongue twister Julia gets
Answers justice and jealous Jennifer gets a job in jail.
1 She’s famous. (example) (2 points for the pronunciation of individual sounds, 1 point
2 She’s talented. for rhythm and intonation. Total 3 points)
3 She’s rich.
4 She’s popular. Total for speaking test: 20 points
12 Find and circle. Write. Total for listening, reading, writing and speaking sections of
Pupils complete the clues and circle the words. test: 90 points
(1 point each correct answer. Total 7 points)
P A I N T E D W
O R L A E N K L
L I S T E N E D
I E M D T B P P
C A O L I H L O
E F W A G D A P
M Y B S M O Y B
A W A T C H E D
N P Y V N P D E
Answers
1 watched (example)
2 painted
3 Did
4 played
5 pop
6 policeman
7 listened
8 Last

Name:
Class:
Reinforcement
Test worksheet Unit
Unit8
CD4
1 38 Listen and tick the answers.
Phil ✓
Clare 7
CD4
2 39
Kate’s weekend
1 5
✗
2 6
3 7
4 8
7
CD4
3 40
Listen and circle the correct word.
1 Last weekend, Tim played table tennis / football.

2 He visited his grandparents / parents.
3 He talked to his sister / friend on his mobile phone.
4 He visited a library / museum.
5 He watched TV on Saturday / Sunday.
6 On Sunday, he played computer games / table tennis with Kate.
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Reinforcement
Test worksheet Unit
Unit 8
My weekend
On Saturday, I played football with my friends. We played in the sports

centre. After lunch, I watched TV and then I visited my grandparents. We
walked in the park and we played computer games. On Sunday, I was at
home with my sister. We talked and we watched TV. In the evening, I painted
a picture of my weekend.
by Kate
1 Kate played table tennis on Saturday. F

2 Kate played football with her parents.
3 Kate played football in the park.
4 She visited her cousins.
5 She played computer games with her grandparents.
6 On Sunday, she watched TV with her sister.
7 In the evening, she painted a picture. 6
5 Read and match.
a No, I didn’t. I haven’t got a
1 Where were you last night? computer.
2 Did you talk to anyone yesterday? b Yes, I did. I talked to Julia.
3 Did you play table tennis yesterday? c No, I didn’t. I don’t like music.
4 Did you watch TV last night? d No, I didn’t. I don’t like sport.
5 Did you play computer games last night? e I was at my aunt’s house.
6 Did you play the guitar last weekend? f Yes, I did. I watched a film.
7 Did you walk in the park last week? g No, I didn’t. I don’t like Art.
8 Did you paint a picture yesterday? h Yes, I did. It was sunny. 7

was life too pictures artistic painted lived artist
artist. He ____________ from Málaga but he ____________ in

Pablo Picasso was an _________
Barcelona and Paris. In his ____________ , he ______________ hundreds of _____________ 7
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in different styles. He was ________________ but he was musical, ____________ .

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Name:
Class:
Reinforcement
Test worksheet Unit
Unit 8
7 Complete.
listened to CDs.
1 I ___________
+
2 She ________________ table tennis.
? 3 ________________ you watch TV? – 4 No, I ________________. 3
8 Write sentences.
1 listened / I / to / Last / Saturday / CDs

Last Saturday, I listened to CDs.
_________________________________________________________________
2 walked / she / park / in / the / Sunday / Last
_________________________________________________________________ .
3 visited / we / Last / weekend / museum / a
_________________________________________________________________ .
4 I / to / friend / talked / yesterday / a
_________________________________________________________________ .
5 TV / last / watched / I / night
_________________________________________________________________ .
6 computer / played / games / Yesterday / he
_________________________________________________________________ . 5
9 Complete the dialogue.
didn’t played was talked walk Did talk listened
Sherlock: Did you play table tennis last night?

_______
Clare: No, I ______________ . I ______________ to CDs.
Sherlock: Did you ______________ in the park?
Clare: No, I didn’t. I ______________ computer games.
Sherlock: Did you ______________ to a friend on your mobile phone?
Clare: Yes, I did. I ______________ to Kate.
It ______________ eight o’clock.
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Name:
Class:
Reinforcement
Test worksheet Unit
Unit8
10 Look and write.
1 ✓ 2 ✓ 3 ✓
4 5 6
✓ ✓ ✓
Yesterday, I listened to CDs.

1 _________________________________________________________
2 _________________________________________________________ .
3 _________________________________________________________ .
4 _________________________________________________________ .
5 _________________________________________________________ .
6 _________________________________________________________ . 5
11 Write sentences.
1 2
1 She’s famous.
____________________________________
2 ____________________________________.
3 ____________________________________.
3 4
4 ____________________________________.
3
12 Find and circle. Write.
P A I N T E D W watched TV.
1 Last night, I _______________
O R L A E N K L 2 Picasso ____________ pictures.
L I S T E N E D 3 ___________ you play football yesterday?
I E M D T B P P
4 Last weekend, I ________ the guitar.
C A O L I H L O
E F W A G D A P
5 Julia Dove is a _____ star.
M Y B S M O Y B 6 Inspector Wrong is a _______________.
A W A T C H E D 7 Yesterday, I _____________ to CDs. 7
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8 ______ Saturday, I visited Jennifer Crow.

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Name:
Class:
Reinforcement
Test worksheet Unit
Unit 8
Part 1
Part 2
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Name:
Class:
Sherlock Holmes and the case of the missing painting

I can …


… use and understand the Past simple – regular verbs.

… sing The characters in our story song.
… sing She’s a thief song.
… say Julia gets justice and jealous Jennifer gets
a job in jail. with good pronunciation.
… read and understand about famous artists and

paintings.
… write about last weekend.
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Reinforcement worksheets 3 Answer the questions for you. Write Yes, I did or No, I
didn’t.
1 Read and match. Pupils’ own answers.
1 Sherlock Holmes – a detective. (example)
2 Doctor Watson – Sherlock’s assistant. 4 Tick for you last week. Then write sentences.
3 Inspector Wrong – a policeman. Pupils’ own answers.
4 Julia Dove – a pop star.
5 Jennifer Crow – a film star. 5 Look and write.
1 She’s rich. (example)
2 Look and write. 2 She’s famous.
1 Sherlock Holmes is a detective. (example) 3 She’s talented.
2 Doctor Watson is Sherlock’s / his assistant. 4 She’s popular.
3 Inspector Wrong is a policeman.
4 Julia Dove is a pop star. 6 Read and complete.
5 Jennifer Crow is a film star. I was (example) at home last night. Julia Dove was with me.
We watched TV and we listened to CDs. Julia talked about my
3 Complete the dialogue. art collection. She wanted to see the painting by Picasso.
Sherlock: Where were (example) you last night?
Jennifer: I was at home. Grammar worksheets
Jennifer: Yes, I did. I talked to Julia Dove. She was with me. 1 Write. Use the correct form of the verb.
We talked about the film we’re making. 1 Last night, I talked on my mobile phone. (example)
Then we listened to CDs and watched TV. 2 Last weekend, he listened to CDs.
Sherlock: Did you talk about your art collection? 3 Yesterday, I walked my dog in the park.
Jennifer: No, I didn’t. But Julia talked about it a lot. 4 Last Tuesday, we played table tennis in the park.
She wanted to see the painting by Picasso.
Sherlock: Hmmm. 2 Write the dialogue.
Jennifer: Mr Holmes, I think Julia Dove has got my painting. 1 Did you watch TV last night? (example)
2 No, I didn’t.
4 Look and write. 3 Did you visit a friend?
1 Yesterday, Clare played the guitar. (example) 4 Yes, I did. I visited Clare.
2 Yesterday, Clare played computer games. 5 We listened to CDs.
3 Yesterday, Clare talked on her mobile phone.
4 Yesterday, Clare listened to CDs. 3 Write three sentences about you.
5 Yesterday, Clare watched TV. Pupils’ own answers.
5 Look and complete. 4 Write the questions. Then write the answers for you.
1 She’s rich. (example) The answers to the questions will vary depending on the
2 She’s popular. pupil. The options are Yes, I did. or No, I didn’t.
3 She’s famous. 1 Did you talk on your mobile phone last night? Yes, I
4 She’s talented. did.(example)
2 Did you walk in the park yesterday?
6 Write sentences. 3 Did you listen to CDs last weekend?
1 I watched TV last night. (example) 4 Did you play table tennis last weekend?
2 She listened to CDs yesterday. 5 Did you watch TV last weekend?
3 We walked in the park last week.
4 I played table tennis yesterday. 5 Read and circle the correct word.
5 He talked to a friend last night. 1 Hello, Clare. Did you talk to a friend last night? (example)
2 Yes, I did. I talked to my friend Kate.
Extension worksheets 3 Did you talk on your mobile phone?
4 No, I didn’t. I visited her at home.
1 Complete the song. 5 Did you watch TV?
Sherlock Holmes is a detective. 6 Yes, we did.
He’s the man in the green hat. 7 And we played computer games.
Dr Watson is his assistant.
He’s the man with the brown bag. 6 Write questions about last week.
Inspector Wrong is a policeman. 1 Did you listen to CDs last week? (example)
He’s the man with the red nose. 2 Did you play basketball last week?
Julia Dove is a pop star. 3 Did you walk the dog last week?
She’s the woman with the pink rose. 4 Did you visit a friend last week?
Jennifer Crow is a film star. 5 Did you watch DVDs last week?
She’s the woman in the photos. 6 Did you talk to a friend last week?

Pablo Picasso was (example) an artist. He lived in Barcelona
and Paris. He painted hundreds of pictures. He played the
guitar, too.
Da Vinci was an artist from Vinci. He lived in lots of different
cities in Italy. In his life he painted many pictures. He
designed machines, too.

Bonfire Night
Learning objectives Pronunciation

• Understand and use appropriate classroom Stress and rhythm
language • Remember, remember! song
• Read and understand a short informative text about
Bonfire Night in the UK Socio-cultural aspects
• Show interest in Bonfire Night celebrations
Key language • Understand that different countries enjoy different
celebrations
Vocabulary
• Make a Bonfire, make a guy, watch fireworks, Cross-curricular content
eat hot dogs and baked potatoes
• Social science: Find out about Bonfire Night
traditions
Receptive language
• Celebrate Multi-cultural awareness
• Dark
• Different celebrations around the world: Find out
• Stand
about the tradition of Bonfire Night in the UK
• Remember
• Fill
Recycled language
• In the UK

Bonfire Night Project bank page 5
Find Out! 5 Bonfire Night page 1

Bonfire Night
Learning objectives
• Learn about Bonfire Night in the UK
• Sing a song about Bonfire Night
Productive language
Vocabulary
• 5th November, make a bonfire, make a guy, eat
hot dogs and baked potatoes, watch fireworks
Structures
• Review the Present simple
Materials
• Flashcards: 58
• Word cards: 58, 62
• CD 4
Opening activities
Revision chant
• Choose one of the revision chants from Units 1–8.
• Choose a word that you think needs revising and
follow the procedure used in Units 1–8.
Teacher: Watch fireworks.
Main activities Pupils: Number three.
Revision game: Sentence hangman Teacher: Eat hot dogs and baked potatoes.
• Play sentence hangman with Bonfire Night.
• When the words are completed, ask What’s Bonfire • Speed up as the pupils get more confident at
Night? When’s Bonfire Night? What do people in the recognising the words.
UK do on Bonfire Night? Listen to the pupils’ • Now change the activity so that you are asking a
suggestions, and then confirm or explain that Bonfire question to elicit the phrase. For example:
Night is a celebration in the UK that takes place on Teacher: What’s number three?
5th November. Tell the pupils that they are going to Pupils: Watch fireworks.
find out what people do on Bonfire Night. Listen and point
Cultural information: Bonfire Night is sometimes • Tell the pupils that they are going to hear the phrases
referred to as Guy Fawkes Night. Guy Fawkes tried to on the CD. Ask them to listen, repeat and point to the
blow up the Houses of Parliament in 1628. His plan corresponding picture in their Pupil’s Book. Play CD 4
failed. He was executed for his crime. The 5th of (Track 1).
November is the day that people in the UK remember CD 4
his execution. Look. Listen and say.
1
Number 1
Look. Listen and say. (PB page 53, activity 1) make a bonfire
Number 2
• Ask the pupils to open their Pupil’s Books at page 53. make a guy
Ask volunteers to read Sarah and Tom’s speech Number 3
bubbles. Ask Where do they go to school? watch fireworks
• Tell the pupils to look at the pictures. Focus on the text Number 4
under the pictures and make sure the pupils know what eat hot dogs and baked potatoes
each one means. Explain that you are going to call out
each one and that you want the pupils to call out the
corresponding numbers. For example:
Bonfire Night page 2 Find Out! 5

• Repeat as appropriate. Check comprehension by

asking How do you say make a bonfire in (L1)? How
do you say fireworks in (L1)?
• Hold up the flashcard and invite pupils to the front to
point to the bonfire, the guy, the fireworks, the hot
dogs and the baked potatoes.
• Attach the flashcard to the board. Hold up the word
card and encourage the pupils to read the words. As
they read point to the wrong item on the flashcard
and encourage the pupils to shout No! until you point
to the correct part of the flashcard, when they shout
Yes!
Read and listen. (PB page 53, activity 2)

• Ask the pupils to look at the text under the pictures
and labels. Explain to the pupils that they are going
to listen to the text. Tell them to listen for the
expressions they have just learnt. Pupils listen and
follow in their Pupil’s Books. Play CD 4 (Track 2).
CD 4
Read and listen.
2
On the 5th November in the UK, we celebrate Bonfire

Night. We make a bonfire and then we make a guy to
put on top of the bonfire. When it’s dark, we stand
near the bonfire and watch fireworks. We eat hot
dogs and baked potatoes.
• Check comprehension. Ask When is Bonfire Night?
Where do they put the guy? When do they stand near CD 4
the bonfire? What do they eat? Ask volunteers to read Listen and read. Sing.
3
the sentences of the text to answer the questions.
Kate: Remember, remember,
The 5th November
• Say Look at the photographs. What can you see? Is Bonfire Night!
(bonfire, fireworks) What are the people doing?
(standing near the fire, watching fireworks). In the UK, on this day
• Tell the pupils that they are going to learn a song People make bonfires.
about Bonfire Night. Ask What’s the song called? They make a guy.
(Remember, remember!). And they watch fireworks
• Say Let’s listen and read. We can sing the song later. Fill the sky.
Step 1 Remember, remember,

Listen and read The 5th November
• Play CD 4 (Track 3) for the pupils to listen to the song Is Bonfire Night!
and follow the words in their books. Write. (AB page 85, activity 1)
Step 2 • Ask the pupils to close their Pupil’s Books and to
Listen and repeat open their Activity Books at page 85. Ask a volunteer
• Encourage the pupils to say each line. You can say to read the instruction (Write.). Check
each line and ask the pupils to repeat after you, OR comprehension. Explain that the pupils have to write
you play each line on the CD and pause. the sentences from the word box under the correct
Step 3 pictures.
Sing • Check together. Nominate pupils to read out their
• Play the CD and encourage the pupils to sing along answers.
with the song. Repeat.
• Ask the pupils some questions based on the song to Answers:
check comprehension, e.g. What is the song 1 make a bonfire 2 make a guy 3 watch fireworks
remembering? What does the song describe? 4 eat hot dogs and baked potatoes

Read and complete. (AB page 85, activity 2) Extra activity: Listen and say the next word
• Ask a volunteer to read the instruction (Read and Read the text on page 53 of the Pupil’s Book out
complete.). Elicit from the pupils that this is the text loud, but stop before key words, e.g. bonfire, guy,
from the Pupil’s Book. fireworks, dogs, potatoes. Get the pupils to follow in
• Explain that they have to complete it with the words their Pupil’s Books and to call out the next word
in the box. Tell them not to look at their Pupil’s Book, every time you stop.
but to work from memory.
Repeat the activity but this time ask the pupils to
• Check by asking pupils to read out a sentence each.
only listen and not to follow the text in their books.
Challenge them to remember the missing word every
Answers:
time you stop.
On 5th November in the UK, we celebrate Bonfire Night.
We make a bonfire then we make a guy to put on top of
the bonfire. When it’s dark, we stand near the bonfire and Closing activities
watch fireworks. We eat hot dogs and baked potatoes.
What time is it?
Complete the song. Listen and check. (AB page correct time from the pupils and then say It’s (nearly)
85, activity 3) time to finish. Put your things away, please.
• Explain that the pupils have to write the sentences of
the song, in order. They can do this together.
• Check together by listening to CD 4 (Track 5). Sing • When everything is tidy, ask What’s the word of the
the song one more time. day? and elicit the answer. Then ask Who wants to
CD 4 spell it? Nominate a volunteer to spell the word.
Complete the song. Listen and check. Keep nominating pupils until someone spells it
2 correctly. Turn over the word card. Say Well done.
(See the script for PB page 53, Activity 3) See you all next lesson.
Fast finisher tips: 1 Draw the outline of an exploding Homework suggestion: Get the pupils to write any
firework on the board. Inside the outline write the word they associate with Bonfire Night in code, using
jumbled letters of any word related to Bonfire Night. The code breaker picture dicitonary on pages 58 and
Fast finishers can work out what the word is and then 59 of the Pupil’s Book.
do one of their own. Fast finishers can look at each
other’s drawings and work out the words.
Answer:
(hundred, orange, table, door, one, guitar) HOT DOG
Bonfire Night page 4 Find Out! 5

Bonfire Night Project bank
Make a firework safety poster • Get the pupils to write the sentences in their
notebooks.
• Explain to the pupils that they are going to make a • Ask volunteers to write the sentences on strips of
large poster informing people about firework safety. brightly coloured card. Ask other pupils to cut out
Elicit what they must and must not do with fireworks. shapes of fireworks, the moon and stars from brightly
Write their suggestions on the board, e.g. coloured card. Ask others to cut out shapes of bonfire
flames in red, orange and yellow card.
Don’t throw fireworks. • When everybody is ready, they can stick their
Don’t stand close to fireworks. contributions on to a large piece of black card or a
Don’t keep fireworks in your pocket. roll of black paper.
• Display the poster in the school where everyone will
Light fireworks with an adult. see it.
Watch fireworks from a safe distance.
Keep fireworks in a tin with a lid.

Advent and Christmas

• Understand and use appropriate classroom • Advent starts …
language • It’s got twenty-four windows.
• Read and understand a short informative text about • They open one window every day.
Advent and Christmas in the UK
• Learn and sing a song Pronunciation
Stress and rhythm
Key language
• Christmas is coming! song
Vocabulary
• Christmas tree, advent calendar, Christmas lights, Socio-cultural aspects
Christmas cards, stocking
• Show interest in advent and Christmas celebrations
Structures in the UK
• People in the UK put up Christmas trees. • Understand that different countries enjoy
• They put up Christmas cards. celebrations in different ways
• Lots of pupils have an advent calendar.
Cross-curricular content
Receptive language
• Social science: Find out about advent and
• Candle Christmas traditions in the UK
• First, second, third
• Twenty-four Multi-cultural awareness
• Advent and Christmas around the world: Find out
how Christmas is celebrated differently in the UK

Advent and Christmas Project bank page 5
Find Out! 5 Advent and Christmas page 1

Advent and Christmas

Learning objectives
• Learn about advent and Christmas in the UK
• Sing a song about advent
Productive language
Vocabulary
• Christmas tree, Christmas lights, Christmas cards,
advent calendar
• First, second, third, fourth, fifth
Structures
• Review the Present simple
• Review have/has got
Materials
• Flashcard: 59
• Word card: 59, 63
• CD 4
Opening activities
Revision chant
• Choose one of the revision chants from Units 1–8.
Play Word of the day • Speed up as the pupils get more confident at
• Choose a word that you think needs revising and recognising the words.
follow the procedure used in Units 1–8. • Now change the activity so that you are asking a
question to elicit the word. For example:
Revision game: Sentence hangman Pupils: Christmas lights.
• Play sentence hangman with Christmas Day. Listen and point
• When the words are completed, ask When is
Christmas Day? (25th December) Are you looking
forward to Christmas Day? Try to elicit what the four-
week period before Christmas is called. Ask them to
(Track 6).
open their Pupil’s Books at page 54 to find out.
CD 4
Cultural information: Advent begins on the fourth Look. Listen and say.
6
Sunday before Christmas Day. Many pupils in the UK
have an advent calendar. Schools and churches use Number 1
an advent crown. a Christmas tree
Number 2
an advent calender
Look. Listen and say. (PB page 54, activity 1) Number 3
• Ask two volunteers to read Sandra and Nick’s speech Christmas lights
bubbles. Ask Where do they live? What are they Number 4
looking at? Christmas cards
• Tell the pupils to look at the pictures. Focus on the Number 5
labels under the pictures and make sure the pupils a stocking
know what each one means. Explain that you are going • Repeat as appropriate. Check comprehension by
to call out each one and that you want the pupils to asking How do you say Christmas cards in (L1)? How
call out the corresponding number. For example: do you say an advent calendar in (L1)?
Teacher: An advent calendar. • Hold up the flashcard and invite pupils to the front to
Pupils: Number two.
point to the Christmas tree, the Christmas lights, the
Teacher: Christmas cards.
stocking, the advent calendar, and the Christmas cards.
Advent and Christmas page 2 Find Out! 5
• Attach the flashcard to the board. Hold up the word

card and encourage the pupils to read each word. As
they read point to the wrong item on the flashcard
and encourage the pupils to shout No! until you point
to the correct part of the flashcard, when they shout
Yes!
Read and listen. (PB page 54, activity 2)

• Ask the pupils to look at the text under the pictures
and labels. Explain to the pupils that they are going
to listen to the text. Tell them to listen for the
expressions they have just learnt. Pupils listen and
follow in their Pupil’s Books. Play CD 4 (Track 7).
CD 4
Read and listen.
7
Advent starts on the fourth Sunday before Christmas.

People in the UK put up Christmas trees, Christmas
lights and other decorations. They also put up
Christmas cards from their friends and family.
Lots of pupils have an advent calendar. It’s got
twenty-four windows. They open one window every
day from 1st December.
• Check comprehension. Ask When is advent? What do
people do in advent? How many windows has an
advent calendar got? How many windows do they
open every day? Ask volunteers to read the
sentences of the text to answer the questions.
Step 3
Listen and read. Sing. (PB page 54, activity 3) Sing
• Say Look at the photograph. What can you see? (an • Play the CD and encourage the pupils to sing along
advent crown) Look at the picture. Who can you see? with the song. Repeat until they are singing
(the Find Out! team). confidently.
• Ask a volunteer to read the instruction (Listen and • Ask the pupils some questions based on the song to
read. Sing.). Check comprehension. Tell the pupils check comprehension, e.g. How many candles do we
that they are going to learn the song about Christmas light in the song? What do we do when we light the
that the Find Out! characters are singing. Ask What’s first/second/third/fourth candle?
the song called? (Christmas is coming!). CD 4
• Say First, let’s listen and read. We can sing the song Christmas is coming! song
later. 8
Christmas is coming.
Teacher’s tip: The ordinal numbers 1st–5th need a lot Light the first candle
of practice. They were last seen in Find Out! 4. Use And put up your Christmas tree.
the opportunity to point out the difference between
the words four and fourth, and one and first. Christmas is coming.
Light the second candle
Step 1 And put up your Christmas lights.
Listen and read Christmas is coming.
• Play CD 4 (Track 8) for the pupils to listen to the song Light the third candle
and follow the words in their books. And put up your Christmas cards.
Step 2 Christmas is coming.
Listen and repeat Light the fourth candle
• Encourage the pupils to say each line. You can say And put up your Christmas stocking.
you play each line on the CD and pause for the pupils Christmas is here.
to repeat after each one. Light the fifth candle
It’s a special time of year.
A very special time of year!

Find and circle. Write. (AB page 86, activity 1) Extra activity: Listen and say the next word
• Ask the pupils to close their Pupil’s Books and to Read the text on page 54 of the Pupil’s Book out
open their Activity Books at page 86. Ask a volunteer loud, but stop before key words, e.g. trees, lights,
to read the instruction. Check comprehension. cards, calendar, windows. Get the pupils to follow in
Explain that the pupils have to find six words in the their Pupil’s Books and to call out the next word
wordsearch to complete the labels. every time you stop.
• Check together. Nominate pupils to read and spell
out their answers. Repeat the activity but this time ask the pupils to
only listen and not to follow the text in their books.
Answers: Challenge them to remember the missing word every
See facsimile page for the answers. time you stop.
1 tree 2 lights 3 calendar 4 stocking 5 cards
Read and complete. Listen and check. (AB page Closing activities
86, activity 2) What time is it?
• Ask a volunteer to read the instruction. Elicit from the
pupils that this is the text from the Pupil’s Book. Tell • When it’s time to finish, ask What time is it? Elicit the
them to complete it using the words in the box. Tell correct time from the pupils and then say It’s (nearly)
them not to look at their Pupil’s Book, but to work time to finish. Put your things away, please.
from memory. Let’s remember the word of the day
CD 4
day? and elicit the answer. Then ask Who wants to
10 spell it? Nominate a volunteer to spell the word.
Keep nominating pupils until someone spells it
(See the script for PB page 54, activity 2)
Put the song in order. Listen and check. (AB
page 86, activity 3) Homework suggestion: Get the pupils to write any
• Explain that the pupils have to write the sentences of word they associate with advent and Christmas in
the song in order. code using The code breaker picture dicitonary on
• Check together by playing CD 4 (Track 11). pages 58 and 59 of the Pupil’s Book to help them.
CD 4
Put the song in order. Listen and check.
11
(See the script for PB page 54, activity 3)
Fast finisher tips: 1 Fast finishers can write a list in

their notebooks of any words that they associate
with Christmas. Any words they don’t know in
English, they can write in L1. In this way you will be
able to identify words that need revising. Put fast
finishers together to compare and extend their lists.
2 Fast finishers can complete the code at the bottom
of page 86 in the Activity Book.
Answer:
(cat, apple, ninety, door, leg, elephant) CANDLE
Advent and Christmas page 4 Find Out! 5

Advent and Christmas Project bank
Make an advent calendar

Teacher’s tip: Images and vocabulary for this
You will need: twenty-four envelopes, twenty-four project: Father Christmas, a Christmas card, a
different images of Christmas, and twenty-four Christmas present, Christmas Eve (24th December),
Christmas facts (optional). Christmas Day (25th December), a cracker, a turkey,
a Christmas pudding, a reindeer, a sleigh, a bell,
• Write the ordinal numbers 1st–24th on the envelopes. a candle, a Christmas stocking, a bauble, Christmas
Write a word card for each of the Christmas images. lights, an angel, a star, a Christmas tree, a Christmas
Put an image and its corresponding word card into cake, a carol, holly, a nativity scene, a robin and/or
each of the envelopes (you can also include any snow.
relevant facts). Seal the envelopes and display them
on the wall of your classroom.
• From 1st December, nominate a different pupil each
lesson to open the envelope of the day, to display the
image and read out the word card (and facts). Stick
them on the wall in order.
• Each day, revise the Christmas words from the
previous lessons. Turn over the word cards and
challenge the pupils to remember the spelling.

The Summer Solstice
Learning objectives Pronunciation

• Understand and use appropriate classroom Stress and rhythm
language • The summer’s here song
• Read and understand a short informative text about
the Summer Solstice in the UK Socio-cultural aspects
• Show interest in The Summer Solstice in the UK
Key language
Cross-curricular content
Vocabulary
• Social science: Find out about The Summer Solstice
• Cropped trousers, Bermuda shorts, a dress, a skirt,
in the UK
flip flops, sandals, a T-shirt
Structures Multi-cultural awareness
• More than, longer than, shorter than • Ancient traditions around the world: Find out what
The Summer Solstice is and what it means to
Receptive language people in the UK
• Monument
• Famous
Recycled language
• We live in a city.
• There’s a …
• It’s called Stonehenge.
• It’s a warm and sunny time of year.

The Summer Solstice Project bank page 5
The Summer Solstice game page 6
Find Out! 5 The Summer Solstice page 1

The Summer Solstice

Learning objectives
• Learn about The Summer Solstice in the UK
• Sing a song about summer fashion
• Play a game using mini-flashcards
• Write a short description of what someone is
wearing
Productive language
Vocabulary
• 21st June, The Summer Solstice, sunrise
• T-shirt, sandals, dress, Bermuda shorts, cropped
trousers, flip flops, a skirt
Structures
• Review of comparatives
• Review of the Present continuous
• Review of There is
Materials
• Flashcard: 60
• Word card: 60, 61
• CD 4
• Photocopiable, page 6
Opening activities
Revision chant
CD 4
• Choose one of the revision chants from Units 1–8. Read and listen.
12
Rebecca: Hi. I’m Rebecca.
• Choose a word that you think needs revising and David: And I’m David.
follow the procedure used in Units 1–8. Rebecca: We live in a city called Salisbury, in
England.
Main activities
David: There’s a very famous monument near
Revision game: Sentence hangman our city. It’s called Stonehenge. It’s more
than 5,000 years old.
• Play sentence hangman with The first day of summer.
• When the words are completed, ask When’s the first • Pause the CD. Ask the pupils what they have
day of summer? Do you know? Listen to the pupils’ understood. Focus the pupils’ attention on the
suggestions, and then explain that they are going to photos of Stonehenge to reinforce the meaning of the
learn about what happens in England on 21st June. words Stonehenge and sunrise. Explain anything else
• Ask the pupils to open their Pupil’s Books at page 55. the pupils are not sure of, asking volunteers to read
Ask a volunteer to read the title (The Summer the sentences out loud. Listen to the recording again,
Solstice). Check comprehension. as necessary.
• Say Let’s listen to the second part. Play the rest of
Cultural information: The astrological and traditional the recording and ask the pupils to continue
name for 21st June is The Summer Solstice. following in their books.
Kate: In the UK, 21st June is called The
Read and listen. (PB page 55, activity 1) Summer Solstice. Lots of people say that this
day is the first day of summer. This day is
• Focus the pupils on the photo of the pupils at the top
longer than all the other days in the year
of the page. Ask What are the pupils’s names?
because the sun is in the sky for more hours.
(Rebecca and David). Say Let’s listen to Rebecca and
The night of 21st June is shorter than all
David. Tell the pupils to follow in their books. Play CD 4
the other nights in the year. On 21st
(Track 12) up to the tone.
June, lots of people go to Stonehenge to
watch the sunrise and to celebrate the start
of summer.
The Summer Solstice page 2 Find Out! 5

• Ask comprehension questions to find out how much • Repeat as appropriate.

the pupils have understood, e.g. What’s 21st June • Hold up the flashcard and invite pupils to the front to
called? Is it the first day of winter? Is it longer or point to the clothes.
shorter than the other days in the year? Why is it • Attach the flashcard to the board. Hold up the word
longer? card and encourage the pupils to read the words. As
they read, point to the wrong item on the flashcard
Cultural information: 21st June is the longest day of and encourage the pupils to shout No! until you point
the year for all countries in the northern hemisphere, to the correct part of the flashcard, when they shout
but the length of the day varies from country to country. Yes!
Most people in the northern hemisphere consider Play Who’s wearing …?
21st June to be the first day of the summer because
• Write on the board Who’s wearing sandals? Look
the summer holidays are about to begin and because
around the classroom and ask Who’s wearing
the weather is about to get warmer. For astrologists,
sandals/a T-shirt/cropped trousers/a skirt? etc. Get
however, 21st June is the middle of the summer. For
pupils to stand up if they are wearing the items of
this reason, you sometimes hear the night of 21st
clothing. Write an example answer on the board
June referred to as Midsummer Night.
(Juan’s wearing sandals.).
• Focus the pupils on the picture of the Find Out! team
Look. Listen and say. (PB page 55, activity 2) on page 55. Tell them that they’ve got twenty
seconds to memorise what the pupils are wearing in
the picture. After twenty seconds, ask everybody to
• Tell the pupils to look at the clothes. Ask When do you
close their books.
wear these clothes? (summer). Focus on the labels
• Put the pupils into pairs and get them to decide who
under the pictures and make sure the pupils know what
is A and who is B. When they have decided, ask all
each one means. Explain that you are going to call out
the As to open their books at page 55. Explain that
each one and that you want the pupils to call out the
they are going to test their partner’s memory by
corresponding number. For example:
asking: Who’s wearing (sandals/a T-shirt)? The Bs
Teacher: A dress.
must try and answer in sentences, e.g. Clare’s
Pupils: Number three.
wearing sandals.
Teacher: Flip flops.
Pupils: Number five. Listen and read. Sing. (PB page 55, activity 3)
• Speed up as the pupils get more confident at • Ask a volunteer to read the instruction (Listen and
recognising the words. read. Sing.). Check comprehension. Tell the pupils
• Now change the activity so that you are asking a that they are going to learn the song about summer.
question to elicit the word. For example: Ask What’s the song called? (The summer’s here).
Teacher: What’s number three? • Say First, let’s listen and read. We can sing the song
Pupils: A dress. later.
Listen and point Step 1
Listen and read
(Track 13). Step 2
CD 4
Listen and repeat
Look. Listen and say. • Encourage the pupils to say each line. You can say
13 each line and ask the pupils to repeat after you, OR
Number 1 you play each line on the CD and pause for the pupils
cropped trousers to repeat after each one.
Number 2 Step 3
Bermuda shorts Sing
Number 3 • Play the CD and encourage the pupils to sing along
a dress with the song. Repeat until they are singing
Number 4 confidently.
a skirt • Ask the pupils some questions based on the song to
Number 5 check comprehension, e.g. Is anyone wearing a hat
flip flops and coat? What are they wearing?
Number 6
sandals
Number 7
a T-shirt

CD 4 Stick and write

The summer’s here
14 • Ask the pupils to choose one boy and one girl from
the remaining six pictures. They stick them in their
Everyone’s happy. notebooks and write simple descriptions about what
The summer is here. the boys and girls are and aren’t wearing. Tell them
It’s a warm and sunny time of year. to use the six texts as a model.
No-one’s wearing hats or coats.
Everyone’s wearing summer clothes. Fast finisher tips: Fast finishers can write a list in
Cropped trousers, their notebooks of any words that they associate with
Bermuda shorts, The Summer Solstice. Any words they don’t know in
Dresses and skirts. English, they can write in L1. In this way you will be
Flip flops and sandals able to identify words that need revising. Put fast
And lots of colourful T-shirts. finishers together to compare and extend their lists.
Everyone’s happy.
The summer is here.
It’s a warm and sunny time of year. Extra activity: Listen and say the next word
No-one’s wearing hats or coats. Read the text on page 55 of the Pupil’s Book out
Everyone’s wearing summer clothes. loud, but stop before key words, e.g. summer,
solstice, longer, hours, shorter. Get the pupils to
follow in their Pupil’s Books and to call out the next
Play a game word every time you stop.
• Give each pupil a copy of the photocopiable on page 6. Repeat the activity but this time, ask the pupils to
Explain that you are going to play a simple game but, only listen and not to follow the text in their books.
first, the pupils must cut out the pictures and texts. Challenge them to remember the missing word every
time you stop.
Make the cards
• Ask volunteers to give scissors to each pupil. Pupils Closing activities
cut out the 12 pictures and the six descriptions.
What time is it?
Listen and find
• Get all the pupils to put the 12 pictures on the table correct time from the pupils and then say It’s (nearly)
face up in front of them. time to finish. Put your things away, please.
• Describe what one of the 12 characters is wearing,
e.g. He’s wearing sandals, Bermuda shorts and a T- Let’s remember the word of the day
shirt. He isn’t wearing flip flops. • When everything is tidy, ask What’s the word of the
• Ask pupils to look at the pictures and to put up their day? and elicit the answer. Then ask Who wants to
hands when they know who it is. spell it? Nominate a volunteer to spell the word.
• Encourage the pupils to play this game in pairs. Keep nominating pupils until someone spells it
Read and match. Stick Have a good summer. See you all next year.
• Focus the pupils on the six texts. Can they find the
four corresponding pictures? Homework suggestion: Get the pupils to write any
word they associate with The Summer Solstice in
Answers: code using The code breaker picture dictionary on
Text 1 – Rebecca pages 58 and 59 of the Pupil’s Book to help them.
Text 2 – Jane
Text 3 – David
Text 4 – Andrew
Text 5 – Sue
Text 6 – Ned
• Get the pupils to stick the texts under the
corresponding pictures in their notebooks.
The Summer Solstice page 4 Find Out! 5

The Summer Solstice Project bank
Write and send a postcard • Get the pupils to copy the text into their notebook,
along with the school’s postal address. Remind them
• Explain to the pupils that you would like them all to to take the notebook on holiday so that they can refer
send you a postcard during the summer holiday. to the text when writing their postcards. Reassure the
Explain that when they come back in September they pupils that they can send a postcard from wherever
will find all the postcards displayed on the classroom they spend their summer holiday, even if they are not
wall. going away. And emphasise that you will be really
• Elicit a model of a postcard text and write it on the pleased to receive their cards.
board, e.g.
Dear (teacher’s name), Teacher’s tip: A display of postcards is useful for

I am in (name of town) with my contextualising the Past simple in the following
(family/grandparents/friends). school year. The pupils will be able to look at their
It is (great/fantastic/boring/horrible/very interesting). postcards and say: In August I was in Granada with
I am writing this postcard (on the beach/in the my grandparents. etc.
park/at home). It’s a picture of (…).
Today, it’s very (sunny/windy/rainy/hot/cold).
See you in September.
Best wishes,
(pupil’s name)

The Summer Solstice game

21st June
Rebecca Anna Sue Caroline
Rita Jane Ben Tom
Daniel David Ned Andrew
1. __________ isn’t wearing a skirt. She’s wearing 2. __________ isn’t wearing a dress. She’s wearing a
cropped trousers. She’s also wearing a T-shirt and skirt. She’s also wearing a T-shirt and flip flops, but
sandals. She’s wearing sunglasses. she isn’t wearing sunglasses or a hat.
3. __________ isn’t wearing sandals or flip flops. He’s 4. __________ isn’t wearing Bermuda shorts. He’s
wearing cropped trousers and a T-shirt. He’s also wearing cropped trousers. He isn’t wearing a T-shirt,
wearing a hat, but he isn’t wearing sunglasses. but he’s wearing flip flops and a hat.
5. __________ isn’t wearing flip flops. She’s wearing 6. __________ isn’t wearing cropped trousers. He’s
sandals. She’s also wearing a dress and sunglasses. wearing Bermuda shorts, a T-shirt and flip flops. He’s
She isn’t wearing a hat. wearing sunglasses, too.
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Do you remember? game

Explain the rules
Materials:
• Tell the pupils they have a minute to study the board
• Pupil’s Book, pages 56 and 57
and to guess all the rules of the game. They can do
• Question cards (one set per group), see pages 2
this in pairs. When the time is up, ask volunteers to
and 3
explain what they think the rules are. Congratulate
• Dice or coin, and counters
them on guessing correctly and clarify any areas of
• Scissors
doubt.
Opening activities Rules:

1 The pupils play in teams of two. They each put a
Introducing the game
set of question cards in a pile in front of them, face
• Ask the pupils to open their Pupil’s Books at pages down.
56 and 57. Ask What can you see? (a board game, 2 Each team puts their counter on START.
and the Find Out! team playing the game). 3 Teams take turns to throw the dice and move their
• Explain to the pupils that the game revises everything counter.
they have learnt in Find Out! 5, and that they are 4 When a team lands on a square, the opposing team
going to play it in groups of four, just like the Find looks at the picture on the square, takes the
Out! team. question card from the top of their pile and asks
the question from the corresponding category.
Read the question cards
5 If they get the answer right, they stay where they
• Focus the pupils on the TV screen at the top of the are. If they get the answer wrong, they go back to
page. Ask a volunteer to read the TV presenter’s the square they came from. The question card goes
speech bubble. Explain to the pupils that the game is to the bottom of the pile.
called Do you remember? 6 The winning team is the first to cross the finishing
• Explain that you have a set of question cards for each line. They do not need to throw an exact number in
group of four pupils. Give out the photocopies and order to land on FINISH.
elicit what the pictures next to the questions mean.
Tell them to look at the key in the Pupil’s Book to
help them. Confirm that there are four categories of
Main activity
questions on each card: People, Places, Words, Play the game
Nature.
• Put the pupils into groups of four, to make two teams
• Ask the pupils to read the questions to check that
of two.
they understand them. Allow them to do this in
groups and to help each other. Give them sufficient
Teacher’s tip: Make sure that linguistically confident
time, and then explain where necessary.
pupils are paired with less confident pupils.
Cut out the cards
• Ask a volunteer to hand out scissors and get the • Make sure that each team has a copy of the Pupil’s
pupils to cut out their twelve question cards along Book so that they can, if necessary, check the
the dotted lines. answers of the opposing team.
• When all the question cards have been cut out, tell • Pupils play the game. Monitor and help where
the pupils to write their name on the back of their necessary.
cards.
Closing activity
Evaluation
• Ask the pupils if they enjoyed the game. Encourage
them to look at all the questions and to realise how
much they have learnt in Find Out! 5.
Extra activity: Encourage the pupils to play the

game at home with an older brother or sister, or with
friends from school.
Find Out! 5 Do you remember? game page 1

Name:
Class:
Reinforcement worksheet
Do you remember? game Unit
Who was the original voice Who painted the Mona Lisa? Where was Picasso from?
of Mickey Mouse?
Where’s Edinburgh? What’s the capital of Wales, in What’s the capital of

the UK? England?
How do you spell How do you spell ‘friends’? How do you spell
‘headquarters’? ‘sports centre’?
Name three parts of a tree. Is an eagle a predator or Name three fruits that have
prey? got seeds in.
Who was Ella Fitzgerald? Who was Neil Armstrong? Who was
George Washington?
Name four countries in the What language do people What language do people
UK. speak in Australia? speak in Portugal and Brazil?
What’s the opposite of What’s the opposite of ‘noisy’? What’s the opposite of
‘long’? ‘young’?
Are days longer or shorter in In which season do leaves fall Name three ways to respect
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summer? from trees? and protect the forest.

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Name:
Class:
Do you remember?
Reinforcement game
worksheet Unit
Which street does Sherlock What’s the name of Sherlock Name four things that good
Holmes live in? Holmes’s assistant? spies have got?
Name three countries where Name five continents. Name three ways how
people speak English. people travel.
How many syllables are How many syllables are there How many syllables are
there in ‘America’? in ‘microphone’? there in ‘September’?
What do seals eat? What do anteaters eat? How many legs has an
insect got?
Where was Leonardo Da Who is 005? Who was Amelia Earhart?

Vinci from?
Name four countries in Name three places you can When do people celebrate
Europe. visit in a city. Bonfire Night?
Name six members of the Name three languages. Name three physical
family. activities.
Who looks after the animals Who looks after the trees in Name four predators.
in the zoo? a forest?
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The code breaker picture dictionary
Using The code breaker picture dictionary (PB Teacher’s tip: Once you have modelled The spelling
pages 58 and 59) race with your pupils, it is an ideal activity for
Break picture codes keeping fast finishers occupied, especially fast
• At the bottom of every page in the Activity Book finishers of tests, evaluations and project work.
(except in Lesson 8 of each unit) there is a word
written in a picture code. The pupils write the first Play How do you spell …?
letter of each picture to break the code and discover
a new word. • By the end of Find Out! 5 pupils should be spelling
• If the pupils are unable to break these codes on their with a lot more confidence – both in writing and in
own, refer them to The code breaker picture spelling out loud. If you have five minutes of a lesson
dictionary. They can look at the picture clues and the to fill, ask pupils to turn to The code breaker picture
letters to help them break the code successfully. dictionary and encourage them to test each other’s
spelling.
Draw picture codes • Put the pupils into pairs and tell them to decide who
• Encourage fast finishers to draw their own words in is A and who is B. Tell pupil A to look at The code
code for other fast finishers to break. breaker picture dictionary and to test pupil B on a
word. They must spell it from memory, e.g.:
Play The spelling race A: How do you spell Clare?
• The code breaker picture dictionary can be used as a B: C-l-a-r-e.
simple board game. A: Correct.
• To play the game, the pupils will need a counter each,
a dice, a pen and a piece of paper or a notebook. Teacher’s tip: Challenge the pupils to spell as many
words as possible within a time limit.
Rules of the game:

Make a picture dictionary
1 Give your pupils a word to spell, e.g. magazine.
2 In their notebooks, pupils draw a line for each • The code breaker picture dictionary is a picture
letter in the word, e.g.: dictionary. Artistic pupils might like to start creating
__ __ __ __ __ __ __ __ their own picture dictionaries, in notebooks bought
3 Put pupils into pairs or small groups. They put specifically for the purpose. They should dedicate at
their counters on START. least one page of the notebook to each letter of the
4 Pupils take turns to throw the dice and move their alphabet. As they learn new words beginning with
counters. They can only move their counter from each letter, they illustrate and label them in the
one circle to another touching circle: If the circles notebook on the corresponding pages.
don’t touch, they can’t move that way. They can
move in any direction, but in only one direction in
a go. Their objective with each throw is to land on
one of the letters in the given word (magazine).
5 When a letter appears in a word more than once,
e.g. a in magazine, pupils only have to land on the
letter once.
6 If they land on one of the letters in the word, they
write it in their notebooks in the correct order.
7 When they have written the word in full, they have
won.
The code breaker picture dictionary page 1 Find Out! 5

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Photocopiable resources
Section 1: Evaluation
Contents
Learning to learn self-evaluation worksheet page 2
Teacher’s evaluation of the unit page 3
Class assessment sheets: pages 4–11

Unit 1 page 4
Unit 2 page 5
Unit 3 page 6
Unit 4 page 7
Unit 5 page 8
Unit 6 page 9
Unit 7 page 10
Unit 8 page 11
Individual pupil assessment sheet page 12
Tests: pages 13–48

Tests teacher’s notes pages 13–22
Diagnostic test pages 23–27
Term 1 test pages 28–32
End-of-year test pages 43–48
Portfolio worksheets: pages 49–51

My language passport page 49
My language biography page 50
My Dossier page 51
End-of-year certificate page 52
Find Out! 5 Section 1 page 1

Name:
Class:
Learning to learn self-evaluation worksheet
I participate. I listen to the teacher.
I cooperate. I make an effort.
I do my homework. I listen to and sing the songs.

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I play with the CD-ROM. I listen to and read the story

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with my family.
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Section 1 page 2 © Macmillan Publishers Limited 2007

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Teacher’s evaluation of the unit
Unit: _____ Title: ___________________________________ Date: _____________________
1 The unit
Number of hours / lessons to complete the unit:
Were the objectives of the unit achieved?

Lesson 1: Yes / Partly / No Lesson 2: Yes / Partly / No Lesson 3: Yes / Partly / No
Lesson 4: Yes / Partly / No Lesson 5: Yes / Partly / No Lesson 6: Yes / Partly / No
Lesson 7: Yes / Partly / No Lesson 8: Yes / Partly / No
Comments:
Activities that were successful / enjoyable:
Activities that were amended / need to be amended next time you teach the unit:
Extra materials used:

Reinforcement worksheets:
Extension worksheets:
Grammar worksheets:
Self-evaluation worksheet:
Learning to learn self-evaluation worksheet:
Other materials:
2 The pupils
Level of interest and motivation:

Level of participation:
Pupils that needed extra support:
Pupils that completed the Reinforcement worksheets:
Pupils that completed the Extension worksheets:
Additional comments:
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© Macmillan Publishers Limited 2007 Section 1 page 3

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KEY
7 no
3 yes
Pupil’s name
Section 1 page 4
– with difficulty / sometimes
Ide
nt
Ide ifies
nti and
Ac fies sa
ts a y
o nd s t
Pro ut a say he fr
s
du im s t ee
Ex ces ple he d time
ch co d ai
a i l a
Class assessment sheet
Pro nge mple alog y rou ctivit

du s sh te o ue w tin ies
c
Giv es ort ral ith e ac
es the pie se a tiv
Lis ver sou ces nten partn ities
ten bal nd of ces er
Lis s an and /ai infor and
/a m
ten d
e no a q
Re s an xtra n-ve nd s tion uest
ad d
e c ts r b ay
s us ion
a
Re s and xtra spe l res the ing t s ab
ad u cts cif po to he ou
Re s an nder spe ic inf nse ngue gam t wh
ad d e sta cif or s t at
i m o tw e t
Wr s sho xtrac nds c an ati ora iste card hey
ite rt t t d o l r s do
Re he
s t tex s sp he k glo n fro inst in
co ts eci ey bal m d ruc the
ke an fic la m i ti ir f
Wr gnis y la d u and ngu ean alog ons i ree
ite es ngu nde g age ing ue n c
s a the ag rs lob w fr s o n
tim
e
Sh t o tex
ow sho diffe e in and al m ithin m th
r a s e t
Co s in t, m ren se the ani a se e st
op ter od t s nte cr ng nt or
e e p e i
Pa rate st in elled ellin nce oss- from nce es
cu
rtic s w a
i n tex gs
o r ricu st
the
Wo pat ith d re t ab f th lar ori
rk es cla sp ou e co es
Tri s ind in th ssm ect f t th soun nte
es ep e c ate or eir d/ nt
to en las s i oth we ai (ph
us de sr n p er ek / a
c e n ys
score
e E ntl oo ai ica
ng y o m a r an ultu nd d w la
lis f t rite cti
h i he ctivi d gr res a st vit
n t te tie ou nd he y)
he ac s
cla er h
p w li
ork st fe w ord
ss yle s
roo s
m
comment
Unit Test Additional
Unit 1 In my free time
© Macmillan Publishers Limited 2007

KEY
7 no
3 yes
Pupil’s name

Ide
nt
Ide ifies
nti and
Ac fies sa
ts a y
o nd s t
Pro ut a say he a
du sim s t nim
Ex ces ple he p als
ch co os
a m di
Pro nge ple alog ition

du s sh te o ue w of t
Giv ces ort ral ith he
es the pie sen a ani
Lis verb sou ces ten partn mals
ten al nd of ces er in
Lis s an and /a/ infor and the
ten d no an ma qu zo
s ex n-
Re an tra ve sa on sti d t i e o
ad d c ts
rba ys u on
s
s a ex
Re nd tra pe es e c g t bo s l r th in sa
ad u cts cif po ha he ut
Re s an nder spe ic inf nses nt gam whe
ad d e sta cif or
m to e c re a
ard ni
Wr s sho xtrac nds ic an atio ora
ite rt t t d l s mal
s t tex s sp he k glo n fro instr sl
Re he ba m uc ive
co ts eci ey l an
g ke an fic lan m sim tion
Wr nis y la d u and gu ean ple s in dw
ite es ngu nde g age ing di co ha
s a the ag rs lob w fr a lo n t th
Sh t o t ey
ow sho diffe e in and al m ithin m th gues ext
r a s e ea
Co s in t, m ren se the ani a se e st t
op ter od t s nte cr ng nt or
n o s f e ie
Pa
era es ell pe
t t e ll i c e s-cu
rom nc s
e
rtic es w in a d te ngs rri the
Wo ipat ith nd re xt ab of th cu st
rks es clas sp ou e s lar ori
Tri ind in th sm ect f t th oun co es
nte
es ep e c ate or eir d nt
to en las s i oth fav /a/ (fo
us de sr n p er ou an od
c r
score
e E ntl oo ai
ng y o m a r an ultu ite a wr d ch
lis f t i ain
s)
h i he ctivi d gr res a nima tes t
n t te tie ou nd l he
he ac s p w li
cla er h ork st fe
wo
rds
ss yle
roo s
m
comment
Section 1 page 5
Unit 2 The animal kingdom
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KEY
7 no
3 yes
Pupil’s name
Section 1 page 6
Ide
nt
Ide ifies
nti and
Ac fies sa
ts a y
o nd s t
Pro ut a say he c
du sim s th oun
Ex ces ple e d trie
ch co d isg s a
a i
Ide nge mple alog uise nd la

nt s s te ue s f ng
Giv ifies hort ora with or th uag
es the pie l se a e c es
Lis verb num ces nten partn onti
ten al b of ces er nent
Lis s an and er of infor and s
ten d no sy ma q
e
Re s an xtra n-ve llabl tion uest
ad d r es us ion
e cts ba
Re s and xtra spe l res in si ing t s ab
ad u c c
ts if po mp he ou
Re s an nder spe ic inf nses le w gam t wh
ad d e sta cif or ere
m to ord e
Wr s sho xtrac nds ic an atio ora s card peo
ite rt ts the d g n f l ins s ple
s are
Re the texts spec key loba rom truc
co k e an ic if la l m si tio fro
Wr gnis y la d u and ngu ean mple ns in m
ite es ngu nde g age ing di
a co
Sh
s a tha ag rs lob
t w fro o l nt
ow sho t wo e in and al m ithin m t gue ext
Co s in rt, m rds a se s the eani a se he st s
op ter od hav nte cr ng nt or
e e e i
Pa rate st in elled e sy nce oss- from nce es
rtic s w a cu
ip i n d
tex llab
t le rri the
c
Wo at th r a s ula sto
rk es cla esp bou an r c ries
Tri s ind in th ssm ect f t a f d wr on
es ep e c te or rie te a i ten
s t t (w
to en las s i oth nd
us de sr n p er h e he
c
score
e E ntl oo ai wo re
ng y o m a r an ultu rds thi
lis f t
h i he tivi gr s ac d r e ng
n t te tie ou nd sa
he ac s p w li re
cla her ork fest fro
ss yle m)
roo s
m
comment
Unit 3 Around the world

KEY
7 no
3 yes
Pupil’s name

Ide
nt
Ide ifies
nti and
Ac fies sa
ts a y
o nd s t
Pro ut a say he s
du sim s th pie
Ex ces ple e in s’ ite
ch co d
a i st m
Pro nge mple alog ructi s

du s sh te o ue w ons
Giv ces ort ra it
es the pie l se h a
Lis verb con ces nten partn
ten al tra of ces er
Lis s an and ctio infor and
ten d no ns ma q
e
Re s an xtra n-ve and tion uest
ad d r s i
e cts ba ay us on
Re s and xtra spe l res s th ing t s ab
ad u c ts if c p o e c he ou
Re s an nder spe ic inf nses han gam t wh
ad d e sta cif or t t
m o e c at t
ard hey
Wr s sho xtrac nds ic an atio ora
ite rt ts the d g n f l ins s are
Re he
s t tex sp lo r do
ts eci key bal om s truct
co k e a n ic f la m i io
ing
Wr gnis y la d u and ngu ean mple ns in
ite es ngu nde g age ing di
s t l a co
Sh a s he s age rsta obal with from logu ntex
ow ho pe in nd m
r l a s e in
s t
Co in , m ng se the ni li a a the es t
op ter od s o nte cr ng sent stor
e e e i
Pa rate st in elled f the nce oss- from nce es
rtic s w a cu
ip i n d
tex con
t t
rri the
c
Wo at th r a r ula sto
rk es cla esp bou actio r c ries
Tri s ind in th ssm ect f t a s ns a on
es ep e c te or a py nd ten
to en las s i oth
us de sr n p er w rite
t (S
em
c
score
e E ntl oo ai st ap
ng y o m a r an ultu h ho
lis f t c d re ew re
h i he tivi gr s a
n t te tie ou nd o rds Co
de
he ac s
cla her
p w li )
ork fest
ss yle
roo s
m
comment
Section 1 page 7
Unit 4 Spies and secret codes
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KEY
7 no
3 yes
Pupil’s name
Section 1 page 8
Ide
nt
Ide ifies
nti and
Ac fies sa
ts a y
o nd s p
Pro ut a say lace
s
du im s t s i
Ex ces ple he t n a c
ch co d yp ity
a i e
Pro nge mple alog s of
du s sh te o ue w tra
Giv ces ort ra it ns
es the pie l se h a port
v
Lis erb sou es ten partn c n
ten al nd of ces er
Lis s an and /ea infor and
ten d no / a ma q
e
Re s an xtra n-ve nd s tion uest
ad d r i
s a ex cts s bal r ays t usin ons
Re nd tra pe es he g t ab
ad u cts cif po to he ou
Re s an nder spe ic inf nses ngu gam t wh
ad d e sta cif or et at
m to w e t
Wr s sho xtrac nds ic an ati ora iste card here
ite rt ts the g n f ins rd o l s is/
s are
Re the texts spec key loba rom truc
co in
g ke an ific lan l m sim tion at
Wr nis y la d u and gu ean ple s in
ite es ngu nde g age ing di ow
s a the ag rs lob a co n/
t w fro lo nt cit
Sh
ow sho spe e in and al m ithin m th gues ext y
r l a
Co s in t, m ling se the ani a se e st s e
op ter od s o nte cr ng nt or
e e e i
cu
rtic s w a
i n tex so
u rr the
icu st
Wo pat ith d re t de nd lar ori
rk es cla sp sc /e co es
Tri s ind in th ssm ect f ribin a/ a nte
es ep e c ate or g t nd nt
to en las s i oth he wr (co
us de sr n p er ir t ite
c o s un
score
e E ntl oo ai trie
ng y o m a r an ultu wn o the
lis f t w si
nt
h i he ctivi d gr res a r cit ord
n t te tie ou nd y s he
he ac s p w li UK
cla er h ork estf )
ss yle
roo s
m
comment
Unit 5 In the city

KEY
7 no
3 yes
Pupil’s name

Ide
nt
Ide ifies
nti and
Ac fies sa
ts a y
o nd s t
Pro ut a say he a
s
du im s t dje
Ex ces ple he r ctiv
ch co d ule es
a i
Pro nge mple alog s
du s sh te o ue w
Giv ces ort ra it
es the pie l se h a
Lis verb sou ces nten partn
ten al nd of ces er
Lis s an and /a/ infor to d
ten d no an ma es
e
Re s an xtra n-ve d sa tion crib
ad d r e
s a ex cts s bal r ys th usin the
Re nd tra pe es e c g t tre
ad u cts cif po ha he es
Re s an nder spe ic inf nses nt gam
ad d e sta cif or
m to ec
ard
Wr s sho xtrac nds ic an atio sim
ite rt ts the d g n f ple s
s
Re the texts spec key loba rom oral
co ke an ific la l m si in
Wr gnis y la d u and ngu ean mple stru
ite es ngu nde g age ing di ctio
s a the ag rs lob w fro alo ns
Sh t
ow sho spe e in and al m ithin m th gues in co
r l a
Co s in t, m ling se the ani a se e st s e nte
op ter od s o nte cr ng nt or xt
e e e i
rtic s w a te so cu t
rri he
Wo ipat ith nd re xt ab und cu st
rks es clas sp ou /a/ lar ori
in
Tri ind th sm ct f th an e t co es
es ep e c ate or eir d w nte
to en las s i oth frie rit nt
us de sr n p er nd es (lif
t ec
c s
score
e E ntl oo ai yc
ng y o m a r an ultu or f he w
lis f t le
h i he ctivi d gr res a amil ords of
n t te tie ou nd y af
he ac s p w li rui
cla er h ork estf t tr
ee
ss yle )
roo s
m
comment
Section 1 page 9
Unit 6 Trees and forests
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KEY
7 no
3 yes
Pupil’s name
Section 1 page 10
Ide
nt
Ide ifies
nti and
Ac fies sa
ts a y
o nd s t
Pro ut a say he fa
du sim s th mi
Ex ces ple e a ly m
ch co d dj
a i e em
Pro nge mple alog ctive bers

du s sh te o ue w s
Giv ces ort ra it
es the pie l se h a
Lis verb apo ces nten partn
ten al st of ces er
Lis s an and roph infor an
ten d no e s ma d q
e
Re s an xtra n-ve and tion uest
ad d r
e cts ba sa us ion
Class:
Re s and xtra spe l res ys th ing t s to

ad u cts cif po e he de
Name:
Re s an nder spe ic inf nses chan gam scrib

ad d e sta cif or
m to t ec ea
ard n
Wr s sho xtrac nds ic an atio sim
ite rt ts the d g n f ple s old
s t tex sp k lob ro or ph
Re he ts ec e y a m al oto
co i l s im
g ke an fic lan m
Wr nis y la d u and gu ean ple tru
ins gra
ph
ite es ngu nde g age ing di ctio
s a the ag rs lob a n
Sh t a wi fro log s
ow sho spe e in and l m thin m t ue in co
Co s in rt, m lling a se s the eani a se he st s nte
op ter od of nte cr ng nt or xt
e e e i
Pa rate st in elled the a nce oss- from nce es
te p cu t
rtic s w a o rri he
cu st
Wo ipat ith nd re xt de stro lar ori
rks es clas sp scr phe
in s ec i co es
Tri ind th m
es ep e c ate or g w nd t f
bin s a nte
nt
to en las s i oth h
us de sr n p er at t rite w (pe
c h s op
score
e E ntl oo ai le
ng y o m a r an ultu ey w the
lis f t in
h i he ctivi d gr res a ant wor Am
n t te tie ou nd an ds eri
he ac s p w li d d ca
f e o nh
cla her
ss
ork st
yle t wn ’ ist
roo s an ory
)
m t to
comment
do
on
Unit 7 When I was young
the
be
ac
h

KEY
7 no
3 yes
Pupil’s name

Ide
nt
Ide ifies
nti and
Ac fies sa
ts a y
o nd s t
Pro ut a say he c
du sim s th har
Pro ces ple e a acte
du co di dje rs
Giv ces mple alog ctive in th
es the te ue s es
tor
Lis ver so ora with
ten ba und l se a y
s la
Lis an nd dZ en rtn / nt p a
ten d e no / a ces er
Re s an xtra n-ve nd s and
ad d cts rb ay
e a s q
Re s and xtra spe l res the uest
ad u cts cifi po to ion
Class:
Re s an nde spe c inf nse ngu s ab

ad d e rst ci or s t e t ou
s a f m o w
Name:
Wr sho xtrac nds ic an atio sim iste t the

ite rt ts the d g n f ple r sto
s t
Re the exts spec key loba rom ora ry
co
g ke and ific lan l m sim l ins
Co nis y la un and gu ean ple tru
mp es ng de g ag ing di cti
t u l e a
Sh lete he s age rsta oba wit from logu ons i
ow s a pe t nc
s r ll
in nds l me hin
a a h es on
Co int esu ing s th an s e tex
op ere me of ente e cr ing ente stori
e s th n o fr e t
Pa rat t in of t e s ce ss- om ce s n
rtic es h o cu
ip wi and e st und
o
rri the
cu
Wo ate th r lar stor
rk s cla esp ry /dZ/ co ies
Tri s ind in th ssm ect f an nte
es ep e cl ate or o dw nt
to en as s i th rite (fa
us de sro n p er
c s t mo
score
e E nt o a h ew us
ng ly o m a ir an ultu art
Unit Test
lis f t cti d res ord ist

h i he vi
n t te tie grou and s s)
he ac s p w lif
cla er h ork sty e
ss les
roo
m
comment
Additional
Section 1 page 11
the case of the missing painting
Unit 8 Sherlock Holmes and
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Name:
Class:
Individual pupil assessment sheet
KEY 3 yes – with difficulty / sometimes 7 no
Unit 1 2 3 4 5 6 7 8
Identifies and says the vocabulary items introduced in Lesson 1

Identifies and says the vocabulary items introduced in Lesson 5
Acts out a simple dialogue with a partner
Learns and understands the grammar of the unit
Produces complete oral sentences using the affirmative and / or
negative structures introduced in Lessons 1 and 2
Produces complete oral questions / sentences using the structures
introduced in Lesson 3
Exchanges short pieces of information using the game cards
Produces the target sounds and says the tongue twister or chant in
Lesson 7
Gives verbal and non-verbal responses to oral instructions in context
Listens and extracts specific information from dialogues and short texts
Listens and captures global and specific meaning from the story
Reads and understands the key language within a sentence/question
Reads and extracts specific information from dialogues
Reads and extracts specific and global meaning from the story
Reads short texts and understands the cross-curricular content
Writes the key language in a sentence
Recognises the spelling of the target sound and writes the words
Writes a short, personalised text
Shows interest in and respect for other cultures and lifestyles
Cooperates with classmates in pair and group work
Participates in the classroom activities
Works independently of the teacher
Shows confidence in their ability to learn English
Tries to use English in the classroom
Unit test score
Comments:
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Diagnostic Test Reading

Pupils read the descriptions and match them to the
Listening appropriate picture by writing the corresponding letter in the
CD4 box.
Listen and tick the correct picture. (1 point for each correct answer. Total 5 points)
41
Answers
1 b (example), 2 e, 3 a, 4 d, 5 c, 6 f
5 Read and match.
Pupils read the descriptions and match them to the
Tapescript
appropriate picture by drawing a line.
Number 1: She’s wearing a T-shirt and a skirt.
Number 2: He can play the piano.
Number 3: He can play basketball.
Answers
Number 4: She can’t rollerblade.
1 a (example), 2 d, 3 f, 4 b, 5 c, 6 g, 7 e, 8 h
Number 5: She can ride a horse.
Number 6: There’s a sweet shop.
Number 7: There’s a baker’s.
Pupils read the information about Nick and decide if the
Number 8: The giraffe is behind the tree.
statements are true or false.
Answers
1 a (example), 2 a, 3 a, 4 a, 5 b, 6 a, 7 b, 8 b
Answers
1 T (example), 2 T, 3 F, 4 F, 5 F, 6 T, 7 T, 8 F, 9 T
CD4
Listen and match. Writing
42
2 Pupils listen to a boy talking about his day. They match each Pupils answer the questions with their own answers. Answers
activity to a corresponding time. Give pupils time to look at the will vary.
clock times before they listen. (1 point for each correct answer. Total 5 points)
Examples:
Tapescript 1 I’m fine, thanks (example)
Number 1: I start school at half past eight. 2 I’m (ten).
Number 2: I paint a picture at ten o’clock. 3 It’s (sunny).
Number 3: I’ve got Science at quarter past eleven. 4 She / He’s wearing …
Number 4: I have lunch at one o’clock. 5 Yes, I have. / No, I haven’t.
Number 5: I finish school at twenty past three. 6 Yes, I can / No, I can’t.
Number 6: I brush my teeth at half past seven.
Number 7: I go to bed at quarter to nine. 8 Write the sentences. Look and write T (true) or F (false).
Pupils have to do two tasks in this activity. First they order the
Answers sentences and then they refer to the school timetable and
1 c (example), 2 a, 3 b, 4 e 5 d, 6 g, 7 f decide if the sentences are true or false.
CD4
Listen and tick the correct picture. Answers
43 1 He’s got Art on Monday. T (example)
2 He hasn’t got Science on Wednesday. F
3 Pupils listen to the sentences and tick the appropriate box. 3 He’s got Geography on Thursday. T
They listen to the recording twice. 4 He’s got P.E. on Friday. T
(1 point for each correct answer. Total 7 points) 5 He’s got Maths on Saturday. F
6 He doesn’t go to school on Saturday. T
Tapescript
Number 1: He wants to walk in the forest. 9 Read and complete.
Number 2: She wants to walk in the mountains. Pupils complete the text using the words in the box. Tell
Number 3: He wants to swim in the river. pupils to read the whole text before inserting the words.
Number 4: It’s hot and sunny. (1 point for each correct answer. Total 5 points)
Number 5: He’s running in the park.
Number 6: He doesn’t like pizza. Answers
Number 7: Her favourite animal is the monkey. Hello! My name’s (example) Clare. I’m eleven years old. I’ve
Number 8: He isn’t wearing shoes or socks! got black hair and brown eyes. My favourite school subject is
Art. My birthday is in December.
Answers
1 b (example), 2 b, 3 a, 4 a, 5 a, 6 a, 7 a, 8 b
Section 1 page 13
10 Find and circle. Categorise. Speaking (optional)

Pupils circle the words and then write them under the correct
heading. Material: 1 copy of speaking test (page 27).
(1/2 point for each correct answer. Total 5 points)
1 Point to four numbers and ask the pupil What number
Answers is this?
Weather Actions (1/2 point each correct answer. Total 2 points)
cloudy (example) running
sunny jumping 2 Point to four pictures and ask the pupil What’s the
windy climbing weather like?
(1/2 point for each correct answer. Total 2 points)
Daily routine Shops
wash my face supermarket 3 Point to three clocks and ask the pupil What time is it?
go to school sweet shop (1 point for each correct answer. Total 3 points)
have a shower
4 Point to three actions and ask the pupil What’s this?
11 Make five true sentences for you. Match and write. (1 point for each correct answer. Total 3 points)
Pupils correct the phrases to write true sentences about
themselves. 5 Point to four animals and ask the pupil What’s this?
(1 point for each correct answer. Total 5 points) (1/2 point for each correct answer. Total 2 points)
Answers 6 Point to four clothing items and ask the pupil What’s this?
Pupils’ answers will vary. (1/2 point for each correct answer. Total 2 points)
12 Read and match. Then ask the pupil What are you wearing today?
Pupils match the questions on the left with the answers on (2 points for a full sentence)
the right by drawing a line between the question and answer.
(1 point for each correct answer. Total 5 points) 7 Point to four of the people and ask What’s she / he doing?
(1 point for each correct sentence. Total 4 points)
Answers
1 d (example), 2 f, 3 a, 4 c, 5 b, 6 e Total for speaking test: 20 points
Total for listening, reading and writing: 70 points Total for listening, reading, writing and speaking: 90 points
Section 1 page 14 Find Out! 5

End of term test 1 Answers

1 3 (example), 2 3, 3 7, 4 3, 5 7, 6 3, 7 3, 8 3
Units 1–3 Reading

4 Read and write the answers.
Listening Pupils read the text written by David and answer the
CD4
questions. (Full responses are not required here since this is
a test of their comprehension of the text, not of their ability to
Listen and write the answers. structure sentences.)
44
1 Pupils listen to Tom talking about himself. Point out to the
pupils that they only need to write short answers / one word Answers
answers. They can write numbers too. (They won’t have time 1 the USA (example)
to write times out in full and can therefore write 8.00 instead 2 Brazil
of eight o’clock). Pupils listen to the recording twice. 3 eleven (years old)
(1 point for each correct answer. Total 8 points) 4 English and Portuguese
5 to Africa
Tapescript 6 to see lions and elephants
Tom:
Hello, my name’s Tom. I’m from England. I live in London. 5 Read and circle the correct animal.
London is the capital of England. I go to school in London. I Pupils read the descriptions of the animals and circle the
start school at nine o’clock. I have lunch at one o’clock and I most appropriate answer.
finish school at half past four. My favourite animal is the (2 points for each correct answer. Total 10 points)
iguana. They are very interesting animals! I speak English
and I speak Spanish, too. I want to travel to Spain to Answers
practise my Spanish. 1 whale (example), 2 giraffe, 3 eagle
4 anteater, 5 otter, 6 frog
Answers
1 Tom (example) 6 Read and write the animals.
2 England Pupils read the sentences and using the information they
3 London label the zoo plan.
4 nine o’clock (9.00) (1 point for each correct answer. Total 5 points)
5 one o’clock (1.00 / 13.00)
6 half past four (4.30/ 16.30) Answers
7 iguana 1 flamingo (example), 2 frog, 3 giraffe
8 English and Spanish 4 otter, 5 ant, 6 spider
9 Spain
Writing
CD4 7 Look and write.
Listen and put the pictures in order. Pupils write sentences referring to Clare’s information.
45
2 Pupils listen to the sentences and write a number in the box
under each picture. They listen to the recording twice. Answers
(1 point for each correct answer. Total 5 points) 1 I ride my mountain bike. (example)
2 I don’t watch TV.
Tapescript 3 I play computer games.
Number 1: The frog’s opposite the iguana. 4 I fly my kite.
Number 2: The ant’s between the anteaters. 5 I don’t play the guitar.
Number 3: The otter’s opposite the whale. 6 I listen to CDs.
Number 4: The spider’s next to the ant.
Number 5: The eagle’s between the spider and the ant. 8 Read and write T (true) or F (false).
Number 6: The lion’s next to the tiger. Pupils refer to the food chain and decide if the sentences are
true or false.
Answers (1 point for each correct answer. Total 6 points)
1 d (example), 2 a, 3 b, 4 f, 5 e, 6 c
Answers
1 F (example), 2 T, 3 T, 4 F, 5 T, 6 T, 7 F
CD4
Listen and put a tick or a cross. 9 Read and write the languages.
46
Pupils complete the sentences with the correct language
3 Pupils listen to Clare talking about her weekend. They tick spoken in that country.
or cross the boxes according to what she does or doesn’t do. (1 point for each correct answer. Total 3 points)
Answers
Tapescript 1 I’m from Spain. I speak Spanish. (example)
Clare: 2 I’m from Portugal. I speak Portuguese.
At the weekend I ride my mountain bike and I play computer 3 I’m from Australia. I speak English.
games with my friends. I don’t play football, I play table 4 I’m from China. I speak Chinese.
tennis. I don’t watch TV at the weekend. I fly my kite in the
park on Sundays. I do my homework and I listen to CDs. I
love music!

10 Write the questions. Speaking (optional)

Pupils order the questions.
(1 point for each correct answer. Total 5 points) Material: 1 copy of speaking test (page 32)
and PB pages 10, 16 or 22 Sound check! activity.
Answers
1 Where’s Marcia from? (example) Vocabulary
2 How old is she? Point to three of the activities on Kate’s clipboard in Part 1
3 What languages does she speak? and ask the pupil What activity is this? (ride a mountain bike,
4 What time does she start school? watch TV, play computer games, fly a kite, listen to CDs, play
5 What time does she have lunch? the guitar, play table tennis).
6 What time does she finish school? Then point to two of the animals in Part 2 of the test and
ask What’s this?
11 Look at Activity 10. Write the answers. (1 point for each correct answer. Total 5 points)
Pupils use the information on Marcia’s identity card to write
answers to the questions in Activity 10. Sentences
(1 point for each correct sentence. Total 5 points) Point to the picture of Phil in Part 1 and ask the pupil How old
is he? What languages does he speak? Where’s he from?
Answers Prompt the pupil to answer in full sentences.
1 Marcia’s from Brazil.(example) (3 points)
2 She’s 12 years old. Point to Part 2 of the test and ask the pupil Where’s the
3 She speaks Portuguese, English and Chinese. elephant? (The elephant’s next to the frogs). Where’s the
4 She starts school at half past eight. iguana? (The iguana’s between the whale and the anteater).
5 She has lunch at one o’clock. Where’s the seal? (The seal’s opposite the spiders).
6 She finishes school at four o’clock. Encourage pupils to answer in full sentences.
(3 points)
12 Read and complete. (Total 6 points)
Pupils read the text about Brian and complete it with the
words from the box. Questions
(1 point for each correct answer. Total 6 points) Point to Kate’s chart in Part 1 of the speaking test. Ask the
pupil Does Kate ride a mountain bike at the weekend? (Yes,
Answers she does). Prompt the pupil to ask you six more questions
My name’s Brian. I’m from (example) the USA. I speak English about Kate’s weekend activities using the questionnaire as a
and Chinese. I listen to CDs at the weekend. I want to travel to cue.
Asia. I want to visit friends. (1 point for each question. Total 6 points)
Total for listening, reading and writing: 70 points Pronunciation rhyme

Point to the Sound check! activity from Units 1, 2 or 3 (PB
pages 10, 16 or 22) and prompt the pupil to say the rhyme.
for rhythm and intonation. Total 3 points)

test: 90 points

End of term test 2 Reading

4 Read and write the names.
Pupils read the description, and label each girl with a name.
Units 4–6 (2 points for each correct answer. Total 8 points)
Listening Answers
CD4
1 Maura
2 Cristina (example)
Listen and put the pictures in order. 3 Anna
47
4 Sophie
1 Pupils listen to the sentences and write a number in the box 5 Catherine
under each picture. They listen to the recording twice.
(1 point for each correct answer. Total 7 points) 5 Read and write T (true) or F (false).
Pupils read the text about how fruit grows and decide if the
Tapescript statements are true or false.
Number 1: The man is looking at a map. (1 point for each correct answer. Total 7 points)
Number 2: The woman is taking a photo.
Number 3: The man is talking on his mobile phone. Answers
Number 4: The man is wearing a disguise, but he isn’t 1 T (example), 2 F, 3 T, 4 T, 5 F, 6 F, 7 F, 8 T
wearing a hat.
Number 5: The man is touching his ear. 6 Read and write the letters.
Number 6: The woman is scratching her head. Pupils read the sentences and using the information write the
Number 7: The man is writing a message in code. spies’ letter in the box.
Number 8: The woman is reading a newspaper. (1 point for each correct answer. Total 5 points)
Answers Answers
1 f (example), 2 c, 3 a, 4 d, 5 g, 6 e 7 h, 8 b 1 d (example), 2 a, 3 f, 4 c, 5 b, 6 e
CD4 Writing
Listen and tick the correct picture. 7 Look and complete.
48
Pupils look at the picture and complete the sentences with a
2 Pupils listen to the sentences and tick the appropriate box. present continuous form of a verb.
They listen to the recording twice. (1 point for each correct answer. Total 5 points)
Answers
Tapescript 1 Clare’s talking on her mobile phone. (example)
Number 1: The park is next to the library. 2 Clare isn’t wearing a hat.
Number 2: There are people travelling by motorbike. 3 Kate’s wearing a hat.
Number 3: There’s a science museum in my town. 4 Mr Green’s reading a newspaper.
Number 4: There are people travelling by ferry. 5 Phil’s taking a photo.
Number 5: There are people travelling on the underground. 6 Tim’s writing a message in code.
Number 6: There’s a cinema in my town.
Answers Pupils use the prompts to write comparative sentences.
1 b (example), 2 a, 3 a, 4 a, 5 b, 6 a (1 point for each correct answer. Total 4 points)
Answers
CD4 1 Football is more interesting than tennis. (example)
Listen and put the pictures in order. 2 Flamingos are more beautiful than eagles. / Eagles are
49
more beautiful than flamingos.
3 Pupils listen to the sentences and write a number next to 3 Spain is more interesting than England. / England is more
the corresponding picture. interesting than Spain.
(1 point for each correct answer. Total 8 points) 4 Palm trees are taller than bonsai trees.
5 My best friend is younger than my teacher.
Tapescript
Number 1: There’s a forest. 9 Look and write.
Number 2: There are old trees in the forest. Pupils complete the sentences with the correct word.
Number 3: There are young trees in the forest. (1 point for each correct answer. Total 6 points)
Number 4: There are tall trees in the forest.
Number 5: There are short trees in the forest. Answers
Number 6: Close the gate. 1 There’s a park. (example)
Number 7: Don’t pick flowers. 2 There’s a museum.
Number 8: Don’t drop litter. 3 There’s a cinema.
Number 9: And remember! Don’t light fires! 4 There’s a sports centre.
5 There’s an internet café.
Answers 6 There’s a library.
1 a (example), 2 c, 3 f, 4 g, 5 d, 6 i, 7 h, 8 e, 9 b 7 There are lots of shops.

10 Read and complete. Questions

Pupils read the text and then complete it with the words from Tell the pupil that you are thinking about one of the people in
the box. Advise them to read the whole text first before trying the picture. They have to ask questions to guess who it is you
to complete the gaps. are thinking of ( Is he wearing a hat? Is he sitting at the café?).
(1 point for each correct answer. Total 6 points) The pupil must ask a total of four questions.
(1 point for each correct question. Total 4 points)
Answers
Oxford is a city (example) in England. There are lots of shops Pronunciation rhyme
and internet cafés. There’s a castle and there are two Point to the Sound check! activity from Units 4, 5 or 6 (PB
universities. Lots of people travel by bus and bike. pages 28, 34 or 40) and prompt the pupil to say the rhyme.
11 Write about your town or city. for rhythm and intonation. Total 3 points)
Pupils write a short text about where they live using language
learnt in the relevant units. Points are awarded for sentence Total for speaking test: 20 points
structure, use of vocabulary and coherence.
(Maximum: 4 points) Total for listening, reading, writing and speaking sections of
test: 90 points
Pupils write the questions out in order and then try to answer
them so that they are relevant to themselves.
(1 point for each correct question and 1 point for each
answer. Total 5 points)
Answers
1 What’s your teacher wearing today? (example)
2 What are you wearing today?
3 What’s your friend wearing today?
Speaking (optional)
and PB pages 28, 34 or 40 Sound check! activity.
Vocabulary
Look at Part 1 of the test. Point to the following three items in
the picture and ask the pupil What’s this? (a balloon, a
newspaper, a cinema).
Look at Part 2 of the test and point to two parts of the trees.
Ask What’s this? (the branches, the leaves).
Sentences
Look at Part 1. Ask the pupil What transport is there in this
picture? (There’s a bus. There are two cars. There’s a balloon.
There’s a plane. There are two motorbikes.) Pupils should say
at least two sentences. Prompt them to answer with a full
sentence.
(2 points)
Point to two of the characters in the picture in Part 1 and ask
What’s she / he doing? (He’s talking on his mobile phone.
He’s reading a newspaper. She’s listening to CDs. She’s
travelling by balloon.)
(2 points)
Then ask the following questions and prompt pupils to
answer in full sentences. Where is the cinema? (It’s opposite
the shops.) Where is the museum? (It’s next to the cinema.)
(2 points)
Look at Part 2 of the test and say The bonsai tree is smaller
than the orange tree. Prompt the pupil to talk about two of
the trees using comparatives.
(2 points)
(Total 8 points)

End of term test 3 Sherlock Holmes:

Yesterday, I listened to CDs and I watched TV. I talked to my
friend Dr Watson on my mobile phone and then I played
Units 7–8 table tennis. In the afternoon, I walked in the park. It was
fantastic!
Listening Dr
3 3 3 3
Watson (example)
CD4
Listen and put the pictures in order. Sherlock
3 3 3 3 3
50 Holmes
1 Pupils listen to Phil talking about his photos and write a
number in the box under each picture. They listen to the Reading
recording twice. 4 Read and write the letters.
(1 point for each correct answer. Total 5 points) Pupils read the descriptions and match them to the
corresponding photographs.
Tapescript (2 points for each correct answer. Total 8 points)
Number 1: This is a photo of my parents. They were at the
beach. Answers
Number 2: This is a photo of me and my cousins, Ana and 1 c (example), 2 a, 3 b, 4 d, 5 e
Carl. It was Ana’s birthday. She was eight.
Number 3: This is a photo of me and my grandparents. It 5 Read and write T (true) or F (false).
was my birthday. I was four. Pupils read the text about Leonardo da Vinci and decide if the
Number 4: This is a photo of me and my family. It was my sentences are true or false.
birthday. I was ten. (1 point for each correct answer. Total 7 points)
Number 5: This is a photo of me in the forest. My older
brother is in the tree. Answers
Number 6: This is a photo of my uncle Ronaldo. He was in 1 T (example), 2 F, 3 T, 4 F, 5 F, 6 T, 7 F, 8 F
his car.
6 Read and match.
Answers Pupils read the sentences and match them to the appropriate
1 e (example), 2 c, 3 a, 4 f, 5 b, 6 d picture by drawing a line.
CD4
Listen and tick the correct picture. Answers
51 1 a (example), 2 e, 3 f, 4 c, 5 b, 6 d
They listen to the recording twice. Writing
(1 point for each correct answer. Total 7 points) 7 Look and write.
Pupil’s refer to the family tree and complete the sentences
Tapescript with the appropriate family vocabulary.
Number 1: He’s playing basketball. (1 point for each correct answer. Total 6 points)
Number 2: Last weekend, I watched TV.
Number 3: Last weekend, I played table tennis. Answers
Number 4: Yesterday, I played computer games. 1 Greta and Ralph are Hannah’s parents. (example)
Number 5: Last weekend, I walked in the park with my 2 Albert and Mary are Hannah’s grandparents.
friends. 3 Anne is Hannah’s mother.
Number 6: Last Sunday, I visited my grandparents. 4 Bruce is Hannah’s father.
Number 7: Last night, I listened to CDs. 5 James, Kate and Adam are Hannah’s cousins.
Number 8: Yesterday, I painted a picture. 6 Adam is Kate’s sister.
7 James is Kate’s brother.
Answers
1 a (example), 2 a, 3 b, 4 b, 5 b, 6 a, 7 a, 8 a 8 Read and complete the text.
Pupils use the words in the box to complete the text.
CD4
Listen and tick the answers.
52 Answers
In this photo I was (example) eight. It was my birthday. I was
3 Pupils listen to Sherlock Holmes and Doctor Watson talking at the zoo with my family. It was in September. It was hot and
about what they did yesterday. The pupils only have to tick sunny.
the boxes that are mentioned and leave the others blank.
Marks can be deducted for any extra boxes that are ticked. 9 Write about the photo.
They listen to the recording twice. Pupils look at the photo of Tim and write a short text about it.
(1 point for each correct answer. Total 8 points) Points are awarded for task completion, sentence structure
and coherence.
Tapescript (Maximum: 4 points)
Dr Watson:
Yesterday, I played basketball. I love sport! I watched TV Example answer:
and I painted a beautiful picture. Oh, I talked to Sherlock In this photo I was at the zoo with my grandparents. It was my
Holmes on my mobile phone, too. birthday. I was four. It was a fantastic day!

10 Complete the sentences. Sentences

Pupils use the pictures to complete the sentences. Point to the photo of Kate and her grandparents in Part 2 of
(1 point for each correct answer. Total 5 points) the speaking test. Ask the pupil the following questions and
prompt them to answer in full sentences. Who’s this? (Kate,
Answers her grandparents) Where were they? (in the forest) How old
1 He was an artist. (example) was Kate? (She was ten).
2 She’s a film star. (3 points)
3 He’s a detective. Ask the pupil to describe another photo in Part 2. As an
4 He’s Sherlock’s assistant. example, describe the previous photo of Kate and her
5 She’s a talented pop star. grandparents This is a photo of Kate. She was in the forest.
6 He’s a policeman. She was with her grandparents. She was ten. Prompt the
pupil to describe one of the other photos.
11 Tick four boxes for you. Write sentences. (4 points)
Pupils tick any four boxes and then write sentences about (Total 7 points)
them using the past simple. Pupils’ answers will vary.
(1 point for each correct answer. Total 4 points) Questions
Point to the remaining photo in Part 2 of the speaking test.
12 Write the questions. Then answer for you. Prompt the pupil to ask you four questions about the photo.
Pupils order the questions using the cues and then write (Who is this? Where was Kate? Who was she with? How old
short answers. was she? )
(1 point for each question and 1 point for each answer. Total (1 point for each correct question. Total 4 points)
7 points)
Pronunciation rhyme
Answers Point to the Sound check! activity from Units 7 or 8 (PB page
1 Did you listen to CDs last weekend? (example) 46 or 52) and prompt the pupil to say the rhyme.
Yes, I did. / No, I didn’t. (1 point for the pronunciation of individual sounds, 1 point
2 Did you watch TV last night? Yes, I did. / No, I didn’t. for rhythm and intonation. Total 2 points)
3 Did you play table tennis last week? Yes, I did. / No, I didn’t.
4 Did you talk on the phone last night? Yes, I did. / No, I Total for speaking test: 20 points
didn’t.
Total for listening, reading and writing: 70 points test: 90 points
Speaking (optional)
and PB page 46 or 52 Sound check! activity.
Vocabulary
Look at Part 1 of the test. Point to the following people in the
family tree and elicit from the pupil Hannah is Kate’s…
(cousin). Albert and Mary are Kate’s… (grandparents). Ralph
is Kate’s… (uncle). Greta is Kate’s… (aunt). Adam is Kate’s…
(older brother). James is Kate’s… (younger brother). Bruce
and Anne are Kate’s… (parents).

End of Year Test CD4
56
Please note that the End of Year Test is longer than the Term
tests and that there are more activities per skill. 4 Pupils listen to the sentences and order the pictures by
writing a number in each box.
Listening
Tapescript
CD4 Phil:
Listen and tick the correct picture. Number 1: This is a photo of my favourite animal. The
53
iguana!
1 Pupils listen to the sentences and tick the appropriate box. Number 2: This is a photo of my uncle Ronaldo. He’s
They listen to the recording twice. wearing a hat and glasses.
(1 point for each correct answer. Total 5 points) Number 3: This is a photo of me and my cousin, Ana, at the
zoo.
Tapescript Number 4: This is a photo of my older brother. It was his
Number 1: There’s a library in my city. birthday. He was 12.
Number 2: There are lots of shops in my town. Number 5: This is a photo of me. I was in a balloon!
Number 3: There are lots of people in the park. Number 6: This is a photo of an eagle. It was in a tree.
Number 4: There’s a plane and a bus. Number 7: This is a photo of my grandparents.
Number 5: There are two motorbikes in this picture. Number 8: This is a photo of me and my cousins. We were in
Number 6: There are lots of people in the street. a forest.
Answers Answers
1 a (example), 2 b, 3 a, 4 a, 5 b, 6 b 1 e (example), 2 g, 3 b, 4 c, 5 h, 6 f, 7 d, 8 a
CD4
Reading
Listen and put a tick or a cross. 5 Read and circle.
54 Pupils read the descriptions and circle the most appropriate
answer below the description.
2 Pupils listen to Frank the forester talking about his
weekend. They tick or cross the boxes accordingly. Pupils
listen to the recording twice.
Answers
1 anteater (example), 2 eagle, 3 whale, 4 otter
5 China, 6 library, 7 Portuguese, 8 Wales
Tapescript
Frank:
6 Read and match.
At the weekend I like to relax. I listen to CDs and I play
Pupils read the sentences and match them to the
computer games. I don’t watch TV. I don’t visit my
corresponding picture by drawing a line.
grandparents because they live in a different town. I ride my
mountain bike in the park and I fly my kite. I talk on my
mobile phone to my friends and family. I like the weekends!
Answers
1 f (example), 2 d, 3 a, 4 c, 5 e, 6 b
Answers
1 3 (example), 2 3, 3 7, 4 7, 5 3, 6 3, 7 3
Pupils read the descriptions and write the corresponding
CD4 letter in the box.
Listen and circle the answers. (1 point for each correct answer. Total 6 points)
55
Answers
3 Pupils listen to a boy called John talking about himself and 1 c (example), 2 g, 3 b, 4 d, 5 e, 6 f, 7 a
they circle the most appropriate answer. Warn pupils that
what they hear will not be exactly the same as what they see 8 Look at the picture. Read and write T (true) or F (false).
written. Pupils read the sentences and refer to the picture to see if
(1 point for each correct answer. Total 7 points) they are true or false.
Tapescript
John: Answers
Hello, my name’s John and I’m from Cardiff. Cardiff is in 1 T (example), 2 F, 3 F, 4 F, 5 F, 6 T, 7 T, 8 F
Wales. It’s the capital of Wales. I’m 12 years old. I go to
school in Cardiff. I start school at quarter to nine and I have 9 Read and answer the questions.
lunch at half past twelve. In the afternoon, I play table Pupils read the information about Russell and answer the
tennis. I love table tennis! I live with my parents and my questions. Only short answers are required.
younger sister. My favourite animal is the iguana. They’re (1 point for each correct answer. Total 5 points)
really interesting!
Answers
Answers 1 Yes, he does. (example)
1 John (example), 2 Wales, 3 twelve, 4 8.45 2 No, he doesn’t.
5 12.30, 6 table tennis, 7 younger, 8 iguana 3 Yes, he does.
4 Yes, he does.
5 No, he doesn’t.
6 Yes, there are.

Writing Speaking (optional)

10 Draw and write about you. Material: 1 copy of speaking test (page 48) and any
Pupils write a text similar to the one found on the previous of the Sound check! activities from the Pupil’s Book.
page. They should include information about their town or
city, their family, freetime and their favourite animal. Personalised questions and answers
Points are awarded for task completion, sentence structure, Before starting with the speaking test material, ask your pupil
use of vocabulary and coherence. three questions from this selection:
(Maximum: 6 points) How old are you?
Where do you live?
11 Write sentences. Have you got any brothers or sisters?
Pupils use the cues to write sentences using the comparative. What are you wearing today?
Points should be awarded based on grammatical structure What are your hobbies?
rather than factual accuracy. What’s your favourite animal?
(1 point for each correct answer. Total 4 points) (3 points)
Answers Vocabulary
1 Elephants are more interesting than giraffes. (example) Look at Part 2 of the speaking test and point to four items in
2 Spain is bigger than Portugal. the picture and ask What’s this? (a car, a motorbike, a
3 Parrots are more colourful than penguins. balloon, a toy shop, an ignana etc.)
4 I am younger than my teacher. (4 points)
5 Forests / Cities are more beautiful than cities / forests.
Sentences
12 Write sentences. Look at Part 1. Point to two of the characters and ask What’s
Pupils re-order the words to write sentences. she / he doing?
(1 point for each correct answer. Total 4 points) (2 points)
Point to two of the characters and ask the pupil to make a
Answers sentence comparing the two.
1 I’m wearing a disguise. (example) (1 point)
2 She’s reading a newspaper. Point to the picture in Part 2 and prompt the pupil to say two
3 He isn’t looking at a map. sentences using There is / There are.
4 I’m not listening to CDs. (2 points)
5 He’s writing a message in code. Point to an animal in the zoo and ask the pupil to give a
sentence using a preposition (The iguana is between the
13 Look and write sentences. anteater and the frog.) Repeat this with a different animal.
Pupils look at the picture and write sentences about what the (2 points)
spies are doing, using the present continuous. They should
write two sentences about each spy. Questions
(1 point for each correct answer. Total 5 points) Tell the pupil that you are thinking of an animal. They have to
ask questions to guess what animal it is. (Does it eat fish? Is it
Suggested answers a predator? Does it fly? Does it eat insects? )
1 001 is taking a photo. (example) Play the game until the pupil has asked 4 questions.
2 He’s got a newspaper. (4 points)
3 002 is writing a message in code.
4 She’s sitting at a table. Pronunciation Rhyme
5 003 is riding a mountain bike. Point to any one of the Sound check! rhymes from the Pupils’
6 He’s saying hello. book and ask the pupil to say it.
(1 point for the pronunciation of individual sounds, 1 point
14 Complete the crossword. Write the words. for rhythm and intonation. Total 2 points)
Pupils read the clues to complete the crossword.
(1 point for each correct answer. Total 6 points) Total for speaking test: 20 points
Answers Total for listening, reading, writing and speaking sections of

1 I watch TV on Tuesdays. test: 100 points
2 I start school at nine o’clock
3 Yesterday, I walked in the park with my dog.
4 Where are you from? I’m from China.
5 Did you talk on your mobile phone last night?
6 Does your cousin live with your uncle and aunt? Yes, he
does.
7 Are there lots of shops in your town?
2 3
S W
1
T U E S D A
A L
4
F R O K
T E 6
5
D I
O
7
A R
S
Total for listening, reading and writing: 8o points

23
Name:
Class:
Diagnostic test Beginning of 3rd cycle
CD4
1 41
1 2 3 4
a 3 b a b a b a b
5 6 7 8
a b a b a b a b
7
CD4
2 42
Listen and match.
1 2 3 4 5 6 7
a b c d e f g
6
CD4
3 43
1 2 3 4
a b 3 a b a b a b
5 6 7 8
7
E
BL
a b a b a b a b
IA
OP
OC

OT
PH
24
Name:
Class:

1 He’s got short, dark 2 He’s got a guitar. He’s 3 She’s got long, dark
hair. He’s wearing a wearing a hat and hair. She’s wearing a
T-shirt and jeans. sunglasses. jumper and a skirt.
b
4 He’s wearing jeans. He’s 5 He’s wearing a hat. He’s 6 She’s got a schoolbag
playing the guitar. eating pizza. and a notebook.
a b c d e f
5
5 Read and match.
e
a
1 This is a black and white animal.
2 This is a baker’s.
b 3 This sign means ‘turn left’. f
4 This sign means ‘turn right’.
c
5 You can do this in the sea.
g
6 You can write e-mails with this.
d 7 You wear this when you ride a bike.
8 This is the opposite of ‘town’. h
7
Name: Nick Morgan
Country: England 1 Nick is English. T
Birthday: 4th February 2 Nick is eleven years old.
Age: 11
3 Nick doesn’t like sport.
Hello! I like sport – hockey is my
favourite but I like football and 4 His favourite animals are cats.
basketball, too. My favourite 5 He lives with his brother and his mother.
animals are monkeys. I live in
London with my sister and my 6 He’s got three pets.
mother. We’ve got a dog and two 7 He rides his bike to school.
cats. I ride my bike to school. I don’t
8 His favourite subject is Maths.
PH
like Maths. I like Geography and

9 He likes Geography and Science. 8
OT
Science.
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Class:
1 How are you? I’m fine, thanks.

____________________________________________
2 How old are you? ___________________________________________ .
3 What’s the weather like today? ___________________________________________ .
4 What’s your best friend wearing? ___________________________________________ .
5 Have you got dark hair? ___________________________________________ .
6 Can you play the trumpet? ___________________________________________ . 5

8 Write the sentences. Look and write T (true) or F (false).
School timetable: James
Monday Tuesday Wednesday Thursday Friday Saturday
Art Maths Science Geography P.E. no school!
1 got / on / Monday / He’s / Art

He’s got Art on Monday.
________________________________________________________ T
2 Science / He / got / Wednesday / hasn’t / on
________________________________________________________.
3 Geography / got / He’s / Thursday / on
________________________________________________________.
4 P.E. / He’s / got / Friday / on
________________________________________________________.
5 He’s / Saturday / got / Maths / on
________________________________________________________.
6 doesn’t / to / go / He / school / on / Saturday
________________________________________________________. 5
years eyes Art December name’s got
name’s Clare. I’m eleven ________________ old.

My __________
I’ve ________________ black hair and brown ________________. My favourite
5
school subject is ________________. My birthday is in ________________.
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Name:
Class:

10 Find and circle. Categorise.
U P E R M A R K E T C L O U D Y S U N N Y R U N N I N G W A SH
GS
M Y F A C E S W E ET
IND Y C L I M B IN
Weather Actions Daily routine Shops

cloudy ______________ ______________ ______________
______________
______________ ______________ ______________ ______________
______________ ______________ ______________
S H O P J U M P I N G G O T O S C H O O L H A V E A S H O W E RW
5
11 Make five true sentences for you. Match and write.
I read books at school.
I listen to CDs at home.
I play basketball on Mondays.
I watch play the piano on Wednesdays.
I do play the guitar at half past seven.
I can tennis at eight o’clock.
I can’t computer games on Saturdays and Sundays.
I play TV at school.
I play my homework very well.
I play basketball on Mondays.

1 __________________________________________________________________
2 __________________________________________________________________.
3 __________________________________________________________________.
4 __________________________________________________________________.
5 __________________________________________________________________.
6 __________________________________________________________________. 5
12 Read and match.
1 How are you? a He’s playing football.
2 What’s the weather like today? b She’s wearing a skirt and a T-shirt.
3 What’s he doing? c At six o’clock.
4 What time do you do your homework? d I’m fine, thanks.
5 What’s your teacher wearing today? e No, I can’t.

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5
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6 Can you swim? f It’s sunny.

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27
Name:
Class:
Diagnostic Speaking test Beginning of 3rd cycle
7
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TOTAL
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20
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28
Name:
Class:
End of term test 1 Units 1–3

CD4
1 44
Listen and write the answers.
Tom.
1 What’s his name? __________________________
2 Where’s he from? __________________________.
3 Where does he live? __________________________.
4 What time does he start school? __________________________.
5 What time does he have lunch? __________________________.
6 What time does he finish school? __________________________.
7 What’s his favourite animal? __________________________.
8 What languages does he speak? __________________________.
9 Where does he want to travel to? __________________________. 8
CD4
2 45
a b c
e f
d
1
CD4
5
3 46
1 2 3 4 5 6 7 8
7
3
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4 Read and write the answers.
Hello! My name’s David. I’m eleven years old. I’m from the USA, but I live in Brazil. I
speak English and Portuguese. I want to travel to Africa. I want to see lions and
elephants.
1 the USA.
Where’s David from? ________________________________________
2 Where does he live?_____________________________________________ .
3 How old is David?_______________________________________________ .
4 What languages does he speak? ________________________________ .
5 Where does he want to travel?_________________________________ .
6 Why?____________________________________________________________ . 5
5 Read and circle the correct animal.
1 This animal lives in 2 This animal lives in 3 This animal eats

the sea. It eats fish Africa. It runs fast. It plants. It lives in trees.
and it swims. doesn’t eat meat. It’s got two legs.
whale / otter. lion / giraffe eagle / flamingo
4 This animal is a 5 This animal lives 6 This animal eats

predator. It eats ants. near water. It swims insects. It’s green. It
It doesn’t fly or swim. and it eats fish. swims and jumps.
anteater / eagle otter / spider iguana / frog 10
6 Read and write the animals. 1 4

The otter is opposite the flamingo.
flamingo
____________ ____________
The frog is next to the flamingo.

2 5
The ant is between the otter and ____________ ____________
the spider.
The ant is opposite the frog.

3 6 5
E
The frog is next to the giraffe. ____________ ____________

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Name:
Class:
7 Look and write.
1 I______________________________________________
ride my mountain bike.
2 ______________________________________________.
3 ______________________________________________ .
3 3
4 ______________________________________________ .
7 7
5 ______________________________________________. 5
3 3
6 ______________________________________________.
1 This otter eats plants. F

2 This otter eats frogs.
3 Big fish eat small fish.
4 This otter eats insects.
5 Small fish eat plants.
6 This otter eats birds.
7 Big fish eat frogs. 6
9 Read and write the languages.
1 Spanish.
I’m from Spain. I speak __________________________
2 I’m from Portugal. I speak __________________________.
3 I’m from Australia. I speak __________________________.

PH
4 I’m from China. I speak __________________________.

3
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Name:
Class:

1 Marcia / ? / from / Where‘s
Where’s Marcia from?
_____________________________________________ Name: Marcia
2 old / ? / she / How / is Age: 12
_____________________________________________
3 languages / ? / does / What / speak / she Country: Brazil
_____________________________________________ Languages: Portuguese

4 time / What / ? / she / does / start / school English
Chinese
_____________________________________________
5 time / What / she / does / lunch / ? / have Start school: 8.30am
_____________________________________________
Have lunch: 1pm
6 time / she / finish / What / does / ? / school
_____________________________________________ Finish school: 4pm
5
Marcia’s from Brazil.

1 _________________________________________________________________________________
2 _________________________________________________________________________________.
3 _________________________________________________________________________________.
4 _________________________________________________________________________________.
5 _________________________________________________________________________________.
6 _________________________________________________________________________________. 5
Chinese weekend travel visit speak listen from
from
My name’s Brian. I’m ________________ the USA. I ________________ English
and ________________. I ________________ to CDs at the ________________. I 6

want to ________________ to Asia. I want to ________________ friends.
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Name:
Class:
Part 1
Name: Phil Name: Kate

Age: 11 Age: 10
Weekend activities:
Country: Portugal
Languages: 3 3
Portuguese, English
3 7
Wants to travel to:
Africa 7 3
Why?: to take photos
of amazing animals 7
Part 2
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TOTAL 20
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Name:
Class:
CD4
1 47
a b c d
CD4
47
e f g h
1 7
CD4
2 48
1 2 3
a b 3 a b a b
4 5 6
a b a b a b
CD4
5
3 49
a b c
1
d e f
g h i
8
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Name:
Class:
4 Read and write the names.

Cristina is nine. I’m 9. I’m 12.
I’m 8. I’m 17. I’m 15.
Maura is younger than
Cristina.
Sophie has got longer hair 1 2 3 4 5
than all the other girls.
Anna is older than Cristina
but younger
than Catherine.
Catherine is taller than all
the other girls. 1____________ 2____________
Cristina 3____________
4____________ 5____________ 8
People eat fruit everyday. But 1 People eat fruit every day. T
how does fruit grow? Lots of 2 Lots of the fruit we eat has got roots in.
the fruit we eat has got seeds
in. When the fruit falls from
3 Fruit falls from the tree.
the tree, the seeds fall on the 4 Seeds fall on the ground.
ground. Roots grow from the
seeds. Then leaves and
5 Leaves grow from the seeds.
branches grow. This is a young 6 The roots grow and seeds grow.
tree. Every year the tree
7 Every week the tree produces flowers.
grows. Every year it produces
flowers and then fruit. 8 Then the tree produces fruit.
b c
7
d
1 009 is touching his ear. d

2 004 isn’t wearing a hat.
f
3 002 is reading a newspaper.
4 008 is talking on her mobile phone. e
5 006 is taking a photo.

6 003 is crossing his legs.
PH
a
5
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35
Name:
Class:

talking on her mobile phone.
1 Clare’s _____________
2 Clare isn’t _______________ a hat.
3 Kate’s _______________ a hat.
4 Mr Green’s _______________ a newspaper.
5 Phil’s _______________ a photo.
6 Tim’s _______________ a message in code.
5
1 tennis football Football is more interesting than tennis.
__________________________________________________
interesting
2 __________________________________________________
flamingos eagles
beautiful __________________________________________________.
3 __________________________________________________
England Spain
interesting __________________________________________________.
4 palm trees bonsai trees

__________________________________________________
beautiful __________________________________________________.
5 my best friend my teacher

__________________________________________________
young __________________________________________________.
4
9 Look and write.
1 park.
There’s a ____________
5 There’s an _____________________.
2 There’s a ______________.
6 There’s a _____________.
3 There’s a _____________.
7 There are lots of _____________.
6
E
4 There’s a ______________________.
BL
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36
Name:
Class:
are internet there bus There’s city shops
city in England. There ________________ lots of ________________ and

Oxford is a _______
________________ cafés. ________________ a castle and ________________ are two
universities. Lots of people travel by ________________ and bike. 6
11 Write about your town or city.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4
_____________________________________________________________________________________.
1 teacher / ? / What’s / your / wearing / today

What’s your teacher wearing today?
_____________________________________________________________
_____________________________________________________________.
2 you / wearing / What / ? / are / today

_____________________________________________________________
_____________________________________________________________.
3 / ? / your / What’s / wearing / today / friend

_____________________________________________________________
PH
_____________________________________________________________.
5
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Name:
Class:
Part 1
Part 2
TOTAL
BL
20
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Name:
Class:
CD4
1 50
a b c
d e f
1 5
CD4
2 51
1 2 3 4
a 3 b a b a b a b
5 6 7 8
7
a b a b a b a b
CD4
3 52 Listen and tick the answers.
Dr Watson
3
Sherlock
PH
Holmes 8
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Name:
Class:
1 This is a photo of me at 2 This is a photo of me and 3 This is a photo of me on

the beach. It was my my brother. I was seven. I holiday. It was winter. It
birthday. I was five. c was in a forest. was cold. I was seven.
4 This is a photo of me.

I was with my brother.
5 This is a photo my cousin. It
was her birthday. She was in
I was in a museum. the park. She was four.
a b c d e
8
Leonardo da Vinci
1 Da Vinci was from Vinci, in Italy. T
2 Da Vinci was a teacher.
Leonardo da Vinci was a
famous artist. He was from 3 He painted lots of pictures.
Vinci, in Italy. In his life, he
4 Today, his paintings are in cinemas.
painted lots of pictures. Today,
his paintings are in museums 5 Da vinci was musical.
around the world. Da Vinci was 6 He was artistic.
artistic but he was scientific,
7 He wasn’t scientific.
too. He designed machines.
He designed cars.
7
8
6 Read and match.
a 1 When I was young, I was tidy. d

Shh!
2 When I was young, I was rude.
Thank you. 3 When I was young, I was messy.
b e
4 When I was young, I was noisy.
5 When I was young, I was polite.

5
c 6 When I was young, I was quiet. f
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Name:
Class:
7 Look and write.
parents
1 Greta and Ralph are Hannah’s ___________.
2 Albert and Mary are Hannah’s
__________________________. Mary Albert
3 Anne is Hannah’s _____________________.

4 Bruce is Hannah’s _____________________. Greta Ralph Anne Bruce
5 James, Kate and Adam are Hannah’s
_____________________.
6 Adam is Kate’s _____________________.
7 James is Kate’s _____________________.
6
8 Read and complete the text.
birthday was at September family
was eight. It was my

In this photo I _______
________________. I was _______ the zoo
with my ____________. It was in

4
________________. It was hot and sunny.
9 Write about the photo.
In this photo I
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________.
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Name:
Class:

1 artist.
He was an ___________ 4 He’s Sherlock’s ______________.
2 She’s an ______________. 5 She’s a talented ______________.
3 He’s a ______________. 6 He’s a ______________.
11 Tick four boxes for you. Write sentences.
Last weekend Last weekend, I played table

1 ______________________________________
tennis
______________________________________.
2 ______________________________________
______________________________________.
3 ______________________________________
______________________________________.
4 ______________________________________
3 ______________________________________.
5 ______________________________________
______________________________________.
4
12 Write the questions. Then answer for you.

1 you / Did / CDs / listen / to / weekend / ? / last
Did you listen to CDs last weekend?
________________________________________________________ ______________________
2 you / last / weekend / Did / TV / watch / ?
________________________________________________________ ______________________
3 play / Did / table tennis / you / ? / week / last
________________________________________________________ ______________________ 7
4 talk / phone / Did / you / the / on / night / ? / last
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________________________________________________________ ______________________
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Name:
Class:
Part 1
Mary Albert
Greta Ralph Anne Bruce
Part 2
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TOTAL 20
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Name:
Class:
End of year test

CD4
1 53
1 2 3
a 3 b a b a b
4 5 6
5
a b a b a b
CD4
2 54
At the weekend
1 2 3
4 5 6 7
6
CD4
3 55
Listen and circle the answers.
1 The boy’s name is John / Oscar.

2 He’s from Cardiff. Cardiff is the capital of Wales / England.
3 He’s eleven / twelve.
4 He starts school at 8.45 / 8.30.
5 He has lunch at 12.30 / 1.30.
6 In the afternoon, he plays table tennis / computer games.
7
7 He lives with his parents and his older / younger sister.
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8 His favourite animal is the anteater / iguana.

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44
Name:
Class:
End of year test

CD4
4 56
a b c d
e f g h
7
1
5 Read and circle.
1 This animal has 2 This animal lives 3 This animal eats

got four legs. It in the forest. It fish. It swims
4 This animal lives
near water. It
eats ants. It’s a eats anteaters and it lives in doesn’t eat insects.
predator. and it flies. the sea. It swims.
anteater / otter eagle / iguana whale / frog otter / iguana
5 This country is 6 You read books 7 People speak this 8 This country is
in Asia. People here. You don’t language in Brazil. small. It’s in the
speak Chinese. play football They don’t speak it UK.
Spain / China here. in Asia. Portugal / Wales
library / park Chinese / Portuguese
7
6 Read and match.
a d
1 He’s looking at a map.
2 He’s wearing a hat.

b e
3 He’s watching TV.
4 She’s talking on her mobile phone.
c
5 She’s travelling by motorbike. f
6 She’s travelling on the underground.

PH
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45
Name:
Class:
End of year test

1 Sam is talking on his mobile phone. 4 Edward is taller than Scott. He’s
He isn’t wearing a disguise. c reading a newspaper.
2 Ben is shorter than Sam. He’s 5 Jane is younger than Sally and Emily.
wearing a disguise. Emily is shorter than Sally and Jane.
6
3 Scott is reading a newspaper. He 7 Sally has got dark hair. Her hair is
isn’t wearing a hat. shorter than Jane’s hair.
I’m 13. Hello. I’m 11. I’m 12.
a b c d e f g
6
8 Look at the picture. Read and write T (true) or F (false).
1 There’s a lion in the tree. T 5 There’s a man looking at a map.

2 There are three people playing He’s next to the park.
football. 6 The cinema is between the
3 There’s a boy dropping litter. museum and the library.
4 The woman with the dog is taller 7 A boy is taking a photo of the lion.
than the woman talking on the 8 The car is opposite the internet
phone. café. 7
9 Read and answer the questions.
My name’s Russell
1 Does Russell live in Sydney? and I’m from
Yes, he does.
____________________________________________________
Australia. I live in
2 Does he ride his mountain bike on Mondays?
Sydney. I ride my
____________________________________________________. mountain bike at
3 Does he play basketball on Thursdays? the weekend. It’s great! I play
____________________________________________________. table tennis on Tuesdays and I
4 Does he speak Chinese? play basketball on Thursdays.
____________________________________________________. My grandparents are from
5 Does he speak Spanish? China so I speak Chinese but I
____________________________________________________. speak English, too. My
6 Are there lots of spiders in Australia? favourite animal is the spider. 5
There are lots of spiders in
____________________________________________________.
Australia.
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Name:
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End of year test
10 Draw and write about you.
Write information about:

My name’s _______________________
_____________________________________
– your town / city _____________________________________
– your family _____________________________________
– your free time _____________________________________
– your favourite animal
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________.
6
11 Write sentences.
elephants
giraffes 1 ________________________________________________________________
Elephants are more interesting than giraffes.
interesting
Spain
Portugal 2 ________________________________________________________________.
big
parrots
penguins 3 ________________________________________________________________.
colourful
I
my teacher 4 ________________________________________________________________.
young
forests
cities 5 ________________________________________________________________.
beautiful
4
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Name:
Class:
End of year test
12 Write sentences.
1 a / I’m / wearing / disguise.

I’m wearing a disguise.
________________________________________________________
2 She’s / newspaper / reading / a
________________________________________________________.
3 isn’t / at / a / map / He / looking
________________________________________________________.
4 not / to / I’m / listening / CDs
________________________________________________________.
5 message / writing / in / He’s / code / a
________________________________________________________. 4
13 Look and write sentences. 5

Hello. 1
1 001 is taking a photo.
_________________________________________.
2 _________________________________________. 6
3 _________________________________________ .
2
4 _________________________________________.
5 _________________________________________. 3
6 _________________________________________ . 4 5
14 Complete the crossword. Write the words.

2 3
1 I watch TV on Tuesdays.
____________
1 T U E S D A Y S 2 I _________ school at nine o’clock.
3 Yesterday, I _________ in the park with
my dog.
4
4 Where are you _________? I’m from China.
6
5 _________ you talk on your mobile phone
5 last night?
6 _________ your cousin live with your
uncle and aunt? Yes, he does.
7
7 __________ there lots of shops in your 6
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town?
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Name:
Class:
End of year test
Part 1
Part 2
PH
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Class:
My language passport
Name: _________________________________________
Age: _________________________________________
School: ________________________________________
Draw a picture of you.

Class: _________________________________________
Languages
At home I speak: _________________________________________
In school I speak: _________________________________________
I’m learning: _________________________________________
Date: _________________________________________
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Name:
Class:
My language biography
Friends and family who speak English English words I see / hear around me
Countries I know where

English songs and games I know people speak English
Famous people I know who

speak English English-speaking films I know
Sports people I know who Festivals I know in English-speaking

speak English countries
PH
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Class:
My Dossier
What is it?
Where is it from?
Date:
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Congratulations
____________________________________
for working hard

and completing
Teacher:
____________________________________
School:
____________________________________
Date:
____________________________________
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Photocopiable Resources
Section 2: Find Out about Science and Art 5
Contents
Syllabus page 2
Teacher’s Notes page 6
Unit 1 Test page 33
Unit 2 Test page 35
Unit 3 Test page 37
Unit 4 Test page 39
Unit 5 Test page 41
Unit 6 Test page 43
Unit 7 Test page 45
Unit 8 Test page 47
Test Answer Key page 49
Cristina Casado, Tracey Chapelton and Lia Limcaoco
Find Out about Science and Art 5 Section 2 page 1

Syllabus
Title Key language Receptive Cross-curricular content

language
Unit 1 Vocabulary • I (put on clothes with Social Science: Identifying physical and
In my free • Free time activities: play computer games / the guitar / bright colours). non-physical leisure activities and
time the flute / football / tennis, sleep, swim, walk the dog, • In (Mongolia) many where they take place, how to avoid
run, watch TV, skip, listen to CDs, draw, fly a kite, read, people (practise injuries when practising sport, sports
ride a bike archery). and leisure activities around the world,
• At home, at school, in the street • Where do you live? mealtimes in different countries, the
• Safety: wear a helmet, warm up, wear dark clothes, • What time do you eat importance of wearing bright colours
wear shoes, wear flip-flops, wear bright colours (breakfast)? when cycling on the road
• Sports: archery, baseball, ice hockey, rugby, cricket,
football, tae kwon do, cycling Art: Drawing shapes created by
• Telling the time shadows, using bright and dark colours
• Bright / dark colours: yellow, black, pink, orange,
brown, navy blue, grey, green
Structures
• I sleep (at home).
• It’s / It isn’t a physical activity.
• I live in (Italy).
• I eat breakfast / lunch / dinner at (eight o’ clock).
• (Kate) is (playing tennis).
Unit 2 Vocabulary • Carnivores, herbivores, Science: Vertebrates and invertebrates,

The animal • Shark, salamander, chameleon, dolphin, eagle, snail, omnivores skeletons and shells, classifying
kingdom butterfly, worm • (Vertebrates) have got vertebrates, classifying invertebrates,
• Vertebrates: mammals, amphibians, fish, reptiles, birds (skeletons). life cycle of an amphibian, food chains
• Invertebrates: annelids, molluscs, arachnids, insects, • The skeleton supports
crustaceans; squid, spider, bee, crab and protects the body. Art: Using your imagination to draw an
• Life cycles: small, big (bigger), larva, eggs, lay (laid), • (Invertebrates) haven’t animal monster, designing your own
water, adult, salamander got a (skeleton). zoo
• Food chains: producer, primary consumer, secondary • They’ve got (scales).
consumer, tertiary consumer, decomposer • They haven’t got (fur).
• Zoo animals: giraffe, elephant, seal, anteater, parrot,
tiger, lion, shark, salamander, chameleon, dolphin, eagle
Structures
• A (bee) is (an insect).
• The (lion) is next to the (parrot).
• The (eagle) is between the (parrot) and the (dolphin).
• The (elephant) is opposite the (seal).
Unit 3 Vocabulary • Country, main Geography: Language and currencies,

Around the • Countries: Kenya, Spain, the UK, the Philippines, India, language, capital city, continents and oceans
world Scotland, Malta, Jamaica population
• Languages: English, Swahili, Spanish, Filipino, Maltese, • This (soap) is from (the Social Science: The products different
Hindi Philippines). countries produce, how we use natural
• Currencies: Kenyan shillings, euros, pounds, pesos • We make (petrol) from resources, countries where English is
• Products: car(s), tea, coconut products, (crude oil). spoken
coconut oil soap, olives, olive oil • What languages do
• Natural resources and their products: copper, copper they speak in Art: Copying a map using a grid,
cables, trees, timber, crude oil, petrol, fresh / tinned fish (Scotland)? designing a product label
• Continents and oceans: continents, World Ocean, Africa, • Where is (Padma)
Asia, Australia, Europe, North America, South America, from?
Atlantic Ocean, Pacific Ocean • 71% of the Earth’s
• Water, land surface is covered by
• Products: olive oil, coconut oil, tea bags, tuna water.
• Continents are large
Structures masses of land.
• (The UK) makes lots of (cars). • The World Ocean is the
• (Spain) grows lots of (olives). water covering the
• We can buy (olive oil) from (Spain). Earth’s surface.
• (North America) is a continent.
• (The Pacific Ocean) is an ocean.
• The English language comes from England.
• English is one of the most spoken languages in the
world.
• Over 80% of computer information is in English.
• Many of the world’s scientists read in English.
Section 2 page 2 Find Out about Science and Art 5

Syllabus

language
Unit 4 Vocabulary • He’s / She’s (taking Social Science: The uses of spy
Spies and • Spy gadgets: binoculars, map, night vision goggles, photos) with (a gadgets, analysing and categorising
secret mobile phone, X-ray video camera, camera, pen voice camera). means of communication that don’t
codes recorder, paper shredder • Who uses (sign use technology (such as Braille and
• Talking drums, whistle language, sign language, language)? sign language), identifying different
Braille, deaf, people, blind • Where do people use ways of communicating using
• Walkie-talkie, mobile phone, laptop, computer, phone, (whistle language)? technology, using Morse code, the
speak, write, text, play • What is (Braille)? meaning of traffic signs, investigating
• Aldis lamps, telegraphs, heliographs, Morse code • The name of my code is the ways different codes are written,
• Traffic signs: zebra crossing, traffic light, stop, turn (Machackanata). making up your own code and
right, turn left, go straight on, red, green, amber • The letters have got describing it
• Lines and shapes: wavy line, straight line, circle, (wavy lines).
square, triangle, star, rectangle, diamond Art: Developing an awareness of 3-D
shapes
Structures
• We hear / feel / see …
• Tim is (writing).
• He’s using (a mobile phone).
• Morse code uses (short signs).
• Telegraphs use (Morse code).
• When you see this sign, (stop).
• When the lights are amber, be careful.
• These are (binoculars).
• This is a (mobile phone).
Unit 5 Vocabulary • Monuments, art Geography: Capital cities, identifying

In the city • Capital city, national theatre, museums, shopping galleries, palace, the different types of settlements in
centres, universities, gate, million cathedral which people can live
• City jobs: bus driver, window cleaner, banker, street • Public transport,
vendor, courier, builder, police officer, shop assistant private transport Social Science: Jobs people do in a city,
• Direct traffic, drive buses, clean windows, sell things in • Clothes, anything distinguishing between public and
shops / food in the street, invest money, deliver parcels • Commercial / cultural private transport, public transport in
• Transport: bus, van, Underground, tram, motorcycle, activity, community, different cities, shops in the city and
train rural, church, place what you can buy / do there
• Shops and products: newsagent, dry cleaner’s , florist, • City skyline
department store, chemist, supermarket, newspaper, • You can buy (flowers) Art: Vertical and horizontal
medicine, flowers, clean here. perspectives within a composition,
• Settlements: city, town, village, hamlet • There’s a (boat). awareness of perspective and how to
• Bigger, smaller • There are (lots of achieve it through proportion
• City features: big, small, boat, train, river, harbour, trees).
buildings, clock tower, mountain • It’s a big / small (city).
• Long transport: Train, carriages, windows • The train has got (two
carriages).
Structures
• (Moscow) is the capital of (Russia).
• There are (lots of) (museums).
• Over (three) million people live in (Berlin).
• A (banker) (invests money).
• In (Zagreb) people can travel by (tram).
• We buy (a newspaper) in a (newsagent).
• They (clean our clothes) in a (dry cleaner’s).
• A (village) is bigger / smaller than a (town).

Syllabus
Unit Key language Receptive Cross-curricular content

language
Unit 6 Vocabulary Structures Science: Parts of a tree and their
Trees and • Parts of a tree: leaves, trunk, root, branches • They can live for (300) functions, non-flowering plants found
forests • Mosses, ferns years. in the forest, the process of
• Photosynthesis: sunlight, carbon dioxide, oxygen, photosynthesis, the benefits of forests
minerals, soil, water and photosynthesis for life on Earth,
• Forests: tropical rainforest, deciduous forest, identifying types of trees
coniferous forest, home, hot, wet, oxygen, water,
leaves, winter, green, year, animals Art: Drawing a technical picture of a
• Types of tree: sequoia tree, oak tree, olive tree, fir tree, tree by copying an example, designing
cone, acorn, olive a poster using letters, shapes and
• Forests, lungs, the Earth, conserve water, oxygen colours to attract attention to a
message
Structures
• Leaves provide trees with food because they turn
sunlight into food.
• Branches support the leaves.
• The trunk is attached to the roots and supports the
branches.
• Roots absorb water and food from the soil and hold the
tree to the ground.
• (Mosses) grow in the forest.
• (Ferns) absorb water through (their roots).
• They haven’t got any (flowers).
• Their leaves are called fronds.
• Trees use (sunlight) to make (their food).
• Trees produce oxygen.
• Forests are home to many animals.
• Forests conserve water.
• Forests give us oxygen.
• Deciduous forests have got trees that drop their leaves
in winter.
• Coniferous forests have got trees that stay green all
winter.
• Tropical forests grow in very hot, wet places.
• (Oak trees) produce (acorns).
• Trees give us oxygen.
• Forests are the lungs of the Earth.
Unit 7 Vocabulary • Delete, develop, print, Social Science: Expressing the

When I was • Family: Mother, father, brother, sister, son, daughter, negative, copy, relationships between members of a
young uncle, aunt, cousin, grandfather, grandmother computer family, compiling a family tree,
• Stages of life: babies, children, adolescents, adults identifying the different stages of
• Family celebrations: Chinese New Year, Diwali, Structures human development, different family
Kwanzaa, Hanukkah, Christmas, celebrate, family, • (Maria) is Phil’s celebrations and customs around the
families, October, November, December, January, (mother). world
February
• Famous people: writer, heroine, scientist, sculptor, History: Famous people in Spanish and
famous, British, Spanish, discover, make British history
• Cameras: digital camera, film camera
• Older, younger Science: The differences between
• Parts of the body: head, eyes, mouth, nose, ears, digital and film cameras
eyebrows, chin, moustache, beard, glasses, hair, cheeks
Art: Developing observation and
Structures drawing skills by copying a family
• Babies can’t walk. photo, learn some techniques for
• Children grow a lot. drawing cartoons
• Adolescents begin to look like adults.
• Adults stop growing.
• (Chinese) families celebrate (New Year).
• (Christmas) is celebrated on (25th December).
• (Diwali) is celebrated in (October or November).
• (Kwanzaa) is celebrated from (26th December to
1st January).
• (Beatrix Potter) was a famous (writer).
• She / He discovered / was / wrote / made …
• This is a portrait of (me).
• I was (ten) years old.
• My (father) has got (big glasses).

Syllabus

language
Unit 8 Vocabulary • Portrait Social Science: Learning about places
Sherlock • The arts: pop star, film star, poet, dancer, playwright, • She lived in many connected with Sherlock Holmes,
Holmes and sculptor, photographer, painter different cities. finding places on a map, learning about
the case of • Sing, take photos, write poems, act, write plays, paint • Where did (he) (live)? some of the museums in London
the missing pictures • This is a (ceramic).
painting • Museums: the British Museum, the Natural History • A (sculpture) is a Art: Identifying various types of artist
Museum, the Victoria and Albert Museum, the National (shape) made from and what they do, learning about the
Maritime Museum (bronze). lives of two famous artists – Georgia
• Art techniques: canvas, oil paints, clay, bronze, O’Keefe and Auguste Rodin, learning
sculpture, ceramic, painting, collage, glued on, about some art materials and
painted on techniques, practising shading
• Shading techniques: pencil, rubber, lines, shading, techniques by sketching a portrait of a
artist, subject, date, materials friend, practising design and drawing
• Flying machine: wings, wheel, engine techniques and encouraging
imaginative work by creating a flying
Structures machine
• A (pop star) (sings).
• (Auguste Rodin) was (a sculptor).
• (Auguste Rodin) was from (Paris).
• He talked / lived / listened / watched …
• You can see / go to / learn about …
• There are (over 12 million objects).
• There aren’t many (objects).
• My flying machine has got (wings).

Teacher’s Notes
1 In my free time Is it a physical activity? (page 3)
Free time activities (page 2) Learning objectives

• Revise and extend key leisure vocabulary
Learning objectives • Differentiate between leisure activities that are
• Revise and extend key leisure vocabulary physical and those that aren’t
• Focus on places where free time activities take Key language
place • Play the flute, skip, listen to CDs, draw, fly a kite,
Key language run, walk the dog, read
• Play computer games, play the guitar, sleep, • It’s / It isn’t a physical activity.
swim, walk the dog, run, play football, watch TV
• At home, at school, in the street Introduction
• I sleep (at home). • By the end of the lesson the pupils will have revised
the concept of physical activity. They will also classify
Introduction leisure activities that they are familiar with into those
• By the end of the lesson the pupils will have noticed that are physical activities and those that aren’t.
that certain activities can both be carried outside
school and as part of a class, e.g., reading a textbook Warm up activity
in class or reading a comic at home. • Write play the flute, skip, listen to CDs, draw, fly a
kite, run, walk the dog and read on the board and
Warm up activity mime the actions as you do so.
• Write the key vocabulary on the board and mime • Ask the pupils to mime with you as you go along.
each action as you do so. Get the pupils to mime the • Play Simon says using the actions, e.g., Simon says
actions with you. walk the dog / run / etc.
• Elicit at home, at school, in the street. Divide the
class into three groups, one representing each of the 4 Read and match.
places. • Tell the pupils to look at the pictures and match them
• Mime an action. Pupils of each group have to stand to the corresponding text, following the example.
up depending on whether the action you mime can
take place in the street, at school or at home. Answers:
1 read (example), 2 play the flute, 3 skip, 4 draw,
1 Write. 5 fly a kite, 6 run, 7 walk the dog, 8 listen to CDs
• Tell the pupils to label the activities using the words
in the vocabulary box as a guide. 5 Look at Activity 4 and categorise.
• Remind the pupils of the difference between physical
Answers: and non physical activities. Make sure the pupils are
1 swim (example), 2 play computer games, 3 play aware that by ‘physical activity’ you mean something
football, 4 sleep, 5 run, 6 walk the dog, 7 watch TV, that requires physical exertion (not simply, for
8 play the guitar example, moving your hand when drawing something).
• Ask the pupils to decide whether the activities from
2 Read and tick. What about you? Activity 4 are physical or non physical.
• Get the pupils to read out the activities in the chart • Tell the pupils to write the actions in the appropriate
and then the places. column.
• Explain that they tick the places where they would
usually do the activities. Tell them that some Answers:
activities can be ticked in more than one box. Physical activities: skip, fly a kite, run, walk the dog
Non physical activities: read (example), play the flute,
3 Write sentences. listen to CDs, draw
• Tell the pupils to write sentences based on the
information from the chart, following the example. 6 Write sentences.
• Have the pupils read out the actions.
• Tell the pupils to write whether the actions are
physical or not, following the example.

Answers: Answers:
1 It isn’t a physical activity. (example) 2 It’s a physical 1 I put on clothes with bright colours. (example) 2 I put
activity. 3 It’s a physical activity. 4 It’s a physical activity. on my shoes. 3 I put on my helmet. 4 I warm up. 5 I ride
5 It isn’t a physical activity. 6 It isn’t a physical activity. my bike.
7 It isn’t a physical activity. 8 It’s a physical activity.
Sports and leisure activities around the
Preventing injuries (page 4) world (page 5)
Learning objectives Learning objectives

• Extend key vocabulary • Revise and extend key vocabulary
• Increase awareness of the importance of being • Increase awareness of different kinds of leisure
safety conscious when practising sport activities and sports
Key language Key language

• Wear a helmet, warm up, wear dark clothes, wear • Archery, baseball, ice hockey, rugby, cricket,
shoes, wear flip-flops, wear bright colours football, tae kwon do, cycling
Receptive language Receptive language

• I (put on clothes with bright colours). • In (Mongolia) many people (practise archery).
Introduction Introduction
• Pupils will learn about ways of preventing injuries • The pupils will be exposed to a variety of sports and
when practising sport. leisure activities that are practised in different
countries around the world.
Warm up activity
• Mime some of the actions from Activity 7. Get the Warm up activity
pupils to give you a round of applause if they think • Write the names of the sports and leisure activities
the action you’re miming would prevent an injury, on the board. Read the words as you go along.
and stand up and turn around if they think the action • Mime each of the activities and get the pupils to join
could cause an injury. in.
• Give a brief explanation of the importance of • Tell a pupil to come out in front of the class. Whisper
preventing injuries when practising sport. the name of a sport in the pupil’s ear. The pupil has
to mime that sport and the rest of the pupils have to
7 Match. Tick if it’s safe or cross if it isn’t safe. guess what it is.
• Ask the pupils to look at the pictures and match the
actions to the corresponding text, following the 10 Read and complete.
example. • Get the pupils to look at the photographs and find
• Ask the pupils to focus on the pictures and decide the country words in each of the sentences.
whether the actions are safe (in which case they tick • Explain to them that the activities and sports from the
the box), or unsafe and could cause injuries (in which pictures are practised in each of those countries.
case they make a cross in the box). • Tell the pupils to complete the sentences using the
name of the activity that is shown in each
Answers: photograph.
1 I wear shoes. 4 (example) 2 I don’t warm up. 7
3 I wear a helmet. 4 4 I wear dark colours. 7 5 I wear Answers:
flip-flops. 7 6 I wear bright colours. 4 7 I warm up. 4 1 archery (example), 2 cycling, 3 ice hockey, 4 cricket,
8 I don’t wear a helmet. 7 5 tae kwon do, 6 football, 7 baseball, 8 rugby
8 Put the pictures in order. 11 Look and read. Write T (true) or F (false).
• Tell the pupils to look at the pictures and decide the • Tell the pupils to write T if the sentence is true and F
correct order for the sequence. They write the if the sentence is false.
numbers of the sequence in the boxes.
Answers:
Answers: 1 F (example), 2 F, 3 T, 4 T, 5 F, 6 T
1c (example), 2a, 3b, 4e, 5d
9 Look at Activity 8. Complete the sentences.

• Tell the pupils to complete the sentences that
describe the sequence from Activity 8 in the correct
order.

What time do you eat? (page 6) Looking at shadows (page 7)
Learning objectives Learning objective

• Revise and extend key vocabulary • Revise key vocabulary
• Show the different times at which people in • Focus on shapes created by shadows
different countries eat their meals
Key language
Key language • Playing tennis, playing football, skipping,
• one, two, six, seven, eight, ten, twelve, half past, riding a bike
o’clock • (Kate) is (playing tennis).
• Breakfast, lunch, dinner
• I live in (Italy). Introduction
• I eat breakfast / lunch / dinner at (eight o’clock). • Pupils will show an understanding of shape by
drawing a figure based on the outline that its shadow
Receptive language creates on the ground.
• What time do you eat (breakfast)? Warm up activity
• Draw the outline of an upside down tree on the
Introduction board, as if it is a shadow. Ask the pupils to tell you
• The pupils will learn that people eat their meals at what it is.
different times, depending on where they live. They • Get one pupil to come to the board and draw the
will also revise the times at which they have their ‘real’ standing tree on the board, using the outline of
meals. its shadow as a guide.
Warm up activity 15 Draw and colour.

• Draw a clock on the board and revise o’clock and half • Tell the pupils to focus on the shapes of each of the
past concepts by drawing different times on the clock shadows in the frames.
and getting the pupils to tell you the times. • Get them to tell you which character of the book
• Ask the pupils What time do you eat breakfast? appears in each shadow and what he/she is doing.
What time do you eat lunch? What time do you eat • Explain to the pupils that they are to draw the
dinner? Draw the times they tell you on the clock on character of the book doing the action indicated by
the board. his/her shadow, colour it and draw the landscape
around him/her.
12 Write.
• Get the pupils to look at the photos. Explain that they 16 Write the sentences.
have to complete the sentences using the words from • Ask the pupils to look at each of the sentences and
the vocabulary box and the times on the clocks. write them in the correct order.
Answers: Answers:
eight (example), 1 one, eight; 2 seven, twelve, six; 1 Kate is playing tennis. (example) 2 Phil is playing
3 eight, twelve, seven; 4 eight, two, ten football. 3 Tim is skipping. 4 Clare is riding a bike.
13 Look and read. Write T (true) or F (false). Bright and dark colours (page 8)
• Tell the pupils to read the sentences carefully. Using
the information from Activity 12 they write T if the Learning objectives
sentence is true and F if the sentence is false. • Revise key structures
• Distinguish between bright and dark colours
Answers:
1 F (example), 2 F, 3 T, 4 F, 5 T, 6 T Key language
• Yellow, black, pink, orange, brown, navy blue,
14 Answer the questions. grey, green
• Tell the pupils to read the questions about the times • Bright / dark colours
they eat their meals, and write the answers in full
sentences, using Activity 12 as a model. Introduction
• Pupils will focus on the differences between bright
and dark colours, and the importance of wearing
bright colours when cycling so that they can easily be
seen on the road.

Warm up activity
• Write Bright colours on one side of the board and
Dark colours on the other side. Shade a section
Vertebrates and invertebrates (page 9)
underneath Bright colours with bright yellow chalk
and say yellow. Do the same thing with a brown
Learning objectives
chalk underneath the title Dark colours.
• Revise and extend animal vocabulary
• Repeat the same procedure with the rest of the
• Classify animals into vertebrates or invertebrates
colours from the key vocabulary, getting pupils to
decide whether they should be under the Bright or Key language
Dark colours titles. • Shark, salamander, chameleon, dolphin, eagle,
snail, butterfly, worm
17 Write.
• Tell the pupils to label each of the colours, using the Receptive language
words from the vocabulary box as a guide. • (Vertebrates) have got (skeletons).
• The skeleton supports and protects the body.
Answers: • (Invertebrates) haven’t got a (skeleton).
1 navy blue (example), 2 orange, 3 white, 4 black, 5
pink, 6 green, 7 yellow, 8 brown Introduction
• The pupils will become familiar with the importance
18 Look at Activity 17. Categorise and colour. of the skeleton in vertebrates and the function of
• Tell the pupils to classify the colours from Activity 17 shells and exoskeletons for invertebrates to protect
into bright and dark colours and write them in the their bodies.
appropriate column.
• When they have finished they colour in the boxes in Warm up activity
the colour words next to each line. • Write skeleton, shell and exoskeleton on the board.
Point to the pictures in the book to explain shell and
Answers: exoskeleton.
Bright colours: orange, pink, green, yellow. • Point to the vertebrates in the book. Ask the pupils to
Dark colours: navy blue (example), grey, black, brown. feel their bones and explain that the skeleton is
important to protect and support the body.
19 Draw and colour. • Ask the pupils to name invertebrates such as insects
• Remind the pupils of the importance of wearing and molluscs that have a shell and an exoskeleton.
bright clothing when cycling so that motorists can see Explain that the shell and exoskeleton of
you easily on the road. invertebrates help support and protect their bodies.
• Tell them to complete the picture of Clare, who is
about to ride her bike, and dress her up in bright 1 Look and read.
colours. • Tell the pupils to look at the pictures and read the
speech bubbles. Then read them aloud to the class.
20 Write the sentence.
• Tell the pupils to put the words in the correct order to 2 Look at Activity 1. Categorise.
write the sentence. • Ask the pupils to complete the chart by classifying
the animals into vertebrates and invertebrates.
Answer:
Clare wears bright colours to go cycling. Answers:
Invertebrates: snail (example), worm, butterfly
Vertebrates: shark, salamander, dolphin, eagle,
chameleon

• Ask the pupils to read the sentences out loud.
• Tell the pupils to write T after the sentences which
are true and F after the sentences which are false.
Answers:
1 T (example), 2 F, 3 T, 4 F, 5 F, 6 T, 7 T, 8 T

Classifying vertebrates (page 10) Classifying invertebrates (page 11)

• Revise and extend animal vocabulary • Revise and extend animal vocabulary
• Classify animals into the different types of • Classify animals into the different types of
vertebrates: fish, amphibians, mammals, reptiles, invertebrates
birds
Key language
Key language • Worm, squid, spider, bee, crab, annelid, mollusc,
• Mammals, fish, amphibians, reptiles, birds, arachnid, insect, crustacean
salamander, shark, chameleon, eagle, dolphin • A (bee) is (an insect).
Receptive language Introduction

• They’ve got (scales). • The pupils will be able to classify invertebrates into
• They haven’t got (fur). annelids, molluscs, arachnids, insects and
crustaceans.
Introduction
• The pupils will be able to classify vertebrates into the Warm up activity
five different groups: amphibians, fish, mammals, • Draw a worm, squid, spider, bee and crab on the
reptiles and birds, and will know the difference board and elicit the names from the class.
between them by the body-covering. • Mime the animals and the pupils call out the names.
Warm up activity 7 Look and read.

• Write the following words on the board: amphibians, • Ask the pupils to look at the animals and read the
fish, mammals, birds, reptiles. text below them out loud.
• Ask the pupils to look at the pictures in Activity 1 in
each box and name the animals they see. 8 Write and match.
• Ask them to read the text box that defines the • Tell the pupils to look at the pictures of the
body covering of each vertebrate and the examples invertebrates and label them, then match them to the
of each. Write these on the board. appropriate word on the right. They can look at
• Play a quick round of question and answer where you Activity 8 as a guide.
name the animal group and the pupils give an
example. Then play it vice versa. Answers:
1 spider – arachnid (example), 2 crab – crustacean,
4 Look and read. 3 worm – annelid, 4 squid – mollusc, 5 bee – insect
• Ask the pupils to look at the pictures and read the
text boxes next to them. 9 Write the sentences.
• Ask the pupils to unscramble the sentences and
5 Look at Activity 4. Classify the animals. rewrite them in the correct order.
• Tell the pupils to complete the chart by using the
animal words from Activity 4, following the example. Answers:
1 A spider is an arachnid. (example)
Answers: 2 A squid is a mollusc.
Bird: eagle (example); Fish: shark; Amphibian: 3 A bee is an insect.
salamander; Reptile: chameleon; Mammal: dolphin 4 A worm is an annelid.
5 A crab is a crustacean.
• Ask the pupils to read the vocabulary box. Tell the Amphibian reproduction (page 12)
pupils that they have to complete the sentences with
the words from the vocabulary box. Learning objectives
• Revise and extend animal vocabulary
Answers: • Look into the life cycle of an amphibian
1 amphibians (example)/smooth; 2 reptiles/scales/
hard; 3 birds/feathers/wings; 4 mammals/fur/hair Key language
• Adult, salamander, eggs, lay (laid), water, small,
larva, big (bigger)

Introduction 13 Look and read.

• The pupils will be able to identify the stages of the • Read the definitions with the class and write producers,
life cycle of a salamander. decomposers, primary consumers, secondary
consumers and tertiary consumers on the board.
Warm up activity • Read and explain the diagram of the food chain i.e,
• Ask the pupils what they remember about the secondary consumer (wolf) is eaten by the
amphibians from page 10. (They’ve got a smooth tertiary consumer (bear).
skin.) • Ask the pupils to classify the animal they chose in the
Warm up activity using the words written on the
10 Look and read. board. Ask them to come out and write their animal
• Ask the pupils to look at and read the life cycle of the under one of the classifications.
salamander.
• Draw the different stages on the board and elicit 14 Complete the sentences.
them from the class. • Tell the pupils to look carefully at the food chain and
identify which animal eats what.
11 Put the pictures in order. • Tell them to complete the sentences using the
• Tell the pupils to look at the pictures and number information from Activity 13.
them chronologically, according to the life cycle of
the salamander. Answers:
1 producer (example), 2 primary, 3 tertiary consumers,
Answers: 4 secondary consumers, 5 decomposers
(from left to right): 4, 3, 1 (example), 2
Animal monsters (page 14)
12 Write the life cycle of a salamander in order.
• Ask the pupils to write the life cycle of the Learning objectives
salamander in order. • Revise animal vocabulary
• Encourage the pupils to use their imagination,
Answers: select ideas and apply them to the technique of
1 adult salamander (example), 2 eggs laid in water, creating a monster by drawing it
3 small larva, 4 bigger larva
Key language
Food chains (page 13) • Shark, chameleon, worm, snail, salamander,
eagle, dolphin, butterfly
Learning objectives
• Introduce food chains (producers, consumers, and Introduction
decomposers) • The pupils will draw their own animal monster and
• Identify the interdependence of animals by name them by using syllables from each animal used.
examining the food chain, and consider the
importance of maintaining balanced ecosystems Warm up activity
• Ask the pupils to name the sections of an animal’s
Key language body, i.e., head, body, legs, tail.
• Producers, primary consumers, secondary
consumers, tertiary consumers, decomposers 15 Look at the animal monster. Read about it.
• Ask the pupils to look at the animal monster.
Receptive language • Ask them to identify the animal used for its head,
• Carnivores, herbivores, omnivores body, legs, etc.
• Tell them to read the name of the animal and ask
Introduction them why they think it has that name. (Because it is
• The pupils will be able to identify the different part-shark, part-butterfly and part-salamander.)
elements in a food chain and understand their
interdependence. 16 Draw your own animal monster. Write about it.
• Tell the pupils that they have to draw their own
Warm up activity monster using at least three animals from Unit 2, i.e.,
Tell pupils to think of an animal. Ask a pupil to come to chameleon, shark, worm, snail, salamander, eagle,
the front of the class and ask what animal they are, dolphin or butterfly.
e.g., a mouse. Ask the other pupils if their animals • Ask the pupils to write sentences to describe and
would eat a mouse. Have a pupil whose animal can eat name their animal monster, using the text in Activity
the mouse, e.g., a cat, come to the front and ‘eat up’ 15 as a guide.
the mouse. Then carry on the procedure by seeing if
any of the other pupils’s animals can eat the cat, etc.

My zoo (page 15) Warm up activity

• Draw simple maps of the following countries on the
Learning objective board: the UK, Spain, the Philippines and Kenya.
• Revise animal vocabulary and concepts learned in Elicit the names of the countries where possible and
Unit 2. provide some guidance for the countries the pupils
are unfamiliar with.
Key language • If there is a map available, ask the pupils to locate
• Giraffe, elephant, seal, anteater, parrot, tiger, lion, the countries on the map.
shark, salamander, chameleon, dolphin, eagle
• The (lion) is next to / opposite the (parrot). 1 Read the information.
• The (eagle) is between the (parrot) and the (dolphin). • Tell the pupils to read the information for each
• The (elephant) is opposite the (seal). country.
• Ask the pupils simple questions about the countries,
Introduction e.g., What are the main languages? How many
• The pupils will be able to draw their own zoo, taking people live there? What money do they use?
into account the concept learned of not putting • Ask the pupils if there are any words that they do not
predators and prey next to each other. understand and either draw a picture of those items
on the board or mime the words.
Warm up activity
• Ask the pupils if they know what predators are. 2 Complete the sentences.
(Animals that hunt and kill other animals.) Ask them • Tell the pupils to read through the sentences.
to give examples of predators. • Explain that they are to fill in the gaps referring to the
• Ask the pupils to read the vocabulary box and pick information cards in Activity 1.
out the predators. (Tiger, lion, shark, dolphin, eagle,
seal, anteater, salamander, chameleon) Answers:
• Ask the pupils if they know what prey are. (Animals 1 There are 32 million (example) people in Kenya
killed by predators for food.) Ask them to give (example).
examples of prey. Tell them to read the vocabulary They speak English and Swahili.
box and pick out animals that could be prey. (Giraffe, The capital city is Nairobi.
seal, anteater, parrot) People in Kenya use Kenyan shillings to buy things.
2 There are 60 million people in the UK.
17 Draw and write. Design a zoo. They speak English.
• Ask the pupils to design the zoo, making sure not to The capital city is London.
put predators next to prey. They have to draw the People in the UK use pounds to buy things.
animals in the ‘enclosures’ and label them. 3 There are 82 million people in the Philippines.
They speak Filipino and English.
18 Write sentences using opposite, next to and between. The capital city is Manila.
• Ask the pupils to use the prepositions and write People in the Philippines use pesos to buy things.
sentences about the animals in their zoo, e.g., The lion 4 There are 44 million people in Spain.
is next to the tiger. The anteater is opposite the parrot. They speak Spanish, Catalan, Basque, Galician and
Valencian.
The capital city is Madrid.
3 Around the world People in Spain use euros to buy things.
Country facts (page 16) Countries and products (page 17)
• Revise and extend key vocabulary • Revise and extend key vocabulary
• Increase awareness of places around the world • Relate countries with what they produce
• Kenya, Spain, the UK, the Philippines • Car(s), tea, coconut products, coconut oil soap,
• English, Swahili, Spanish, Filipino olives, olive oil
• Kenyan shillings, euros, pounds, pesos • (The UK) makes lots of (cars).
Receptive language • (Spain) grows lots of (olives).
• Country, main language, capital city, population • We can buy (olive oil) from (Spain).
Receptive language
Introduction • This (soap) is from (the Philippines).
• Pupils will be familiar with some vocabulary within
the context of countries around the world. They will
extend this vocabulary and their general knowledge.

• Pupils will extend their vocabulary relating to what • Pupils will extend their vocabulary relating to natural
certain countries produce and make. resources and the products which are made from
them.
Warm up activity
• Write car, tea, coconut products, coconut oil soap Warm up activity
and olive oil on the board and ask the pupils to • Take a copper coin, point to it and say copper. Draw
repeat the words after you. some cables on the board and say copper cables.
• Mime or draw the items on the board, eliciting the Draw a labelled oil drum and say crude oil. Draw a
words for each mime or drawing as you go. labelled can of petrol and say petrol. Draw a tree
• Write the words grow, make and buy on the board which has been cut down, or a pile of logs, and say
and ask the pupils to repeat the words after you. timber. Draw a fish (which is either swimming or has
• Mime the three actions, eliciting the correct word. just been caught) and say fresh fish. Draw a can of
fish and say tinned fish.
3 Complete the sentences. • Point to the coin and drawings again, this time
• Tell the pupils to look at the photographs of the eliciting the vocabulary from the pupils.
products the countries grow or make.
• Explain to them that they are to complete the 6 Write and match.
sentences using the words from the key vocabulary • Tell the pupils to look at the natural resources on the
box and referring to the information provided in the left. Ask them to repeat natural resources after you.
photographs. • Tell the pupils to look at the products made from
natural resources on the right.
Answers: • Explain to the pupils that they are to label all of the
1 cars (example)/car, 2 tea/tea, 3 coconut items using the words from the vocabulary box
products/coconut oil soap, 4 olives/olive oil • Tell the pupils to draw a line to match the natural
resources on the left to the products on the right. To
4 Complete. reinforce the concept, when the pupils have
• Tell the pupils to complete the sentences using the completed the activity you could ask them to make
words from the vocabulary box. sentences orally choosing a word from each of the
columns and using the following structure: Petrol
Answers: comes from crude oil, etc.
1 cars (example), 2 coconut products, 3 olive oil, 4 tea
Answers:
5 Write T (true) or F (false). Correct the false 1 copper / d copper cables (example), 2 crude oil /
sentences. c petrol, 3 fresh fish / a tinned fish, 4 trees / b timber
• Tell the pupils to read the sentences and decide
whether they are true or false. 7 Complete.
• Explain that if the sentence is true they write T in the • Tell the pupils that they are to use the vocabulary
box and if the sentence is false they write F in the from the vocabulary box and refer to the information
box. from Activity 6 to help them complete the sentences.
• Tell them to write the correct sentence for those
sentences that are false. Answers:
1 copper cables (example), 2 timber, 3 petrol, 4 tinned
Answers: fish
1 F Spain grows lots of olives (example), 2 F The UK
makes lots of cars, 3 T, 4 F Kenya grows lots of tea Continents and oceans (page 19)
How we use natural resources (page 18) Learning objectives

• Revise and extend key vocabulary
Learning objectives • Differentiate between continents and oceans
• Understand the origins of certain products Key language
• Continents, World Ocean, Africa, Asia, Australia,
Key language Europe, North America, South America, Atlantic
• Copper, copper cables, timber, trees, crude oil, Ocean, Pacific Ocean
petrol, fresh / tinned fish • (North America) is a continent.
• The (Pacific Ocean) is an ocean.
Receptive language
• We make (petrol) from (crude oil).

• Pupils will be familiar with world maps and by the • Pupils will become familiar with the names of some
end of the activity they will have extended their countries and regions in the world where English is
vocabulary in this area and be able to describe maps spoken. They will also increase their awareness of
using the related structures. the importance of English in the world around them.
Warm up activity Warm up activity

• Write continent and ocean on one side of the board • Write the names of the languages from the key
and water and land on the other side. vocabulary on the board (English, Swahili, Filipino,
• Ask the pupils to match the related words. Maltese, Hindi) and read them out loud. Get the
• Elicit the names of continents and oceans that the pupils pupils to repeat them after you.
know, providing the word in English where possible. • Point to one of the languages and get the pupils to
guess what country it is spoken in.
8 Read. • Repeat the same process with the rest of the
• Tell the pupils to read the text. languages.
• Check understanding by asking them what they think • Rub out the languages and now write the names of
the World Ocean is. (All the world’s oceans.) Ask the countries from the key vocabulary (Kenya, the
them what a continent is. (A very large area of land.) Philippines, India, Scotland, Malta, Jamaica) on the
board.
9 Write the oceans and the continents. • Get the pupils to tell you which languages are spoken
• Tell the pupils to look at the map and then, using the in those countries.
vocabulary box to help them, write in the names of
the continents and oceans. 11 Read.
• Tell the pupils to read the information to a partner.
Answers: The pupils can take turns in reading the sentences.
1 North America (example), 2 Pacific Ocean, 3 Asia,
4 South America, 5 Europe, 6 Atlantic Ocean, 7 Africa, 12 Complete the sentences.
8 Australia • Tell the pupils to read the sentences.
• Explain that they are to fill in the gaps, using the
10 Write sentences. information from Activity 11 as a guide.
• Tell the pupils to write sentences about the world’s
continents and oceans from Activity 9, following the Answers:
examples. 1 Over 80% (example) of computer information is in
English.
Answers: 2 The English language comes from England.
1 North America is a continent. (example) 2 The Pacific 3 People in many countries around the world speak English.
Ocean is an ocean. (example) 3 Asia is a continent. 4 Many of the world’s scientists read in English.
4 South America is a continent. 5 Europe is a continent. 5 English is one of the most spoken languages in the
6 The Atlantic Ocean is an ocean. 7 Africa is a world.
continent. 8 Australia is a continent.
13 Read and answer.
English around the world (page 20) • Tell the pupils to read the information in the speech
bubbles to a partner. Each pupil can pretend to be
Learning objectives one of the pupils in the photos.
• Revise and extend key vocabulary • Tell the pupils to read the questions carefully and
• Become familiar with areas in the world where write the answers.
English is spoken
Answers:
Key language 1 English and Swahili (example), 2 English and Maltese,
• Kenya, the Philippines, India, Scotland, Malta, 3 Jamaica, 4 English and Hindi, 5 English and Filipino,
Jamaica 6 English
• English, Swahili, Filipino, Maltese, Hindi
• The English language comes from England.
• English is one of the most spoken languages in
the world.
• Over 80% of computer information is in English
• Many of the world’s scientists read in English.
Receptive language
• What languages do they speak in Scotland?
• Where is (Padma) from?

Map drawing (page 21) Introduction

• Pupils will be familiar with most of the vocabulary
Learning objectives and will extend their creative skills within this
• Revise key vocabulary, observation skills and context.
shading techniques
• Copy a map using a grid Warm up activity
• Draw some simple letter designs on the board and
Key language ask the pupils to tell you which is their favourite.
• Water, land Encourage them to name the letter.
• Ask some pupils to come to the front and draw a
Receptive language
letter design of their own on the board. Encourage
• 71% of the Earth’s surface is covered by water.
them to say, e.g., This is the letter B, etc.
• Continents are large masses of land.
• The World Ocean is the water covering the Earth’s
16 Use the key. Number the pictures.
surface.
• Tell the pupils that they are to look at the products
on the page. Elicit from them what is missing (the
Introduction
label).
• Then read the product names from the vocabulary
and concepts on this page.
box, asking the pupils to repeat after you. Emphasise
the key words while you are reading, i.e., Olive oil,
Warm up activity
coconut, tea and tuna.
• Draw a simple object of your choice on the board and
• Tell the pupils to match the names of the products to
draw a grid over it. Then draw an empty grid the
the products by numbering them accordingly.
same size as the grid superimposed over the object
you drew.
Answers:
• Demonstrate to the pupils the technique of copying
a2, b4, c3, d1 (example)
the drawing into the grid and thus using it as a
support tool for achieving the correct proportions of
17 Design a label for these products. Use the letters to
the original composition.
help you.
• Explain to the pupils that they are to design labels for
14 Copy the map.
each of the products on the page using interesting
• Tell the pupils to look at the world map at the top of
letter designs.
the page.
• They can use the letters shown to inspire them, but
• Explain that they are to copy the same map on to the
encourage them to use their imagination.
grid below, using the same technique you
• Ask the pupils if they can think of fun names for
demonstrated in the Warm up activity.
products they have seen in the unit. Draw two
• Tell them to use coloured pencils and to take care
columns on the board; write some adjectives in the
with shading to achieve the same effect of volume as
first column (you could elicit some of these from the
portrayed in the original map.
pupils) and one with various products that have been
covered in this unit. Ask the pupils to invent product
15 Circle the correct word.
names, e.g., Crazy Cars, etc.
• Tell the pupils to read the sentences and circle the
correct words.
Answers:
4 Spies and secret codes
1 water (example), 2 land, 3 land, 4 water Spy gadgets (page 23)
Label designs (page 22) Learning objectives
Learning objectives • Learn about the gadgets that spies use
• Revise key vocabulary
• Encourage the pupils to use their imaginations Key language
when designing labels to advertise products they • Binoculars, map, night vision goggles, mobile
have become familiar with in the unit, and to phone, X-ray video camera, camera, pen voice
practise letter designs recorder, paper shredder
Key language Receptive language
• Olive oil, Coconut oil, Tea, Tuna • He’s / She’s (taking photos) with (a camera).
Introduction
• Pupils will learn about the gadgets that spies use.

Warm up activity Warm up activity

• Write the key vocabulary binoculars, map, night • Elicit from the pupils as many ways as possible that
vision goggles, mobile phone, X-ray video camera, they think people can communicate without talking.
camera, pen voice recorder, paper shredder on the
board and elicit the meanings. Mime the actions with 3 Read.
the gadgets that appear in Activity 2 and get the • Ask the pupils to read the text out loud, making sure
pupils to guess what you are doing. they understand the information. Get them to
contrast the information they have read with what
1 Write. they came up with in the Warm up activity.
• Tell the pupils to write the names of the gadgets that
the characters are using. 4 Look at Activity 3. Answer the questions.
• Read the questions and tell the pupils to write the
Answers: answers, using the information from Activity 3.
1 mobile phone (example), 2 map, 3 paper shredder,
4 camera, 5 night vision goggles, 6 pen voice recorder, Answers:
7 X-ray video camera, 8 binoculars 1 deaf people (example), 2 Gomera Island, 3 An
alphabet made of dots for blind people.
2 Read, match and number.
• Tell the pupils to match the sentences, following the 5 Read and categorise.
example. • Ask the pupils to classify the ways of communicating
• When they have finished, tell them to look at the from Activity 3 according to whether we can hear, feel
numbers by the gadgets in Activity 1. The pupils or see them.
number the sentences.
Answers:
Answers: We hear talking drums. (example) / We hear whistle
1 He’s talking to people that are far away with a mobile language. We feel Braille. We see sign language.
phone. (1) (example)
2 He’s looking at things that are far away with Communication with technology (page 25)
binoculars. (8)
3 He’s looking at things at night with night vision Learning objectives
goggles. (5) • Revise and extend key vocabulary
4 She’s recording important conversations with a pen • Learn about specific uses of modern means of
voice recorder. (6) communication
5 She’s finding places with a map. (2)
6 She’s looking at things that are hidden with an X-ray Key language
video camera. (7) • Walkie-talkie, mobile phone, laptop, computer,
7 She’s destroying important documents with a paper phone, speak, write, text, play
shredder. (3) • Tim is (writing).
8 He’s taking photos with a camera. (4) • He’s using (a mobile phone).
Communication without technology (page 24) Introduction

• Pupils will become familiar with different ways of
Learning objectives communicating with each other using technology.
• Extend key vocabulary They will also learn about the role of speaking and
• Learn about different ways of communicating writing when using technology.
without using machines
Warm up activity
Key language • Write the key vocabulary on the board and mime the
• Talking drums, whistle language, sign language, meaning of each word.
Braille, deaf, people, blind • Divide the class into two groups, one to represent
• We hear / feel / see ... ‘speaking’ and the other to represent ‘writing’.
• Get pupils to come to the front of the class and mime
Receptive language the key vocabulary. The groups have to stand up,
• Who uses (sign language) ? depending on whether the means of communication
• Where do people use (whistle language) ? that is mimed involves speaking or writing.
• What is (Braille) ?
6 Complete.
Introduction • Tell the pupils to look at the different pictures of Tim.
• Pupils will become familiar with different ways of The pupils complete the sentences using the words
communicating without using machines from the vocabulary box.

Answers: 13 Write two words in Morse code.

1 walkie-talkie (example), 2 mobile phone, 3 laptop, • Tell the pupils to think of two words in English and
4 computer 5 phone write them in Morse code.
7 Complete. 14 Write the words.

• Tell the pupils to complete the sentences. • Tell the pupils to write the meaning of their Morse
code words in English.
Answers:
1 speaking (example), 2 texting, 3 speaking, 4 playing, Communication in the street (page 27)
5 writing
Learning objectives
Morse Code (page 26) • Revise and extend key vocabulary
• Focus on the meanings of traffic signs
Learning objectives
• Revise and extend key vocabulary Key language
• Become aware of the different uses of Morse code • Zebra crossing, traffic light, stop, turn right, turn
left, go straight on, red, green, amber
Key language • When you see this sign, (stop).
• Aldis lamps, telegraphs, heliographs, Morse code • When the light is amber, be careful.
• Morse code uses (short signs).
• Telegraphs use (morse code). Introduction
• Pupils will revise and extend their knowledge of the
Introduction meanings of different traffic signs
• Pupils will learn about the different means of
communication that use Morse code. They will also Warm up activity
become aware of what each letter stands for in the • Write stop on the board and elicit the meaning.
Morse code alphabet. • Ask a pupil to come to the board and draw a stop sign.
• Repeat the same procedure using the rest of the key
Warm up activity vocabulary, i.e., zebra crossing, turn right, etc.
• Write Morse code on the board and elicit the
meaning. Get the pupils to tell you what they know 13 Write.
about Morse code. • Tell the pupils to label the pictures using the words
• Explain that Morse code uses an alphabet made of from the key vocabulary box.
short and long sounds or light signals. In the
alphabet these are represented with a dot or with a Answers:
line. 1 zebra crossing (example), 2 turn right, 3 turn left,
• Demonstrate a short and a long light signal by 4 traffic lights, 5 stop, 6 go straight on
turning the light on and off fast, and by doing it a bit
more slowly. 14 Complete.
• Tell the pupils to complete the sentences using the
8 Read. words from the vocabulary box.
• Read the texts out loud with the pupils making sure
they understand how each machine works. Answers:
1 When you see this sign, turn left (example).
9 Look and read. Write T (true) or F (false). 2 when you see this sign, stop.
• Tell the pupils to read the sentences related to the 3 When you see these lines, cross.
information in Activity 8. They write T in the box if the 4 When the light is amber, be careful.
sentence is true and F if the sentence is false. 5 When you see this sign, go straight on.
Answers: 15 Write sentences.

1 F (example), 2 T, 3 F, 4 T • Tell the pupils to write sentences about what they
have to do when they see these signs, following the
10 Read and write. example and the model sentences in Activity 14.
• Get the pupils to look at the Morse code key.
• Tell the pupils to work out the words in Morse code Answers:
and write in the meaning in English. 1 When you see this sign, stop. (example)
2 When you see this sign, turn right.
Answer: Morse code 3 When the light is amber, be careful.
4 When you see this sign, go straight on.
5 When you see these lines, cross.
6 When you see this sign, turn left.

Make up a code (page 28) 3-D spy gadgets (page 29)
Learning objectives Learning objective

• Revise and extend key vocabulary • Develop an awareness of 3-D shapes

• Wavy line, straight line, circle, square, triangle, • These are (binoculars).
star, rectangle, diamond • This is a (mobile phone).
Receptive language Introduction

• The name of my code is (machackanala). • Pupils will become aware of and draw 3-D shapes.
• The letters have (wavy lines).
Warm up activity
Introduction • Draw a square and a 3-D cube on the board.
• Pupils will become aware of the ways in which letters • Ask the pupils to describe the square and the cube.
are written in a variety of codes/languages. They will Elicit/point out the difference between the square
also write their own codes, revising names of and cube, i.e. the square is flat and the cube isn’t.
different types of lines and shapes, and experiment Show the pupils the cube can be measured in height,
drawing letters. depth and width, which means it’s a 3-D shape.
Warm up activity 19 Look and copy the models.

• Write A on the board. Copy one of the letter A • Tell the pupils to look at the 3-D pictures and copy
samples provided in Activity 16, and explain to the them, ensuring their drawings can be measured in
pupils that this is the way the letter A is written in height, depth and width to make them 3-D.
that particular code. • Tell the pupils to complete the sentences below.
• Write/draw a letter A that you make up, and tell the
pupils that this is a letter A in your invented code. Answers:
These are binoculars. This is a mobile phone.
16 Look at the letter ‘A’ in different languages and
codes. 20 Draw your own spy gadget in 3-D. Write what it is
• Tell the pupils to look at the ways in which the letter used for.
A is written in different codes. • Tell the pupils to think of their own spy gadget and
• Ask a pupil to come to the board and write/draw a draw it in 3-D.
letter A that he/she makes up. Do the same with • Pupils write what it is used for, following the
another two pupils. sentences in Activity 19.
• Compare the different letters that the pupils have
made, and talk about shapes and types of lines.
5 In the city
17 Look and read.
• Ask the pupils to look at the letters of Kate’s invented Countries and capital cities (page 30)
code. Elicit some of the shapes used in the code.
• Get the pupils to read the sentences out loud. Learning objectives
• Explain to them that since this language is invented, • Extend and revise key vocabulary
it also has an invented name, and the shapes and line • Familiarise the pupils with capital cities around
types in the letters have been made up. the world
18 Draw your own code using the shapes below. Key language
• Get the pupils to draw six letters of a code that they • Capital city, national theatre, museums, shopping
make up. centres, universities, gate, million
• Explain to them that they have to write which letter in • (Moscow) is the capital of (Russia).
our alphabet each of the invented code letters • There are (lots of) (museums).
corresponds to. • Over (three) million people live in (Berlin).
• They then name their language and describe the
Receptive language
shapes and line types that appear in the code, using
• Monuments, art galleries, palace, cathedral
Kate’s speech bubble in Activity 17 as an example.
Introduction
and structures used to describe the cities and will
extend their vocabulary in this area as well as their
general knowledge.

Warm up activity 3 Write.

• Elicit the names of some major capital cities around • Tell the pupils to look at the pictures and write the
the world by asking, e.g., What’s the capital of corresponding jobs below.
Croatia? Where necessary provide the name in
English of each of the places. Answers:
• Elicit the names of the things you would typically find 1 banker (example), 2 shop assistant, 3 builder,
in a city, e.g., shops, monuments, cathedrals, 4 courier, 5 police officer, 6 window cleaner,
skyscrapers, palaces, art galleries, museums, offices. 7 street vendor, 8 bus driver
1 Look and read. 4 Match.

• Put the pupils into pairs and tell them to read the • Tell the pupils to read the first half of the sentences
information for each capital city to their partner. on the left then read the other half of the sentences
• Ask the pupils if there are any words that they do not on the right.
understand and either draw a picture of those items • Explain that they are to match the sentence halves by
on the board or mime the words. drawing a line, and then write out the full sentences.
2 Look and read. Write T (true) or F (false). Correct the Answers:

false sentences. 1 A banker invests money. (example) 2 A street vendor
• Tell the pupils to read the sentences. sells food in the street. 3 A courier delivers parcels.
• Tell them to write T after the sentences which are 4 A builder builds houses and shopping centres.
true and F after the sentences which are false. 5 A police officer directs traffic. 6 A window cleaner
• Explain that if a sentence is false they write the cleans windows. 7 A shop assistant sells things in
correct answer on the line provided. shops. 8 A bus driver drives buses.
Answers: Public and private transport (page 32)

1 F Moscow is the capital of Russia. (example) 2 F Over
three million people live in Berlin. 3 F Zagreb is the Learning objectives
capital of Croatia. Tokyo is the capital of Japan. • Revise and extend key vocabulary
4 F There are (lots of) shopping centres in Tokyo. 5 T, • Distinguish between transport for public and
6 T, 7 F Moscow is a very big city. 8 T private use
Urban employment (page 31) Key language

• Bus, van, Underground, tram, motorcycle, train
Learning objectives • In (Zagreb) people can travel by (tram).
Receptive language
• Become aware of people’s contributions to city
• Public transport, private transport
life through the jobs they do
Key language Introduction

• Bus driver, window cleaner, banker, street vendor, • Pupils will already be familiar various types of
courier, builder, police officer, shop assistant transport and will extend their vocabulary in this area
• Direct traffic, drive buses, clean windows, sell and relate it to typical forms of public transport in
things in shops/food in the street, invest money, certain cities.
deliver parcels
• A (banker) invests (money). Warm up activity
• Write the following words on the board: bus, van,
Introduction Underground, tram, motorcycle, train. Mime the
• Pupils will extend their vocabulary relating to city jobs transport and then say the word, asking the pupils to
and the tasks people perform when doing these jobs. repeat the words after you.
• Put the pupils into small groups and ask each group
Warm up activity to mime a form of transport. The rest of the class
• Mime the following jobs, eliciting the words in have to guess the word.
English: bus driver, window cleaner, banker, street
vendor, courier, builder, police officer, shop assistant. 5 Write.
• When the pupils have guessed all of the jobs, write • Tell the pupils to look at the different types of
them on the board and ask them to repeat the words transport and label them accordingly.
after you.
• Ask a pupil to come to the front and mime a job. The Answers:
class guesses the job. Repeat this procedure with 1 motorcycle (example), 2 Underground, 3 van, 4 tram,
other pupils until all of the jobs have been covered at 5 train, 6 bus
least once.

6 Look at Activity 5. Classify the transport. 8 Write.

• Explain to the pupils that they are to classify the • Tell the pupils to look at the photographs of different
types of transport into those which are used as public shops and then label them accordingly.
transport and those which are used as private
transport by writing them in the appropriate column. Answers:
1 chemist (example), 2 florist, 3 newsagent,
Answers: 4 dry cleaner’s, 5 supermarket, 6 department store
Public transport: bus, Underground, tram, train
Private transport: motorcycle (example), van 9 Read and write.
• Tell the pupils to read the sentences and write their
7 Complete. answers on the corresponding rules. If there is any
• Tell the pupils to look at the photographs of public vocabulary that the pupils don’t understand, draw a
transport in different cities around the world. picture on the board or mime the activity in order to
• Explain that they are to complete the sentences give them a clue.
below, using the same structure as the first sentence.
Answers:
Answers: 1 chemist (example), 2 newsagent, 3 dry cleaner’s,
1 In Zagreb people can travel by tram (example). 2 In 4 florist, 5 supermarket, 6 department store
Tokyo people can travel by train. 3 In Moscow people
can travel by Underground. 4 In Berlin people can travel 10 Complete the sentences.
by bus. • Tell the pupils to read the sentences.
• Explain that they are to either look at the picture or
More shops in the city (page 33) the rest of the sentence to help them find out the
missing words.
Learning objectives • Tell them that they can use the information and/or
• Revise and extend key vocabulary vocabulary from the previous two activities to help
• Familiarise the pupils with more types of shops them.
typically found in a city
Answers:
Key language 1 We buy medicine in a chemist. 2 We buy a newspaper
• Newsagent, dry cleaner’s, florist, department in a newsagent. 3 We buy flowers in a florist.
store, chemist, supermarket, newspaper, 4 We buy lots of our food in a supermarket. 5 We buy
medicine, flowers, clean lots of different things in a department store. 6 They
• We buy (a newspaper) in a (newsagent). clean our clothes in a dry cleaner’s.
• They (clean our clothes) in a (dry cleaner’s).
Receptive language City, town, village or hamlet? (page 34)

• Clothes, anything
• You can buy (flowers) here. Learning objectives
Introduction • Compare different ways of living
• Pupils will be familiar with some shops typically Key language
found in a city. They will extend their vocabulary in • City, town, village, hamlet
this area and be able to describe items that can be • Bigger, smaller
bought in these shops. • A (village) is bigger / smaller than a (town).
Warm up activity Receptive language
• Write the following words on the board: newsagent, • Cathedral, commercial/cultural activity,
dry cleaner’s, florist, department store, chemist and community, rural, church, place
supermarket.
• Say the words and ask the pupils to repeat them after Introduction
you. • Pupils will become familiar with a detailed definition
• Mime, reading a newspaper, etc. and ask the pupils of the different types of settlements in which people
to guess the shop you are in. live.
• Ask a pupil to mime doing/pushing a shopping
trolley/buying something and the rest of the class Warm up activity
have to guess which shop he or she is in. Repeat the • Write the words city, town, village and hamlet on the
activity with several other pupils. board and ask the pupils to repeat the words after
you.
• Categorise these places into big and small and ask
the pupils to put them in order from most populated
to least populated.
• Ask the pupils to tell you in which of these places 15 Copy the skyline.
they live. Then ask them if they have grandparents, • Explain to the pupils that they are to copy the
aunts, uncles and cousins and ask them if they live in photograph and then colour it, using either coloured
a city, town, village or hamlet. pencils or wax crayons.
11 Write. 16 Circle the correct word.

• Tell the pupils to look at the drawings and label them • Tell the pupils to read the sentences and circle the
accordingly. most appropriate word.
Answers: Answers:
1 town, 2 hamlet, 3 city, 4 village 1 big (example), 2 boat, 3 harbour, 4 buildings, 5 clock
tower
12 Write the word for these definitions.
• Explain to the pupils that they are to read the Long transport (page 36)
definitions and decide which word matches each
definition, using the vocabulary and visual cues from Learning objectives
Activity 11 to help them. • Revise and extend key vocabulary
• Deepen awareness of perspective and how to
Answers: achieve it through proportion
1 city (example), 2 town, 3 village, 4 hamlet
Key language
13 Write bigger or smaller. • Train, carriages, windows
• Explain to the pupils that they are to complete the Receptive language
sentences placing the words bigger and smaller in • The train has got (two carriages).
the appropriate places.
Introduction
Answers: • Pupils will be familiar with most of the vocabulary
1 bigger (example), 2 smaller / bigger, 3 smaller / and they will extend their vocabulary and creative
bigger, 4 smaller skills within this context.
City skylines (page 35) Warm up activity

• Draw a road or some railway tracks on the board
Learning objectives which gives the impression of going off into the
• Revise and extend key vocabulary distance (i.e., the outlines on either side of the road
• To work on vertical and horizontal perspective which are further apart give the impression of that
within a composition part of the road being close up and the outlines
Key language which are closer together give the impression of that
• Big, small, boat, train, river, harbour, buildings, part of the road being further away).
clock tower, mountain • Ask the pupils to point to the part of the road/track
which is near and which is far.
Receptive language
• City skyline 17 Complete the drawing of the train.
• There’s a (boat). / There are (lots of trees). • Tell the pupils to look carefully at the drawing of the
• It’s a big / small (city). unfinished train.
• Ask them to point to things that are near, and then
Introduction ask them if these things are big or small. Then ask
• Pupils will be familiar with most of the vocabulary them to point to things that are far away, asking them
and concepts on this page. if these things are big or small.
• Explain to them that they are to finish the drawing of
Warm up activity the train, paying careful attention to drawing the
• Ask the pupils what is bigger than a town. (A city) things which are far away small and the things which
• Elicit as much vocabulary as possible related to cities. are near big.
14 Look at the city skyline. What can you see? 18 Complete.

• Tell the pupils to look at the photograph of the city • When the pupils have completed their drawings, ask
very carefully. Elicit the items in the composition them to point to the carriages and windows.
which have a vertical layout (skyscrapers, clock • Tell the pupils to complete the sentence according to
tower, etc.) and the items which have a horizontal what’s in their drawing.
layout (the water, the houses in the foreground, the
line of masts, etc.). Answer: (Pupils’ own answers.)

6 Trees and forests Mosses and ferns (page 38)
Parts of a tree (page 37) Learning objectives

• Extend key vocabulary
Learning objectives • Become familiar with non-flowering plants that
• Extend and revise key vocabulary can be found in the forest
• Have an understanding of the parts of a tree and Key language
their functions • Mosses, ferns
Key language • (Mosses) grow in the forest.
• Leaves, trunk, root, branches • (Ferns) absorb water through (their roots).
• Leaves provide trees with food because they turn • They haven’t got any (flowers).
sunlight into food. • Their leaves are called fronds.
• Branches support the leaves.
• The trunk is attached to the roots and supports Introduction
the branches. • Pupils will extend vocabulary to non-flowering plants
• Roots absorb water and food from the soil and that grow in the forest and become familiar with their
hold the tree to the ground. characteristics.
Introduction Warm up activity

• Pupils will be familiar with most of the vocabulary • Write mosses and ferns on the board.
and will extend their vocabulary in this area and be • Explain that mosses and ferns are plants that can be
able to explain the functions of the different parts of found in the forest and that they do not have flowers.
a tree. • Explain that they need a lot of water. Tell them that
mosses absorb water through the whole of the plant
Warm up activity because they don’t have roots, and ferns absorb
• Draw a tree on the board. water through their roots.
• Write leaves, branches, trunk and roots on the board.
• Ask the pupils to come up to the front and label the 4 Look and read.
tree drawn on the board. • Tell the pupils to look at the photographs of mosses
• Ask them if they know what each part is for. and ferns. Ask them if they have seen these plants
before and, if so, where.
1 Look and read. • Read the texts with the pupils and explain the
• Ask the pupils to look at the picture of the tree. meaning.
• Ask them to identify its parts.
• Tell them to read the text in the speech bubbles and 5 Identify the plant. Write ferns or mosses.
explain the functions of each part by miming it as you • Tell the pupils to read the sentences and decide
explain it. whether what is described is a moss or a fern. They
can check with the information given in Activity 4.
2 Read and circle the correct word. • Tell them to write mosses or ferns next to each
• Ask them to read the sentences and explain that they sentence.
have to circle the correct word.
Answers:
Answers: 1 ferns (example), 2 mosses, 3 mosses, 4 ferns
1 Branches (example), 2 Roots, 3 trunk, 4 Leaves
6 Read. Write T (true) or F (false). Correct the false
3 Complete the sentences. sentences.
• Ask the pupils to read the sentences carefully. • Tell the pupils to look at the sentences.
• Explain that they complete the sentences with the • Ask them to write F if the sentence is false and T if
words from the vocabulary box. the sentence is true.
• Tell them that if the sentence is false, they have to
Answers: write the correct sentence.
1 Branches support (example) the leaves.
2 Roots absorb water and food from the soil and hold Answers:
the tree to the ground. 1 F Mosses and ferns grow in the forest. (example),
3 Leaves turn sunlight into food for the tree. 2 F Mosses and ferns haven’t got flowers. 3 F Mosses
4 The trunk is attached to the roots and supports the haven’t got roots. 4 T, 5 T, 6 F Mosses absorb water
branches. through all the plant.
Section 2 page 22 FInd Out about Science and Art 5

Photosynthesis (page 39) Forests: the lungs of the Earth (page 40)

• Revise and extend vocabulary • Revise and extend key vocabulary
• Understand the process of photosynthesis • Show how photosynthesis is beneficial to the
earth
Key language
• Sunlight, carbon dioxide, oxygen, minerals, soil, Key language
water • Tropical rainforest, deciduous forest, coniferous
• Trees use (sunlight) to make (their food). forest, home, hot, wet, oxygen, water, leaves,
• Trees produce oxygen. winter, green, year, animals
Introduction • Forests conserve water.
• Pupils will extend their trees and plants vocabulary • Forests give us oxygen.
and learn about the process of photosynthesis. • Deciduous forests have got trees that drop their
leaves in winter.
Warm up activity • Coniferous forests have got trees that stay green
• Draw a tree on the board and ask the pupils how they all year.
think trees get their food. (Through sunlight and • Tropical forests grow in very hot, wet places.
water.) Tell them this process is called
photosynthesis. Introduction
• Pupils will become aware that photosynthesis is
7 Look and read. beneficial to life on Earth.
• Ask the pupils to look at the picture of the process of
photosynthesis and explain the process to them, Warm up activity
asking them to repeat the words in the picture. • Remind the pupils of photosynthesis by eliciting the
Explain how sunlight and carbon dioxide are process from the class.
absorbed through the leaves to make the food for • Write the following words on the board: coniferous,
trees. Explain how the roots absorb water and deciduous, tropical rainforest.
minerals from the soil. • Tell the class that many trees, i.e., a forest, are
• Ask the pupils to read the text at the bottom of the beneficial to human life because they produce
diagram. oxygen, which we need to breathe.
8 Read. Write T (true) or F (false). 10 Look and read.

• Tell the pupils to read the sentences and decide if • Tell the pupils to look at the photographs of the
they are true or false. different forests and ask them to point out the
• Tell them to write F if the statement if false and T if difference between the three types of forests.
the statement is true. • Ask them to read the text under the photograph of
the forests.
Answers: • Check understanding by asking the class what a
1 F (example), 2 T, 3 F, 4 T rainforest, a deciduous forest and a coniferous forest
is.
• Tell the pupils to complete the sentences using the 11 Complete.
information in Activity 7. • Tell the pupils to look at the photos and classify the
different forests. They have to complete the
Answers: sentences.
1 sunlight (example) / carbon dioxide / water / their
food Answers:
2 oxygen 1 coniferous forest (example), 2 tropical forest,
3 deciduous forest

• Tell the pupils to complete the sentences using the
information in Activity 10.
Answers:
1 home (example) / animals, 2 oxygen, 3 water,
4 hot / wet, 5 leaves / winter, 6 green / year

What is that tree? (page 41) • Draw another tree on the board and ask the pupils to
repeat the procedure.
Learning objectives • Ask the pupils to identify the leaves, branches, trunk
• Revise and extend key vocabulary and roots of the trees.
• Become familiar with different types of trees
16 Look at this tree.
Key language • Tell the pupils to look at the picture of the tree
• Sequoia tree, oak tree, olive tree, fir tree, cone, carefully, paying attention to the details.
acorn, olive • Ask them to close one eye and practise tracing the
• (Oak trees) produce (acorns). tree with their finger.
• They can live for (900) years.
17 Copy the tree and label the parts.
Introduction • Tell the pupils to copy the tree in Activity 16. Tell
• Pupils will extend their vocabulary and become them that if they have difficulty drawing, they can use
acquainted with different types of trees and their fruits. the technique of closing one eye and practise tracing
it with their finger.
Warm up activity • Ask them to label the parts of the tree after they have
• Ask the pupils to name as many different types of finished.
trees in L1 as they can that grow near where they live.
• Ask the pupils if they know if the trees are deciduous 18 Write the sentence.
or coniferous. • Tell the pupils to unscramble the sentence and write
it out correctly.
13 Look and read.
• Tell the pupils to look at the photos on the page and Answer:
ask them if they recognise any of the trees. Trees give us oxygen.
• Ask the pupils to read the text about the different
trees. Respect and protect your forest poster
(page 43)
14 Read and answer the questions.
• Ask the pupils to read the questions and answer Learning objectives
them, following the example. • Revise and reinforce key vocabulary
• Revise concepts and design a poster using letters,
Answers: shapes and colours to attract attention to a
1 oak trees (example), 2 olive trees, 3 sequoia trees, message
4 fir trees, 5 sequoia and fir trees, 6 olive trees and oak
trees Key language
• Forests, lungs, the Earth, animals, conserve water,
15 Complete the puzzle. oxygen
• Tell the pupils to read the clues to the puzzle and • Forests are the lungs of the Earth.
complete the puzzle. Explain ‘across’ and ‘down’. • Forests give us oxygen.
Answers: • Forests conserve water.
Across: 2 cones (example), 3 fir, 4 sequoia, 5 oak
Down: 1 acorns, 2 olive Warm up activity
• Ask the pupils if they know what ‘posters’ are. Ask
Tree art (page 42) them where they have seen posters and what they
think they were for.
Learning objectives • Explain to the pupils that posters are made to convey
• Revise and reinforce key vocabulary an important idea or piece of information, and so they
• Draw a technical picture of a tree by copying an have to attract the attention of people and be
example interesting.
• Write forest on the board. Ask the pupils what they
Key language think they can do to make the word look interesting
• Branches, trunk, leaves, roots and eye-catching. Ask pupils to come up to the board
• Trees give us oxygen. and demonstrate their ideas.
Warm up activity 19 Design a ‘Respect and protect your forest’ poster.

• Draw a simple tree on the board with leaves, • Ask the pupils to look at Clare’s poster. Tell them to
branches, trunk and roots. Ask the pupils to close design and draw their own poster using the title
one eye and try to copy the tree by tracing it with ‘Respect and protect your forest.’ Remind them to try
their finger in the air. to make it as attractive and eye-catching as possible.

28 Write sentences about forests. Answers:

• Tell the pupils to write sentences about forests, using Female: mother (example), sister, daughter, aunt,
the vocabulary box and following the example. cousin, grandmother
Male: father, brother, son, uncle, cousin, grandfather
Answers (in any order):
Forests are the lungs of the Earth. (example) / Forests 3 Complete the sentences.
give us oxygen. / Forests are home to many animals. / • Ask the pupils to identify who Phil’s grandmother,
Forests conserve water. grandfather, father, mother, uncle, aunt, brother,
sister, daughter, son and cousins are.
• Ask them to complete the sentences by using the
7 When I was young family vocabulary from Activity 2 and the family tree
in Activity 1 as their guide.
Family tree (page 44)
Answers:
Learning objectives 1 son (example), 2 father, 3 cousin, 4 grandmother,
• Revise and extend key vocabulary 5 aunt, 6 mother, 7 brother, 8 daughter, 9 grandfather,
• Become aware of relationships between members 10 uncle
of a family
4 Draw your family tree and label the members of
Key language
your family.
• Mother, father, brother, sister, son, daughter,
• Tell the pupils that they have to draw their family tree
uncle, aunt, cousin, grandfather, grandmother
in their notebooks, including their grandparents on
Receptive language either their father’s or mother’s side, their aunts,
• (Maria) is Phil’s (mother). uncles and cousins, and themselves.
• Tell them to write the names of the family members.
Introduction • Tell them to write the relationship to each family
• Pupils will be familiar with most of the vocabulary member under the names.
and will extend their vocabulary in this area and be
able to express relationships between members of a Stages of life (page 45)
family.
Learning objectives
Warm up activity • Revise and extend key vocabulary
• Ask a pupil to name the members of his/her family • Identify some of the different stages of human
and draw the family tree on the board writing the development
names of each member.
Key language
• Write the relationship of each family member to the
• Babies, children, adolescents, adults
pupil under the names, i.e., mother, father, son,
• Babies can’t walk.
daughter, etc.
• Children grow a lot.
• Ask the pupils to come up with sentences to describe
• Adolescents begin to look like adults.
the relationships between family members, e.g,
• Adults stop growing.
Monica is Peter’s sister. Peter is Monica’s brother.,
etc.
Introduction
• Pupils will extend their vocabulary relating to the
1 Look.
different stages of life and identify features in each
• Ask the pupils to take a look at the family tree on the
stage of development
page.
• Ask them to identify who are Phil’s grandmother,
Warm up activity
grandfather, father, mother, uncle, aunt, brother,
• Write the key vocabulary on the board: babies,
sister, and cousins, e.g., Who’s Phil’s grandfather?
children, adolescents, adults.
(Ramiro), etc.
• Point to a word and mime it. Use the structures for
each stage of development for miming each word,
2 Classify the family members. Write M (male) or F
i.e., Babies can’t walk. Children grow a lot. etc.
(female).
• When the pupils have guessed all of the words, ask
• Ask the pupils if the family members are male or
them to repeat them after you.
female.
• Tell them to classify the family members by writing M
5 Write.
or F after each family member. Point out that cousin
• Tell the pupils to look at the activity and label each of
can either be male or female.
the pictures with the appropriate stage of life.

Answers: 8 Look and read.

1 babies (example), 2 children, 3 adolescents, 4 adults • Look at the pictures and read the text with the pupils,
explaining each celebration by the origin and date of
6 Read and match. celebration.
• Tell the pupils to read the text and match the
sentence halves with a line. 9 Write sentences about the celebrations.
• Ask the pupils to write sentences about the different
Answers: celebrations following the example.
1 Children grow a lot. 2 Babies can’t walk. (example)
3 Adults stop growing. 4 Adolescents begin to look like Answers:
adults. 1 Chinese families celebrate Chinese New Year. (example)
2 Hindu families celebrate Diwali. 3 African American
7 Write the sentences in order. families celebrate Kwanzaa. 4 Christian families
• Tell the pupils to write sentences about the stages of celebrate Christmas. 5 Jewish families celebrate
life using Activity 6 as a guide. Hanukkah.
• Explain that they have to write the sentences in order
according to the stages of life. 10 Complete the sentences.
• Ask the pupils to complete the sentences about the
Answers: different celebrations according to when they are
1 Babies can’t walk. (example) observed, using the information in Activity 8.
2 Children grow a lot. • Tell them to use the example as a guide.
3 Adolescents begin to look like adults.
4 Adults stop growing. Answers:
1 at the end of January or beginning of February
Family celebrations around the world (example) 2 October or November, 3 26th December to
(page 46) 1st January, 4 25th December, 5 November or December
Learning objectives 11 Write about your own celebration.

• Extend key vocabulary • Ask the pupils to think of important family
• Introduce different family celebrations and celebrations in their own country.
customs around the world • Ask them to choose one of the celebrations and write
about it in their notebooks by writing the name of the
Key language celebration and when it is celebrated.
• Chinese New Year, Diwali, Kwanzaa, Hanukkah,
Christmas, celebrate, family, families, October, Famous people in Spanish and British
November, December, January, February, Chinese, history (page 47)
Jewish, Hindu, African, American, Christian
• (Chinese) families celebrate (New Year). Learning objectives
• (Christmas) is celebrated on (25th December). • Revise and extend key vocabulary
• (Diwali) is celebrated in (October or November). • To become acquainted with famous people in
• (Kwanzaa) is celebrated from (26th December to Spanish and British history
1st January).
Key language
Introduction • Writer, heroine, scientist, sculptor, famous,
• Pupils will extend their celebrations vocabulary and British, Spanish, discover, make
become familiar with different family celebrations • (Beatrix Potter) was a famous (writer).
and customs around the world • She / He discovered / was / wrote / made ...
Warm up activity Introduction

• Write the following celebrations on the board: • Pupils will become acquainted with some famous
Chinese New Year, Diwali, Kwanzaa, Hanukkah, people in Spanish and British history.
Christmas.
• Ask the pupils if they are familiar with any of these Warm up activity
celebrations. • Write the word famous on the board. Ask the pupils if
• Ask them what important celebrations they observe they know anyone famous and why they think they
in their family. Ask them why and how they celebrate are famous.
each occasion. • Write the words scientist and doctor on the board.
• Explain that the words written on the board are Ask the pupils what they do.
important celebrations around the world.

• Write the names of the people on the board: Beatrix Introduction

Potter, Joseph Priestly, Sir Isaac Newton, Miguel de • Pupils will learn technical procedures related to
Cervantes, Eduardo Chillida, Agustina de Aragon. Ask cameras
them whether they think they are British or Spanish.
Write their answers on the board. Warm up activity
• Elicit the word camera from the class by miming
12 Look and read. taking a photo. Ask the pupils if they know what a
• Tell the pupils to look at the photographs / pictures digital camera and film camera are. If possible bring
of the famous people and read the names. in a real example of either or both.
• Ask them if they know any of these people and if they • Tell them they are going to learn about the differences
know why they are famous. between digital and film cameras in the lesson.
• Ask them to read the text about each person.
• Explain words such as writer, heroine, scientist, 15 Read.
sculptor. • Write the words develop, delete, print, store, film,
• Explain briefly what gravity and oxygen are (pupils copy, computer and negative on the board and
should know about oxygen from previous lessons). explain what the processes are, using gestures, mime
There is no need to go into in-depth explanations. and pointing to the relevant parts of the camera. If a
concept is too difficult to explain, you could provide
13 Classify the famous people. the equivalent word in the children’s L1.
• Tell the pupils to classify the famous people • Tell the pupils to look at the photographs of the
according to whether they are Spanish or British and cameras and read the text.
write the names in the appropriate column.
16 Write digital camera or film camera.
Answers: • Tell the pupils to read the sentences, decide which
Famous Spanish people: Miguel de Cervantes; Eduardo camera the sentences refer to and write digital
Chillida; Agustina de Aragon camera or film camera, following the example.
Famous British people: Beatrix Potter (example);
Joseph Priestly; Sir Isaac Newton Answers:
1 digital camera (example), 2 film camera, 3 film camera,
14 Write sentences. 4 digital camera, 5 digital camera, 6 film camera
• Ask the pupils to write sentences following the
example about the famous people using the 17 Look and read. Write T (true) or F (false).
information from Activity 12 as a guide. • Tell the pupils to read the sentences and write T (for
true) or an F (for false) in the boxes at the end of each
Answers: sentence.
1 Beatrix Potter was a British writer. She wrote ‘The tale
of Peter Rabbit’. (example) 2 Eduardo Chillida was a Answers:
Spanish Basque sculptor. He made very big sculptures 1 T (example), 2 F, 3 F, 4 T, 5 F, 6 F
out of iron, steel, wood and granite. 3 Agustina de
Aragon was a Spanish heroine. Her real name was Family portraits (page 49)
Agustina Saragossa y Domènench. / She defended
Zaragoza from Napoleon. 4 Joseph Priestly was a British Objectives
scientist. He was the first to discover oxygen. 5 Sir • Revise key vocabulary
Isaac Newton was a British scientist. He discovered • Work on observation and drawing skills
gravity. 6 Miguel de Cervantes was a Spanish writer.
He wrote ‘Don Quixote’. Key language
• Mother, father, sister, brother, cousin, aunt, uncle,
Taking photos (page 48) grandmother, grandfather
• older, younger
Learning objectives • This is a portrait of (me).
• Revise and extend key vocabulary • I was (ten) years old.
• Learn the differences between digital and film
cameras Introduction
Key language and concepts on this page
• Digital camera, film camera
Warm up activity
Receptive language • The pupils will need to bring in a portrait-style
• Delete, develop, print, negative, copy, computer photograph of their family. If they don’t have a family
photograph, they could use a family photograph cut
out from a magazine.

• Put the pupils into pairs and ask them to describe

their family photographs to their partner, using the
8 Sherlock Holmes and
structure This is my ... . the case of the missing
18 Look at the portraits. painting
• Tell the pupils to look carefully at the photograph and
the portrait which has been sketched based on the The arts (page 51)
photograph.
• Then tell them to read the text which appears below Learning objectives
the sketched portrait. • Revise and extend jobs within the arts
19 Draw a portrait of your own family. Describe the Key language

portrait. • Pop star, film star, poet, dancer, playwright,
• Explain to the pupils that they have to glue the family sculptor, photographer, painter
photograph they have brought to class into the space • Sings, take photos, make sculptures, dance, write
provided. poems, act, write plays, paint pictures
• Explain that they are to copy the photograph into the • A (pop star)(sings).
frame, using a pencil.
• Tell the pupils to describe their family portrait, Introduction
following the example and using the words in the key • Pupils will learn about the arts and the different
vocabulary box to help them. things that artists do.
Family cartoons (page 50) Warm up activity

• Write the key vocabulary on the board and mime the
Learning objectives words.
• Revise the parts of the body • Rub out the vocabulary on the board. Get pupils to
• Learn some techniques for drawing cartoon come out and mime each of the occupations. The rest
characters of the class have to guess who they are.
Key language 1 Write.

• Head, eyes, mouth, nose, ears, eyebrows, chin, • Tell the pupils to write the name of the job related to
moustache, beard, glasses, hair, cheeks the world of the arts under each picture, using the
• My (father) has got (big glasses). words from the vocabulary box.
Introduction Answers:
• Pupils will be familiar with most of the vocabulary 1 photographer (example), 2 dancer, 3 playwright,
and they will extend their drawing skills within the 4 painter, 5 pop star, 6 sculptor, 7 film star, 8 poet
context of cartoons
Warm up activity • Tell the pupils to complete the sentences using the
• Ask the pupils if they know what a cartoon is. (A funny words from the vocabulary box.
drawing or animated film.) Ask the pupils to name as
many cartoon characters as possible. Provide the Answers:
name of the character in English where necessary. 1 takes photos (example), 2 acts, 3 writes poems,
4 writes plays, 5 makes sculptures, 6 sings, 7 dances,
20 Look at the cartoons of Phil’s family. 8 paints pictures
• Tell the pupils to look at the cartoons of Phil and his
family. Point out that a person’s features can be Famous artists (page 52)
exaggerated, such as Phil’s nose, his father’s glasses
etc. Learning objectives
21 Draw a cartoon of your family. • Learn about the lives of two famous artists
• Tell the pupils to draw their own family members in a
cartoon style. Key language
• Tell them to use the ideas in the key vocabulary box • (Auguste Rodin) was (a sculptor).
in Activity 22 to help them. • (Auguste Rodin) was from (Paris).
Receptive language
22 Write sentences about your family.
• She lived in many different cities.
• Tell the pupils to write four sentences describing
their family in their cartoons, e.g., My father has got
big eyes. They can use the words in the key
vocabulary box to help them.
• Pupils will become familiar with some main aspects • Pupils will become familiar with various places that
of the lives of the sculptor Auguste Rodin and the Sherlock Holmes visited and where he lived. They will
painter Georgia O’Keefe, together with works of art also be able to find places on a map.
they produced.
Warm up activity
Warm up activity • Ask the pupils if they can remember who Sherlock
• Ask the pupils if they can think of any famous artists. Holmes was. (a famous detective)
Ask them where they came from and if they can name • Ask them if they can remember the name of his
any of their works. assistant. (Dr Watson)
• Tell them they are going to learn about two famous • Get the pupils to guess where Sherlock Homes lived.
artists. (England / London) Tell them they will be looking at
places in London where he lived and worked.
3 Look and read.
• Read the text with the pupils. Make sure they 6 Read.
understand all the vocabulary. Tell the pupils that • Get the pupils to read out loud each of the sentences
Georgia O’Keefe liked painting flowers and things and to do silent reading afterwards.
that can be found in nature.
• Get the pupils to close their books. Divide the class 7 Find the following places on the map. Write them in
into two teams. Ask them questions about the the boxes.
paintings and the painters, e.g., Which country was • Pupils have to find each of the places in the vocabulary
Georgia O’Keefe from? / What type of artist was box on the map. They can to use the information from
Rodin? / etc. Get them to write the answers on pieces the sentences in Activity 6 as a guide.
of paper. Whoever gets most answers right is the • When they have finished tell them to write the words
winner. in the boxes.
4 Read. Write T (true) or F (false). 8 Answer the questions.

• Explain to the pupils that they have to decide • Tell the pupils that they have to answer the questions
whether the sentences are true or false, based on the using the information and map from Activities 6 and 7.
information from the text in Activity 3. The pupils
write T in the box if the sentence is true and F if the Answers:
sentence is false. 1 He lived in Baker Street (example). 2 Dr Watson’s
house, 3 He talked to a policeman. 4 first house,
Answers: 5 He watched a spy. 6 He listened to a spy.
1 F (example), 2 F, 3 T, 4 T, 5 T, 6 T
Museums in London (page 54)
• Pupils have to fill in the gaps using the information Learning objectives
from Activity 3. • Extend key vocabulary
• Become familiar with some of the museums in
Answers: London
1 painter (example), 2 (Georgia) O’Keefe / she,
3 paintings, 4 sculptor, 5 teacher, 6 (Auguste) Key language
Rodin / Belgium • The British Museum, the Natural History Museum,
the Victoria and Albert Museum, the National
Sherlock Holmes in London (page 53) Maritime Museum
• You can see / go to / learn about ...
Learning objectives • There are (over 12 million objects).
• Extend and revise key vocabulary • There aren’t many (objects).
• Learn about places that Sherlock Holmes visited
in London Introduction
• Pupils are not expected to learn all of the vocabulary
Key language but to become familiar with different types of museums
• He talked / lived / listened / watched ... and some of the things that can be seen in them.
Receptive language Warm up activity

• Where did (he)(live)? • Get the pupils to tell you the names of the museums
they have been to. Write the names on the board.
• Get the whole class to guess what kind of things you
would see in these museums.

• Introduce vocabulary by writing words on the board • Ask them if they can think of any art techniques, e.g.,
and getting the pupils to tell you in which of the sculptures, collages, etc.
museums that has been written down they would be
able to see these things. 12 Write the names of the art materials.
• Explain to the pupils that they have to label each of
9 Read. the photos using the words from the key vocabulary.
• Get the pupils to read the texts out loud and then do
silent reading afterwards. Answers:
1 clay (example), 2 oil paints, 3 canvas, 4 bronze
10 Look at Activity 9. Write the name of the museum.
• Explain to the pupils that they have to write the name 13 Read.
of the museum they would go to if they wanted to • Get the pupils to read the sentences out loud. Follow
see the things that appear in the images. the activity with silent reading.
• Check understanding by asking if any of the art
Answers: materials are the same as those you elicited in the
1 The Victoria and Albert Museum, 2 The British Warm up activity.
Museum, 3 The National Maritime Museum, 4 The
Natural History Museum 14 Write the names of the art techniques.
• Point to each of the photos and get the pupils to tell
11 Read. Write T (true) or F (false). Correct the false you which of the art materials would be used for each
sentences. technique.
• Pupils have to write T if the sentence is true and F if • Tell the pupils to complete the sentences with the art
the sentence is false. technique that has been used in each of the works of
• When they have finished they have to write the art, using the information in Activity 13.
correct version of the false sentences on the lines
provided. Answers:
1 ceramic (example), 2 painting, 3 , 4 collage
Answers:
1 F There are over 2 million objects to look at in the 15 Complete the sentences.
National Maritime Museum (example), 2 T, 3 F You can • Explain to the pupils that they have to complete the
go to the British Museum at 10 o’clock on a Monday sentences using the information from Activities 12
morning. 4 T and 13.
Art materials and techniques (page 55) Answers:

1 A ceramic is made from clay. (example)
Learning objectives 2 A collage is a picture made from different materials
• Extend and revise key vocabulary glued on a backing.
• Learn about the different techniques used by 3 A sculpture is a shape made from bronze or other
Pablo Picasso materials.
4 A painting is a drawing painted on canvas.
Key language
• Canvas, oil paints, clay, bronze Become a famous portrait artist! (page 56)
• Sculpture, ceramic, painting, collage
• glued on, painted on Learning objectives
Receptive language • Revise key vocabulary
• This is a (ceramic). • Practise observation and drawing skills
• A (sculpture) is a (shape) made from (bronze). Key language
• Pencil, rubber, lines, shading, artist, subject, date,
Introduction materials
• Pupils will learn the names of some art materials, and
become familiar with some art techniques. Receptive vocabulary
• Portrait
Warm up activity
• Write the first set of key vocabulary on the board and Introduction
elicit or explain the meanings. • Pupils will learn some drawing techniques.
• Write the second set of key vocabulary on the board
and elicit or explain the meanings. Warm up activity
• Ask the pupils if they can think of any art materials • Tell the pupils to look at the portraits.
used for making different types of art, e.g., paints, • Elicit the materials used to draw the portrait.
clay, etc. (a pencil and rubber)

• On blank pieces of paper, tell the pupils to Introduction

experiment with making lighter and darker tones by • The pupils will be familiar with some of the
applying more or less pressure to the pencil. vocabulary presented in. They will extend their
vocabulary and creative skills within this context.
16 Look at these portraits.
• Tell the pupils to look carefully at the portraits, Warm up activity
paying careful attention to the lighter and darker • Draw a sketch of an aeroplane or helicopter on the
areas of the portraits. board.
• Label the aircraft, eliciting wings, wheels and engine
17 Look at the shading techniques. from the pupils as you go.
• Tell the pupils to look carefully at the examples of the
shading techniques used in the portraits. 19 Look and read.
• Elicit from them what happens if they press hard on • Tell the pupils to read the information about
the pencil and press softly. (They achieve Leonardo Da Vinci and one of his designs.
darker/lighter tones.) • When the pupils have finished reading, ask them to
tell you what type of machine they are going to be
18 Draw a portrait of your friend and complete. looking at. (A flying machine.)
• Put the pupils in pairs and ask them to carefully • Then ask them to tell you what they think ‘mirror
observe their partner’s face, paying particular writing’ is. (Writing from right to left.)
attention to lighter and darker areas. • Ask a pupil to come to the board and write his or her
• Explain to them that they are to draw their partner’s name in ‘mirror writing’, i.e., back to front.
face, using the techniques they have learnt. Tell them • Tell the pupils to look carefully at Da Vinci’s design
that they are to use a pencil and rubber only. for a flying machine. Can they find the mirror writing?
• When they have finished their portrait tell them to
complete the description next to the frame. 20 Design and label a flying machine.
• Explain to the pupils that they are to design their own
Design a flying machine (page 57) flying machines.
• Tell the pupils to label their designs, using the words
Learning objectives from the vocabulary box to help them if necessary.
• Practise drawing skills and encourage imaginative 21 Complete the sentence.
skills • Tell the pupils to complete the sentence based on
their own design.
Key language
• Wings, wheel, engine
• My flying machine has got / hasn’t got (wings).

Name:
Class:
Test Unit 1
1 Read and match.
1 play computer games 5

watch TV
play football
2 6
play the guitar
walk the dog

3 7
sleep
run
4 8
swim
at home at school in the street
1 at home
I play computer games ____________________________.
2 I sleep ____________________________ .
3 I run ____________________________ .
4 I watch TV ____________________________ .
5 I walk the dog ____________________________ .
3 Write the sentences.
1 play / I / computer games / home / at

I play computer games at home.
__________________________________________________________
2 dog / the / I / walk / street / in / the
__________________________________________________________ .
3 TV / home / I / at / watch
__________________________________________________________ .
4 football / play / street / in / I / the
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4 Read and categorise.

play the flute skip listen to CDs draw fly a kite run walk the dog read
Physical activities
Physical activities Non-physical activities
Non physical activities
skip
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
5 Match. Tick if it’s safe or cross if it isn’t.
1 2
I wear a helmet.
I wear flip-flops.
3
I don’t wear a helmet.

3 4
I wear dark clothes.
ice hockey cricket cycling baseball rugby
1 cycling
In Holland many people go _____________________________________.
2 In Cuba many people play ______________________________________.
3 In the UK many people play ____________________________________.
4 In New Zealand many people play ______________________________.
5 In Canada many people play ____________________________________.

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Test Unit 2
1 Vertebrates have got skeletons. T
2 Some invertebrates have got a shell.
3 Some invertebrates have got exoskeletons.
4 Skeletons support the body.
5 Skeletons don’t protect the body.
6 Invertebrates have got skeletons.
7 Exoskeletons don’t protect the bodies of invertebrates.
8 Shells help protect invertebrates.
1 A snail is a vertebrate / an invertebrate.
2 A shark is a vertebrate / an invertebrate.
3 An eagle is a vertebrate / an invertebrate.
4 A salamander is a vertebrate / an invertebrate.
5 A chameleon is a vertebrate / an invertebrate.
6 A dolphin is a vertebrate / an invertebrate.
7 A butterfly is a vertebrate / an invertebrate.
8 A worm is a vertebrate / an invertebrate.
mammals reptiles amphibians fish birds
1 fish
Sharks are ______________ . They haven’t got scales.
2 Dolphins are ______________ . They haven’t got hair or fur.
3 Salamanders are ______________ . They’ve got a smooth skin.
4 Chameleons are ______________ . They’ve got scales and hard, dry skin.
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. Test Unit 2
worm squid spider bee crab annelid mollusc arachnid insect crustacean
1 crab
This is a _________________. crustacean .
It’s a __________________
2 This is a _________________ . It’s an _________________ .
3 This is a _________________ . It’s an _________________ .
4 This is a _________________ . It’s an _________________ .
5 This is a _________________ . It’s a __________________ .
1 Primary consumers are called herbivores / carnivores.
2 Plants and vegetables are called secondary consumers / producers.
3 Tertiary consumers are called carnivores / omnivores.
4 Secondary consumers are called herbivores / carnivores.
5 Decomposers / Producers eat dead consumers and producers.
6 Read and match.
1 eggs laid in water
2 bigger larva
3 adult salamander
4 small larva
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Test Unit 3
1 Write.
London Kenya pounds Spain euros Manila Filipino English
1 2
Kenya
Country: ______________________ Country: the Philippines
Main languages: Main languages:
_________________________ and Kiswahili _________________________ and English
Capital city: Nairobi Capital city: _________________________
Population: 32 million Population: 82 million
Currency: Kenyan shillings Currency: pesos
3 4
Country: _________________________
Country: the UK Official languages: Spanish, Catalan,
Official language: English Basque, Galician, Valencian
Capital city: __________________________ Capital City: Madrid
Population: 60 million Population: 44 million
Currency: ___________________________ Currency: ___________________________

tea cars olives coconut products
1 olives
Spain grows lots of _________________________.
2 The Philippines makes lots of __________________________.
3 Kenya grows lots of ____________________________________.

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Test Unit 3
copper cables petrol tinned fish timber
1 We make petrol
___________________ from crude oil.
2 We make ___________________ from trees.
3 We make _________________________________ from copper.
4 We make ________________________________ from fresh fish.
4 Read and categorise.
trees fresh fish crude oil copper cables petrol copper timber tinned fish
Natural resources
Natural resources Products
Productsmade
madefrom
fromnatural
naturalresources
resources
trees
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
Africa Asia North America The Atlantic Ocean
Europe Australia The Pacific Ocean South America
1 The Atlantic Ocean is an ocean.

______________________________
2 ______________________________ is an ocean.
3 ______________________________ is a continent.
4 ______________________________ is a continent.
5 ______________________________ is a continent.
6 ______________________________ is a continent.
7 ______________________________ is a continent.
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Test Unit 4
1 Write the words.
binoculars map night vision goggles mobile phone
X-ray video camera pen voice recorder camera paper shredder
1 2 3 4
map
__________________ __________________ __________________ __________________
5 6 7 8
__________________ __________________ __________________ __________________
2 Read and match.

1 She’s destroying important documents with an X-ray video camera.
2 He’s looking at things that are far away with a paper shredder.
3 He’s looking at things that are hidden with a pen voice recorder.
4 She’s recording important conversations with binoculars.
sign language talking drums whistle language Braille
1 Braille .
We feel ______________
2 We hear ___________________ .
3 We see ___________________ .
4
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4 Complete.
computer phone laptop walkie-talkie mobile phone
2 mobile phone
1 Tim is using a ___________________________ .
2 Tim is using a ___________________________ .
3 3 Tim is using a ___________________________ .
4 4 Tim is using a ___________________________ .

5
5 Tim is using a ___________________________ .

1 Morse code uses ‘dots’ and ‘dashes’. T
2 Aldis lamps don’t use light.
3 Telegraphs don’t use Morse code.
4 Heliographs use Morse code.
6 Complete.
cross turn right stop go straight on
1 stop
When you see this sign, _____________________________ .
2 When you see these lines, ___________________________ .
3 When you see this sign, _____________________________ .
4
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When you see this sign, _____________________________ .

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Test Unit 5
1 Write T (true) or F (false). Correct the false sentences.

1 Berlin is the capital of Croatia. Berlin is the capital of Germany.
F _______________________________________
2 Tokyo is the capital of Japan. _______________________________________ .
3 Moscow is the capital of Germany. _______________________________________ .
4 Zagreb is the capital of Russia. _______________________________________ .
2 Write and match.
builder police officer bus driver courier
1 courier
A ______________________ directs traffic.
2 A ______________________ drives buses.
3 A ______________________ delivers parcels.

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Test Unit 5
3 Write and match.
van bus motorcycle Underground tram
2 ________________
Public transport
motorcycle
1 ________________
Private transport 3 ________________
4_____________________________ 5 ________________
4 Write the words.
supermarket chemist newsagent florist
1 newsagent
You can buy a newspaper here. _______________
2 You can buy medicine here. _______________
3 You can buy flowers here. _______________
4 You can buy all your food here. _______________
bigger smaller
1 smaller than a town.

A village is _______________
2 A city is _______________ than a village.
3 A hamlet is _______________ than a village.
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Test Unit 6
1 The trunk / roots take water and food from the soil
and hold the tree to the ground.
2 The trunk / branch is attached to the roots.
3 The roots / trunk supports the branches.
4 Leaves / Branches provide trees with food because

they turn sunlight into food.
5 Roots / Branches support the leaves.
1 Mosses and ferns have got flowers. Mosses and ferns haven’t .
F __________________________________
got flowers.
__________________________________
2 Mosses and ferns don’t need water. __________________________________ .
3 Mosses have got roots. __________________________________ .
4 Ferns absorb water through their roots. __________________________________ .
5 Ferns have got leaves called ‘fronds’. __________________________________ .
6 Mosses don’t grow in the forest. __________________________________ .
oxygen minerals photosynthesis sunlight
1 sunlight , carbon dioxide, water and _____________________

Trees use _______________
from the soil to make their food.
2 Trees produce _____________________ .
3 The process of making their own food is called _____________________ .

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Test Unit 6
4 Match.
1 Tropical rainforests have got trees that stay green all year.
2 Deciduous forests are in very hot, wet places.
3 Coniferous forests have got trees that drop their leaves in winter.
1 Forests give us carbon dioxide. Forests give us oxygen.

F _______________________________
2 Forests are not home to animals. _______________________________ .
3 Forests conserve water. _______________________________ .
4 Deciduous trees don’t drop their leaves. _______________________________ .
5 Coniferous forests have got trees that _______________________________ .

stay green all year.
6 Read. Write the answers.
sequoia trees olive trees fir trees oak trees fir trees
1 fir trees
Which trees can live for 300 years? ____________________________________________
2 Which trees produce acorns? __________________________________________________
3 Which trees produce cones? ___________________________________________________
4 Which trees can live for 900 years? _____________________________________________
5 Which trees produce olives? ____________________________________________________

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Test Unit 7
mother father brother sister son daughter
uncle aunt cousin grandfather grandmother
Ann Joseph
Monica Peter Charlie Rosa
John Therese
1 mother.
Ann is Charlie’s ____________ 6 Peter is John’s ____________ .
2 Joseph is John’s ____________ . 7 Ann is John and Therese’s ____________ .
3 Monica is John’s ____________ . 8 Joseph is Peter and Charlie’s ____________ .
4 Rosa is John’s ____________ . 9 Peter is Charlie’s ____________ .
5 Peter is Therese’s ____________ . bk Therese is John’s ____________ .
2 Put the pictures in order.
children adults 1 babies adolescents

3 Write the sentences in order.
begin to look like adults stop growing can’t walk grow a lot
1 Babies can’t walk.

______________________________________
2 ______________________________________ .
3 ______________________________________ .
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Test Unit 7
Kwanzaa Chinese New Year Diwali Christmas Hanukkah
1 Chinese New Year .

Chinese families celebrate _______________________
2 Hindu families celebrate _______________________ .
3 African American families celebrate _______________________ .
4 Christian families celebrate _______________________ .
5 Jewish families celebrate _______________________ .

British writer British scientist writer
Spanish Basque sculptor British scientist Spanish heroine
1 writer .
Miguel de Cervantes was a famous Spanish ________________
2 Beatrix Potter was a famous __________________________________________________ .
3 Joseph Priestly was a famous _________________________________________________ .
4 Sir Isaac Newton was a famous _______________________________________________ .
5 Eduardo Chillida was a famous _______________________________________________ .
6 Agustina de Aragon was a famous __________________________________________ .
1 You can delete the

2 You need film for
3 You can keep the
photos that you this camera. photos on a
don’t like. computer.
__________________
digital
__________________
__________________
__________________
camera
__________________ __________________
4 You can print the

5 You need to develop
photos with a the photos to see
printer. them.
__________________ __________________
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Test Unit 8
1 Write the words.
pop star film star painter dancer playwright sculptor
1 ______________________
playwright 2 ______________________ 3 ______________________
4 ______________________ 5 ______________________ 6 ______________________

2 Write T or (true) F (false). Correct the false sentences.
1 A pop star paints. F A pop star sings.

________________________________
2 A film star acts. ________________________________ .
3 A playwright dances. ________________________________ .
4 A painter writes plays. ________________________________ .
5 A sculptor makes sculptures. ________________________________ .
6 A dancer sings. ________________________________ .
1 Auguste Rodin was from the USA / France.
2 Georgia O’Keefe was a dancer / an artist.
3 Auguste Rodin was a sculptor / a film star.

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Test Unit 8
The British Museum
Learn about Ancient Egypt, the Classical World, Asia, the Islamic World, the
Americas, Europe: Medieval or Modern, the Ancient Near East and Africa.
The Natural History Museum

Learn about everything from dinosaurs, fossils, mammals, whales, insects and
human biology to climate change, volcanoes, earthquakes, gemstones,
minerals and rocks.
The Victoria and Albert Museum

Learn about architecture, design, ceramics, doll’s houses, toys, jewellery,
fashion, furniture, paintings drawings and sculpture.
The National Maritime Museum

Learn about life at sea, navigation, astronomy and measuring time. There are
over two million objects to look at in this museum.
1 Can you see doll’s houses in the Victoria and Albert Museum?
Yes, you can.
____________________________________________________________________
2 Can you learn about life at sea in the Natural History Museum?
____________________________________________________________________.
3 Where can you learn about astronomy and measuring time?
____________________________________________________________________.
4 How many objects can you see in the National Maritime Museum?
____________________________________________________________________.
5 Can you learn about Ancient Egypt in the British Museum?
____________________________________________________________________.
5 Read and match.
1 Sculpture: a picture made from different materials glued on a backing.
2 Painting: a shape made from bronze or other materials.
3 Collage: a pot or sculpture made from clay.
4 Ceramic: a drawing painted on a canvas with oil paints or other materials.

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Unit 1 2 Complete the sentences.

1 olives (example), 2 coconut products, 3 tea, 4 cars
1 Read and match.
1 sleep (example), 2 play the guitar, 3 swim, 4 play football, 3 Complete the sentences.
5 walk the dog, 6 watch TV, 7 play computer games, run 1 petrol (example), 2 timber, 3 copper cables, 4 tinned fish
2 Complete the sentences. 4 Read and categorise.

1 at home (example), 2 at home, 3 in the street / at school, Natural resources: trees (example), fresh fish, crude oil,
4 at home, 5 in the street copper
Products made from natural resources: copper cables, petrol,
3 Write the sentences. timber, tinned fish
1 I play computer games at home. (example)
2 I walk the dog in the street. 5 Complete the sentences.
3 I watch TV at home. 1 The Atlantic Ocean (example)
4 I play football in the street. 2 The Pacific Ocean
3–8 in any order: Africa, Asia, North America, Europe,
4 Read and categorise. Australia, South America
Physical activities: skip (example), fly a kite, run, walk the dog
Non physical activities: play the flute, listen to CDs, draw, Unit 4
read
1 Write the words.
5 Match. Tick if it’s safe or cross if it isn’t. 1 map (example), 2 binoculars, 3 paper shredder, 4 camera,
1 I wear a helmet. 3 (example), 2 I wear dark clothes. 7, 5 X-ray video camera, 6 night vision goggles, 7 pen voice
3 I wear flip-flops. 7, 4 I don’t wear a helmet. 7 recorder, 8 mobile phone
6 Complete the sentences. 2 Read and match.

1 cycling (example), 2 baseball, 3 cricket, 4 rugby, 1 She’s destroying important documents with a paper
5 ice hockey shredder. (example)
2 He’s looking at things that are far away with binoculars.
Unit 2 3 He’s looking at things that are hidden with an X-ray video
camera.
1 Look and read. Write T (true) or F (false). 4 She’s recording important conversation with a pen voice
1 T (example), 2 T , 3 T, 4 T, 5 F, 6 F, 7 F, 8 T recorder.
2 Circle the correct word. 3 Complete the sentences.

1 invertebrate (example), 2 vertebrate, 3 vertebrate, 1 Braille (example), 2 whistle language, 3 sign language,
4 vertebrate, 5 vertebrate, 6 vertebrate, 7 invertebrate, 4 talking drums
8 invertebrate
4 Complete.
3 Complete the sentences. 1 mobile phone (example), 2 computer, 3 phone, 4 laptop,
1 fish (example), 2 mammals, 3 amphibians, 4 reptiles, 5 birds 5 walkie-talkie
4 Complete the sentences. 5 Look and read. Write T (true) or F (false).

1 crab / crustacean (example), 2 spider / arachnid, 3 worm / 1 T (example), 2 F, 3 F, 4 T
annelid, 4 bee / insect, 5 squid / mollusc
6 Complete.
5 Circle the correct word. 1 stop (example), 2 cross, 3 turn right, 4 go straight on
1 herbivores (example), 2 producers, 3 omnivores,
4 carnivores, 5 Decomposers Unit 5
6 Read and match. 1 Write T (true) or F (false). Correct the false sentences.
1 small larva (example), 2 adult salamander, 3 eggs laid in 1 F – Berlin is the capital of Germany. (example), 2 T,
water, 4 bigger larva 3 F – Moscow is the capital of Russia. / Berlin is the capital of
Germany. 4 F – Zagreb is the capital of Croatia. / Moscow is
Unit 3 the capital of Russia.
1 Write. 2 Write and match.

1 Kenya (example) / English, 2 Filipino / Manila, 3 London / 1 A courier delivers parcels. (example), 2 A builder builds
pounds, 4 Spain / euros houses and shopping centres. 3 A bus driver drives buses.
4 A police officer directs traffic.

Test Answer Key
3 Write and match. 5 Complete the sentences.

1 motorcycle – private transport (example), 2 tram – public 1 writer (example), 2 British writer, 3 British scientist, 4 British
transport, 3 bus – public transport, 4 Underground – public scientist, 5 Spanish Basque sculptor, 6 Spanish heroine
transport, 5 van – private transport
4 Write the words. 1 digital camera (example), 2 film camera, 3 digital camera,
1 newsagent (example), 2 chemist, 3 florist, 4 supermarket 4 digital camera, 5 film camera
5 Complete the sentences. Unit 8

1 smaller (example), 2 bigger, 3 smaller, 4 smaller
1 Write the words.
1 playwright (example), 2 painter, 3 pop star, 4 sculptor,
Unit 6 5 film star, 6 dancer
1 roots (example), 2 trunk, 3 trunk, 4 Leaves, 5 Branches 2 Write T (true) or F (false). Correct the false sentences.
1 F – A pop star sings. (example), 2 T, 3 F – A playwright
2 Write T (true) or F (false). Correct the wrong sentences. writes plays. 4 F – A painter paints pictures. 5 T,
1 F – Mosses and ferns haven’t got flowers. (example), 6 F – A dancer dances.
2 F – Mosses and ferns need water. 3 F – Mosses haven’t got
roots. 4 T, 5 T, 6 F – Mosses grow in the forest. 3 Circle the correct words.
1 France (example), 2 an artist, 3 a sculptor, 4 an Art teacher
1 sunlight (example) / minerals, 2 oxygen, 3 photosynthesis 4 Read. Write the answers.
1 Yes, you can. (example), 2 No, you can’t. 3 (At the) National
4 Match. Maritime Museum. 4 Over two million. 5 Yes, you can.
1 Tropical rainforests are in very hot, wet places. (example),
2 Deciduous forests have got trees that drop their leaves in 5 Read and match.
winter. 3 Coniferous forests have got trees that stay green all 1 Sculpture: a shape made from bronze or other materials.
year. (example)
2 Painting: a drawing painted on a canvas with oil paints or
5 Write T (true) or F (false). Correct the false sentences. other materials.
1 F – Forests give us oxygen. (example), 2 F – Forests are 3 Collage: a picture made from different materials glued on a
home to (many) animals. 3 T, 4 F – Deciduous trees drop backing.
their leaves in winter. 5 T 4 Ceramic: a pot or sculpture made from clay.

1 fir trees (example), 2 oak trees, 3 fir trees, 4 sequoia trees,
5 olive trees
Unit 7
1 mother (example), 2 grandfather, 3 mother, 4 aunt, 5 uncle,
6 father, 7 grandmother, 8 father, 9 brother, 10 cousin
2 Put the pictures in order.

1 babies (example), 2 children, 3 adolescents, 4 adults
3 Write the sentences in order.

1 Babies can’t walk. (example).
2 Children grow a lot.
3 Adolescents begin to look like adults.
4 Adults stop growing.

1 Chinese New Year (example), 2 Diwali, 3 Kwanzaa,
4 Christmas, 5 Hanukkah

Section 3: DVD Resources
Contents
Syllabus page 2
Introduction page 4
Unit 1 In my free time page 6
Unit 2 The animal kingdom page 8
Unit 3 Around the world page 12
Unit 4 Spies and secret codes page 14
Unit 5 In the city page 18
Unit 6 Trees and forests page 20
Unit 7 When I was young page 24
Unit 8 Sherlock Holmes and

the case of the missing painting page 26
DVD scripts page 30
Barbara Mackay

Introduction
DVD Syllabus
Title Key language – Vocabulary
Unit 1 • Watch TV / DVDs, play computer games / table tennis /

tennis / board games / football, ride a mountain bike,
In my free time swim, walk the dog
Unit 2 • Spider, frog, eagle, anteater, ants, whale, seal, fish,

plants, insects, tiger, elephant, otter, lion, iguana, zebra
The animal kingdom • Food chain, predator
• China, Spain, Portugal, Brazil, the USA, Japan, Australia

• Europe, Asia, Africa, South America
Unit 3 • English, Spanish, Portuguese, Catalan
Around the world • Computer game, toys, puzzle
• Cotton, T-shirt, labels
• Cheese, meat, cocoa, chocolate, bread
Unit 4 • A message in code, map, flag, camera

• Left, right, straight on
Spies and secret codes
• Sports centre, library, park, museum, internet café,

Unit 5 shops, cinema, zoo, bridge, castle, square, monument
• England, Wales, Scotland, Northern Ireland
In the city • London, Cardiff, Edinburgh, Belfast
• Colour, red, blue, black, green, yellow
• Fruit, tree, seeds, ground, roots, leaves, branches,

flowers
Unit 6 • Grow, live, produce
• Have got
Trees and forests • Drop litter
• Short, tall, old, beautiful
• Strawberry, banana, orange, pear
• Grandparents, brother, uncle, cousin

Unit 7 • Birthday
When I was young • President, jazz singer, astronaut, producer, director, pilot
• Moon
• Detective, assistant, policeman, pop star, film star

Unit 8 • Talked, listened, watched, wanted, looked, arrested
Sherlock Holmes • Missing, talented, popular, rich, famous, young, jealous
• Painting, thief

Key language – Structures Cross-curricular content
• I play table tennis in my free time.

• I don’t fly a kite in my free time. Social Science: Find out about physical
• Do you ride a mountain bike at the weekend? activities
• Do you play the guitar in your free time?
• This otter lives on land.
• It eats fish.
• This otter doesn’t eat plants.
Science: Find out about food chains
• It doesn’t live in water.
• Does this otter live in water?
• Does it eat fish?
• I’m from Australia.
• He’s / She’s from Portugal.
• I’m not from Australia. Geography: Find out about where things
• He / She isn’t from Portugal. are from
• Where’s he / she from?
• I’m watching a spy.
• He’s / She’s sending a message.
• I’m not sending a message. Social Science: Find out about the
• He / She isn’t speaking English. Semaphore Code
• What’s he / she saying?
• There’s a museum / park.
• There are lots of shops / cinemas.
• Is there a park? Geography: Find out about capital cities
• Yes, there is. / No, there isn’t. in the UK
• Are there lots of museums?
• Yes, there are. / No, there aren’t.
• The palm tree is taller than the orange tree.
• Palm trees are bigger than orange trees.
• The orange tree’s branches are longer than the
bonsai tree’s branches. Science: Find out about the life cycle of
• The orange tree is more beautiful than the palm tree. a fruit tree
• Orange trees are more colourful than palm trees.
• The orange tree’s leaves are more interesting than
the palm tree’s leaves.
• I was ten.
• He / She was on a ferry. History: Find out about famous people
• How old were you? in American history
• Where was he / she?
• I talked to Jennifer.
• He / She watched TV.
• We listened to CDs.
Art: Find out about famous artists
• Did you talk to anyone?
• Did you watch TV?
• Yes, I did. / No, I didn’t.

Introduction
Introduction
What are the Find Out! 5 DVD DVD Resources

The DVD Resources comprise photocopiable worksheets
Resources? and teaching notes. The photocopiable worksheets
Find Out! 5 DVD Resources are for teachers to use with provide a variety of observational and follow-up tasks to
the Find Out! 5 DVD. They include teaching notes and help pupils focus on the target language in each DVD
photocopiable worksheets to accompany all sections of section. All the photocopiable activities recycle and
the DVD. The DVD contains a combination of real-life practise language already presented in the Pupil’s Book
sketches, quizzes and documentaries to review and and recycled on the DVD. The activities also offer a
reinforce the language and the skills taught in Find Out! simple route through the DVDs, ensuring that pupils
Pupil’s Book 5, as follows: obtain maximum benefit from watching, as well as
• the target language of each Pupil’s Book unit is providing a lesson framework for teachers.
recycled and practised by Gary, Rob, Sophie and Anna Each page of teaching notes covers two sections of the
in real contexts; DVD and refers to the two photocopiable activities on the
• quizzes from the Pupil’s Book featuring Gary, Rob, opposite page (except for the last page of the teaching
Sophie and Anna are done in real-life settings. notes and Worksheet 12, which only has one
photocopiable activity). For each activity on the
worksheets, the teaching notes suggest a warm up
Aims of the DVD Resources activity to revise target language and then offer a
structured lesson of varied activities for use before,
The main aims are: during and after watching the DVD.
• to reinforce global and specific comprehension
through the medium of watching and listening;
• to consolidate the target language of the Find Out! 5 When to use the DVD
Pupil’s Book;
Find Out! 5 DVD is designed to be used in a flexible
• to reinforce other areas of learning, such as natural manner in a way that is most suitable for the teacher,
science; depending on whether they wish to reinforce or practise
• to give further practice of pronunciation and specific language points, or simply introduce some
intonation; variety or motivation for pupils.
• to further develop pupils’ reading and writing skills;
• to help increase pupils’ observational skills;
• to provide an extra dimension to language lessons How to use the DVD
through a different learning medium;
The DVD lessons follow a similar framework. In general,
• to expose pupils to English in a real-life context. the procedure is as follows:
Warm up
Components
This first stage sets the scene for the lesson and
DVD suggests how to review the target language in the DVD.
There is one DVD for Find Out! 5. Each DVD unit
corresponds to the Pupil’s Book unit and includes the Watch and answer
following three sections: Pupils are given a simple question to answer before
• a real-life sketch watching the DVD for the first time, to see how much
• a quiz they can remember. They are given the question before
• mini-documentary footage they watch, so they have something to focus on while
watching.

Interactive activities Key to symbols
These activities usually involve the worksheet and
encourage comprehension and exploitation of the DVD The following symbols are used so that you can
content. Activity types include: recognise the different steps at a glance:
• sequencing / matching (pupils number the events as
they occur on the DVD, and/or match two elements of Refer to the photocopiable worksheet.
action / story / character);
• discrimination (pupils decide whether certain images Play the DVD section from start to finish.
or pieces of information occur in the DVD, or not);
• observation (pupils tick, colour or otherwise indicate Freeze the DVD at a specific point.
elements as they appear on the DVD);
• writing (pupils complete sentences, or label words).
Finding your way around the DVD
Follow-up activities Please refer to the DVD navigation notes on the DVD
The worksheets frequently involve a follow-up activity. insert.
This is often a written activity, such as ordering
sentences, answering questions, or acting out quizzes
using the target language.
Acting out
The teaching notes sometimes suggest that pupils act
out all or part of the DVD section, as a follow-up to
watching the DVD. The suggested procedure is as
follows:
• Choral repetition: Say the lines and encourage the
pupils to repeat after you together, as a whole class.
• Group / pairs practice: Give individual pupils different
roles. Ask them to act out the scene in pairs or
groups. If they can’t remember the words exactly,
encourage improvisation. Walk around the class
monitoring and supporting.
• Acting out in front of the class: Encourage a confident
group or pair to act out the dialogue or scene in front
of the class, helping them by whispering or miming
their lines, if they need it. You can also record or film
the pupils if they are happy with this.

In my free time Unit 1
1 What do you do in your free time? 2 Do you know ... ? quiz
sketch Warm up
Warm up • Ask the pupils what time they start school, and what
• Tell the pupils one thing that you do in your free time. time they finish. Write the times on the board.
Ask them what they do in their free time. Write a list
on the board and find out the most popular free time- Say and label
activity. • Hold up your worksheet. Point to the clocks and
say the times with the pupils.
Watch and answer • Ask the pupils to label the clocks with the words in
• Explain that they are going to see the four course the box.
characters working at their Find Out! magazine • Go through the answers with the class.
headquarters. Answers:
• Say Let’s watch the DVD. Ask What are the names of 1 half past two, 2 ten o’clock, 3 half past seven
the four child course characters?
• Play the DVD. Freeze the image after: Do the quiz
Sophie: Gary, Rob, this is Anna. • Tell the pupils that they are going to do a quiz.
The pupils watch and answer the question. Hold up your worksheet and read the questions on
Answers: the cards in turn.
Sophie, Gary, Rob, Anna • Ask the pupils to circle the correct answers.
• Ask the pupils to tell you who plays table tennis with • Play the DVD. Freeze the image after:
Anna. Quizmaster: Question 1. What time do children start
• Play the DVD. The pupils watch and then answer school in Finland? Is it: a) 7 o’clock, b) 8 o’clock,
the question. c) 9 o’clock, or d) half past ten?
Answer: • Give the pupils time to circle their answers. Continue
Sophie by freezing the DVD after the next two questions.
• Go through answers with the class.
Watch and tick Answers:
• Hold up your worksheet. Ask the pupils to tick 1 b, 2 a, 3 c
the free-time activities that Anna does, and to put a
cross next to the activities she doesn’t do. Acting out
• Play the DVD. The pupils watch and tick or cross • Divide the class into pairs. The pupils choose to be
the pictures. either the Quizmaster or a course character, and act
Answers: out the quiz with their partner. They then swap roles
a7 b7 c3 d3 e3 f7 and repeat.
Watch, say and label

• Hold up your worksheet. Point to the pictures in
turn and say them with the class. Point to pictures c, d
and e, and ask the pupils to tell you when Anna does
these activities.
• Play the DVD. The pupils watch and answer
individually.
Answers:
c on Fridays, d on Thursdays, e at the weekend
• The pupils finish by labelling pictures c, d and e with
words from the box. Check the answers with the class.
Answers:
c play table tennis, d play computer games,
e ride a mountain bike

Name:
Class:

1 What do you do in your free time? sketch
play tennis ride a mountain bike play football play table tennis
play computer games watch TV
a b c
d e f
ride a mountain bike
2 Do you know ... ? quiz
ten o’clock half past two half past seven
1 2 3
What time do What time do What time do

Question 1
Question 2
Question 3
children start school children finish children finish

in Finland? school in Germany? school in the UK?
a) 7 o’clock a) 1 o’clock a) 2 o’clock
b) 8 o’clock b) 2 o’clock b) half past two
c) 9 o’clock c) half past three c) 3 o’clock
d) half past ten d) 6 o’clock d) 5 o’clock
Total: 1 mark Total: 1 mark Total: 1 mark
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Let’s find out about physical activities! • Ask pupils to work in pairs and take turns asking and
answering the last question, Do you do enough
Warm up physical activities at the weekend?
• Tell the pupils one thing that you like doing in your
free time. Play a memory game around the class. Start Watch and number
by saying I watch TV at the weekend, then add
• Hold up your worksheet. Ask the pupils to
another activity, e.g. I watch TV and ride my mountain
number the pictures in the order that they hear and
bike at the weekend. Go around the class one by one,
see them.
with each pupil adding a different free-time activity to
the list. If someone makes a mistake or can’t • Play the DVD. The pupils number the pictures.
remember the list, the game starts again. Answers:
a 3, b 1, c 4, d 5, e 2, f 6
Watch, guess and say
• Say Let’s watch the DVD. Watch, say and write
• The pupils watch. Freeze the image at each • Hold up your worksheet. Point to the pictures and
section of footage before Rob and Gary describe say the activities with the pupils.
them. Ask the pupils to watch and guess the • Play the DVD. The pupils watch and write the
activities. correct words next to each activity.
• Play the DVD again. This time, freeze the image Answers:
after: a walk the dog, 3; b play computer games, 1; c ride a
Gary: Many children play computer games and board mountain bike, 4; d swim, 5; e watch TV and DVDs,
games at the weekend. 2; f play football, 6
• The pupils repeat the sentence. Continue by freezing
the image each time Rob and Gary speak. Prompt the
pupils to repeat each sentence.
The animal kingdom Unit 2

1 Does it eat plants? sketch Watch and match
• Hold up your worksheet. Point to the pictures of
Warm up the spider and the frog in turn and say the words with
• Ask the pupils if anyone is afraid of spiders. Take a the class. Ask the pupils to match the words frog and
head count. Draw a spider on the board and ask the spider with the pictures.
pupils how many legs it should have, as you draw it. • Play the DVD. The pupils draw a line from each
word to its picture. Check answers with the class.
Watch and answer
• Explain that today, the course characters are visiting a Say and write
tropical room at the zoo. Say Let’s watch the DVD. • Hold up your worksheet again. Point to the pictures
What animal does Rob see? Where does it live? of the spider and the frog and ask the pupils how many
• Play the DVD. The pupils watch and answer the legs each animal has got. To help weaker pupils, write
questions. the numbers 8 and 4 on the board and ask the class to
Answers: spell the words out loud with you (e – i – g – h – t,
A tree frog, in trees f – o – u – r ).
• Ask the pupils to complete the sentences.
Answers:
A spider has got eight legs. A frog has got four legs.

Name:
Class:

3 Let’s find out about physical activities!
play football swim walk the dog play computer games

ride a mountain bike watch TV and DVDs
a d
b e
1
play computer games
c f

1 Does it eat plants? sketch
spider
frog
A spider has got A frog has got
legs. legs.
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2 Do you know ... ? quiz Watch and say
• Say Let’s watch the DVD. Divide the class into two
Warm up groups, A and B. Ask Group A to say Anna’s sentences
• Ask the pupils what time they start school, and what and Group B to say Sophie’s.
time they finish. Write the times on the board. • Play the DVD. The groups watch and say their
sentences in turn. Freeze the image after:
Circle and say Anna: This eagle is at the top of food chain 1.
• Hold up your worksheet. Ask the pupils to find Sophie: It eats anteaters.
and circle seven animal words in the word snake. • Give the groups time to repeat. Continue by freezing
• Go through the answers with the class. Point to the the DVD after each exchange.
words and say them together. • Ask the groups to swap roles and repeat.
Answers:
tiger, whale, otter, lion, iguana, zebra, anteater
Watch, say and number
• Hold up your worksheet. Point to the pictures in
Do the quiz each food chain in turn, and say the words with the
• Tell the pupils that they are going to do a quiz. pupils.
Hold up your worksheet and read the questions on • Ask the pupils to number the pictures according to
the cards in turn. where they come in each food chain.
• Ask the pupils to circle the correct answers. • Play the DVD. The pupils watch and number the
• Play the DVD. Freeze the image after: pictures.
Quizmaster: Question 1. Which animal isn’t a Answers:
predator? Is it: a) a tiger, b) an elephant, c) a whale, or Food chain 1: 1 eagle c, 2 anteater d, 3 ant a,
d) an otter? 4 plants b
• Give the pupils time to circle their answers. Continue Food chain 2: 1 whale c, 2 seal d, 3 big fish b,
by freezing the image after the next two questions. 4 small fish e, 5 sea plants a
• Go through answers with the class.
Answers: Watch and circle
1 b, 2 c, 3 d • Hold up your worksheet again. Read the
sentences below the pictures with the pupils. Explain
Acting out that some are true and some are false. Ask them to
• Divide the class into pairs. The pupils choose to be circle the options True or False.
either the Quizmaster or a course character, and act • Play the DVD. The pupils watch and circle the
out the quiz with their partner. They then swap roles correct options.
and repeat. Answers:
1 True, 2 False, 3 False, 4 True
3 Let’s find out about food chains!

Warm up
• Play an ‘Animal food quiz’. Divide the class into two
groups. Each group elects a secretary to write down
its answers. Ask both groups a question, e.g. What
does a spider eat?, What does a snake eat?, What
does a lion eat?, etc. Give one point for a correct
answer. Keep a record of scores on the board. The
group with the most points at the end wins the game.

Name:
Class:

ITT R
IG
ER W O T T E R AN N A X A Z E BR A TE
ARA ELA LI
ONUGIG UA AMAN TE
WHAL
Which animal isn’t Which animal Which animal lives

Question 1
Question 2
Question 3
a predator? doesn’t eat meat? in water?
a) a tiger a) an eagle a) an eagle
b) an elephant b) a lion b) an anteater
c) a whale c) an iguana c) a zebra
d) an otter d) a whale d) a whale
3 Let’s find out about food chains!

Food chain 1
a b c d
1
Food chain 2
a b c
1
d e
1 Eagles eat anteaters. True / False 3 Whales eat small fish. True / False
2 Anteaters eat plants. True / False 4 Seals eat big fish. True / False
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Around the world Unit 3
1 Where are you from? sketch 2 Do you know ... ? quiz
Warm up Warm up
• Bring in a map of the world and use it to revise the • Draw a two-column table on the board with Continent
names of countries. Play a game. Divide the class into and Country as headings. Read out the following list,
two groups, A and B. Pupils in Group A take it in turns asking pupils to tell you which column to write each
to call out the name of a country. Pupils in Group B word in: Spain, the UK, Africa, Brazil, South America,
take it in turns to match the country with the correct Europe, France, China, India, Italy. Go through the
language. Award a point for each correct answer. Keep answers with the class.
a record of scores on the board. The group with the Answers:
most points at the end wins the game. Continents: Africa, South America, Europe
Countries: Spain, the UK, Brazil, France, China, India,
Watch and answer Italy
• Explain that today, Sophie is interviewing someone.
Say Let’s watch the DVD. What is the person’s name? Say and label
Where is he or she from? • Hold up your worksheet. Point to the three maps
• Play the DVD. The pupils watch and answer the and say the words in the box with the pupils.
two questions. • Ask the pupils to label the maps with the words from
Answers: the box.
Carolina, Spain • Go through answers with the class.
Answers:
Watch and tick 1 Africa, 2 the UK, 3 Brazil
• Hold up your worksheet. Ask the pupils to tick
(3) or cross (7) the languages in the table that Do the quiz
Carolina and Anna can or can’t speak. • Tell the pupils that they are going to do a quiz.
• Play the DVD. The pupils watch and complete the Hold up your worksheet and read the questions on
table. the cards in turn.
Answers: • Ask the pupils to circle the correct answers.
Carolina: Spanish 3, Portugese 3, English 3, • Play the DVD. Freeze the image after:
Catalan 7
Quizmaster: Question 1. Which of these countries is in
Anna: Spanish 3, Catalan 3, English 3, Portugese 7 Europe? Is it: a) Australia, b) China, c) Spain, or d)
Brazil?
Watch, match and write • Give the pupils time to circle their answers. Continue
• Hold up your worksheet. Ask the pupils to match by freezing the DVD after the next two questions.
the pictures of Sophie and Anna to the correct • Go through answers with the class.
sandwich. Answers:
• Play the DVD. The pupils draw a line from each 1 c, 2 b, 3 d
person to their sandwich.
• Explain that the words next to the two small pictures Acting out
of the sandwiches are in the wrong order. Ask the
• Divide the class into pairs. The pupils choose to be
pupils to put the words in the correct order and write
either the Quizmaster or a course character, and act
them on the lines provided.
out the quiz with their partner. They then swap roles
Answers: and repeat.
Sophie: meat sandwich, Anna: cheese sandwich
1 This cheese is from Spain. 2 This meat is from
Portugal.

Name:
Class:

1 Where are you from? sketch
Carolina Anna
Spanish
Portugese
Catalan
English
Sophie
Anna
1 from / This / is / Spain / cheese .

meat / This / from / is / Portugal .
2
Brazil Africa the UK
1 2 3
Which of these Which of these isn’t Which of these

Question 1
Question 2
Question 3
countries is in a continent? countries is in South

Europe? a) Asia America?
a) Australia b) the UK a) China
b) China c) Africa b) Portugal
c) Spain d) South America c) Spain
d) Brazil Total: 1 mark d) Brazil
Total: 1 mark Total: 1 mark
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3 Let’s find out about where things are Watch and say
• Hold up your worksheet. Point to the pictures of
from!
the different things and say the words in the box with
Warm up the pupils.
• Draw a banana on the board, or mime peeling a • Pupils work in pairs. They take turns to choose the
banana so that the pupils can guess what it is. Ask correct country and product from the word box, for
them if they know where it is from. Elicit more than each sentence. They then practise saying their
one possible answer, e.g. Africa, the West Indies, India. sentences to their partner.
• Play the DVD. The pupils watch to see if their
Watch and remember sentences were correct.
• Say Let’s watch the DVD.
• Play the DVD all the way through. Then ask the Watch and write
pupils if they can remember where the different things • Hold up your worksheet again. Ask the pupils to
are from. Write their ideas on the board. complete the sentences for each picture.
• Play the DVD again and check the answers. • Play the DVD. The pupils watch and complete the
Compare the correct answers with the ideas on the sentences.
board. Answers:
Answers: 1 Japan makes lots of computers.
Japan: computers, computer games; Brazil: cocoa, 2 Brazil grows lots of cocoa.
chocolate; China: games and toys, puzzles; the USA: 3 China makes lots of games and toys.
cotton, T-shirt 4 The USA grows lots of cotton.
Spies and secret codes Unit 4

1 What’s she doing? sketch Watch and number
• Hold up your worksheet. Ask the pupils to number
Warm up the pictures in the order that they hear and see them.
• Ask the pupils who James Bond is (a spy/secret agent). • Play the DVD. The pupils number the pictures.
When they reply, ask them if they know what his agent
Answers:
number is. Write examples on the board, e.g. 007, 777,
a 3, b 1, c 2
070, 700, and ask the pupils to choose the correct one.
Watch and write

Watch and say
• Hold up your worksheet again. Ask the pupils to
• Explain that Gary and Rob are pretending to be spies.
complete each of the sentences below the pictures
Say Let’s watch the DVD. Ask the pupils to watch and
with a word from the box.
repeat the questions that they hear.
• The pupils write the words to complete the sentences.
• Play the DVD. Freeze the image after each
• Check their work by asking different pupils to read out
question, to give the pupils time to repeat them.
the completed sentences.
Freeze the image after:
Answers:
Gary: What’s she doing?
a What’s she saying? b She’s reading a message in
Gary: Oh, right. Now what’s she doing?
code. c She’s looking at a map.
Gary: What’s she saying?
Rob: Oh no … what’s she doing?
• Play the DVD again. Freeze the image after each
question as before. This time, ask the pupils if they
can remember the replies.
• The pupils watch and reply to the questions. Continue
the DVD after each attempt, so that they can check
their answers.

Name:
Class:

3 Let’s find out about where things are from!
The USA Brazil Japan China

cotton computers games and toys cocoa
1
Japan makes lots of computers .
grows lots of .
makes lots of .
grows lots of .

1 What’s she doing? sketch
saying reading looking
a b c
1
What’s she ? She’s reading She’s
a message in code. at a map.
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2 Do you know ... ? quiz 3 Let’s find out about the Semaphore
Warm up Code!
• Mime different actions in turn, and ask the pupils to Warm up
tell you what you are doing, e.g. You’re reading a • Draw a flag on the board and ask the pupils what it is.
newspaper, running, swimming, talking on a mobile Ask them if they can remember what a red, yellow or
phone, taking a photo, driving a car, etc. green flag on the beach means. (A red flag means that
you can’t swim in the sea. It’s dangerous! A yellow
Think and write flag means that you can swim in the sea, but you
• Hold up your worksheet and point to the letters should be careful. A green flag means that you can
in the top row of the first grid. Read the sentence out swim in the sea. It’s safe!)
to the class (What is Clive doing?). Point to each letter
and then to its symbol below. Explain that each Watch and answer
symbol represents a letter of the alphabet and that • Ask the pupils if they have heard of Semaphore. If not,
they can be used together to make a code. explain that this is a method of spelling words using
• Demonstrate the code by writing an example on the two flags. Say Let’s watch the DVD. What colour are
board, e.g.: the flags?
= Í y3 y3 ~ 4r Q i = This is a code. • Play the DVD. The pupils watch and answer the
• Hold up your worksheet and point to the letters question.
in the first grid, as you work out the meaning of the Answer:
symbols with the class. red and yellow
• Then ask the class to look at the symbols in the
second grid and work out the meaning. Watch, colour and write
• When they have finished, check their work by asking • Hold up your worksheet. Point to the pictures of
what the sentence is. the man holding the flags. Ask the pupils to colour the
Answer: flags as they appear on the DVD.
He is watching TV. • Play the DVD. The pupils watch and colour the
flags.
Do the quiz • They finish by completing the words with the missing
• Tell the pupils that they are going to do a quiz. letters.
Hold up your worksheet and read the questions on Answers:
the cards in turn. 1 map, 2 camera
• Ask the pupils to circle the correct answers.
• Play the DVD. Freeze the image after: Play a game
Quizmaster: Question 1. What does this mean? • Pupils play a game in pairs. They work together, to
• Give the pupils time to circle their answers. Continue make up some Semaphore letters that spell each of
by freezing the DVD after the next two questions. their first names. Tell them to use the letters they
• Go through answers with the class. already know from MAP and CAMERA, and then to
Answers: make up all the other ones they need, in order to
1 b, 2 c, 3 a complete both their names.
• Ask them to work neatly on a separate sheet of paper,
Acting out with their names written below their flags. When they
• Divide the class into pairs. The pupils choose to be have finished, display their work around the class.
out the quiz with their partner. They then swap roles
and repeat.

Name:
Class:

W H A T I S C L I V E D O I N G ?
< Í ~ = y 3 4 d y c i Q r y Y t
Í i y 3 < ~ = 4 Í y Y t = c
What does this What does this What does this

Question 1
Question 2
Question 3
mean? mean? mean?
a) go straight on a) go straight on a) go straight on

b) turn left b) turn left b) turn left
c) turn right c) turn right c) turn right
d) stop d) stop d) stop
3 Let’s find out about the Semaphore Code!
___ ___ P
2
2
C ___ M ___ ___ A

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In the city Unit 5
1 Is there a cinema in Oxford? sketch 2 Do you know ... ? quiz
Warm up Warm up
• Revise words for places in a town. Draw some clues • Write New York, London, Manchester, Oxford on the
on the board and ask the pupils where they can find board. Say the words with the pupils in turn and ask
these things in a town, e.g. some clothes (clothes them to tell you which is the capital city of England.
shop), a book (library), etc. Answer:
London
Watch and answer
• Explain that Sophie is showing Anna around Oxford. Do the quiz
Say Let’s watch the DVD. Tell me three places that • Tell the pupils that they are going to do a quiz.
you can visit in Oxford. Hold up your worksheet and read the questions on
• Play the DVD. The pupils watch and tell you three the cards in turn.
places. • Ask the pupils to circle the correct answers.
Answers: • Play the DVD. Freeze the image after:
Any of the following: cinema, sports centre, library, Quizmaster: Question 1. What colour are buses in
science museum, park, shops, internet café, castle London? Are they: a) red, b) blue, c) black or d) green?
• Give the pupils time to circle their answers. Continue
Watch, write and match by freezing the DVD after the next two questions.
• Hold up your worksheet and point to the places • Go through answers with the class.
on the two maps. Read the words. Answers:
• Revise ‘between’ and ‘next to’ with the class, using 1 a, 2 b, 3 d
three classroom objects to demonstrate meaning.
• Ask the pupils to find the sports centre and the Acting out
science museum on the two maps, and to point to • Divide the class into pairs. The pupils choose to be
them. either the Quizmaster or a course character, and act
• Hold up your worksheet again. Point to the word out the quiz with their partner. They then swap roles
box and the incomplete sentences in the speech and repeat.
bubbles. Ask the class to complete the speech
bubbles with words from the word box.
Think and write
• Play the DVD. The pupils watch and complete the
• The pupils work in groups of three. Ask them to write
speech bubbles.
three questions for a similar quiz about Spain.
Answers:
• Go around the class offering help and suggestions, as
1 Is there a sports centre? / Yes, there is. It’s next to
necessary. When the class has finished, ask different
the library.
groups to come to the front and read out their
2 Is there a science museum? / Yes, there is. It’s questions. The rest of the class listens and answers.
between the park and the shops. Make sure that all the groups have a turn asking their
questions.
Play a game
• Brainstorm some more places, e.g. school,
supermarket, etc. Pupils work in groups of three. They
take it in turns to think of a place in their town and
describe where it is, using next to or between. The
rest of the group tries to guess the place.

Name:
Class:
In the city Unit 5

1 Is there a cinema in Oxford? sketch
between library park next to shops
shops
park
science
shops museum
sports
centre
library
shops
1 2
Is there a
Is there science
a sports museum?
centre?
Yes, there is. It’s next Yes, there is. It’s the
to the . and the .
What colour are What colour are What colour are

Question 1
Question 2
Question 3
buses in London? taxis in London? taxis in New York?

a) red a) yellow a) red
b) blue b) black b) blue
c) black c) red c) green
d) green d) blue d) yellow
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In the city Unit 5
3 Let’s find out about capital cities in • Play the DVD. The pupils number the sentences.
the UK! Answers:
1 There are lots of museums.
Warm up 2 There’s a famous castle, too.
• Say How many countries are there in the United 3 There are lots of squares, parks and museums.
Kingdom? Ask the pupils to name them and write
4 There are lots of shops, cinemas and cafés.
them on the board.
5 There’s a big science museum, too.
Answer:
6 There are lots of beautiful buildings and parks.
Four: England, Scotland, Wales and Northern Ireland.
7 There’s a university and a castle, too!
Watch, label and say
Watch and complete
• Say Let’s watch the DVD.
• Hold up your worksheet again. Ask pupils to
• Hold up your worksheet. Point to the pictures and
complete the table with the correct sentences.
read out the names of the four capital cities. Then
read out the country words in the box above. • Play the DVD. The pupils watch and write.
• Ask the pupils to match each capital city with its • Go through the answers with the class.
country. Answers:
• Play the DVD. The pupils watch and match. Edinburgh: 1 There are lots of museums.
• Go through answers with the pupils. 2 There’s a famous castle, too.
Answers: London: 3 There are lots of squares, parks and
1 Edinburgh: Scotland; 2 London: England; museums.
3 Cardiff: Wales; 4 Belfast: Northern Ireland Cardiff: 4 There are lots of shops, cinemas and
cafés.
Watch and number 5 There’s a big science museum, too.
• Hold up your worksheet. Ask the pupils to watch Belfast: 6 There are lots of beautiful buildings
the DVD and number the sentences. and parks.
7 There’s a university and a castle, too!
Trees and forests Unit 6

1 I’m taller than you! sketch Play the DVD. The pupils find the three words.
Answers:
Warm up
taller (second column from right), shorter (first row),
• Divide the class into two groups.
older (bottom row).
• Ask each group to arrange themselves in order of
height, with the tallest student on the left. The first
Watch and write
group to do this correctly is the winner. Ask different
members of each group to describe themselves, e.g. • Hold up your worksheet. Point to the sentences
I’m shorter than Juan. I’m taller than Anna. and explain that the words are in the wrong order. Ask
the pupils to write the words in the correct order.
• Play the DVD. The pupils watch and check their
Watch and answer
answers. Freeze the image at certain points to give
• Say Let’s watch the DVD. Is Gary shorter than Rob?
the pupils time. Freeze the image after:
• Play the DVD. The pupils watch and then answer.
Sophie: I’m shorter than Anna.
Answer:
Rob: Yes … but Gary is taller than Sophie and
No
Anna.
Sophie: Yes … but … I’m older than Rob.
Do a puzzle
Answers:
Hold up your worksheet and point to the 1 I’m shorter than Anna. 2 Gary is taller than Sophie
wordsearch. Ask the pupils to find three comparative and Anna. 3 I’m older than Rob.
adjectives that are in the DVD.

Name:
Class:
In the city Unit 5

3 Let’s find out about capital cities in the UK!
Scotland Northern Ireland Wales England
1 2 3 4
Edinburgh London Cardiff Belfast

Scotland
________________ ________________ ________________ ________________
There’s a university and a castle, too!

There are
Edinburgh –––––––––––––
lots of museums.
–––––––––––––––––––––––
There are lots of beautiful buildings and parks. –––––––––––––––––––––––
London –––––––––––––––
There are lots of squares, parks and museums.
–––––––––––––––––––––––
There’s a big science museum, too. –––––––––––––––––––––––
Cardiff ––––––––––––––––
1 There are lots of museums.
–––––––––––––––––––––––
There’s a famous castle, too. –––––––––––––––––––––––
Belfast ––––––––––––––––
There are lots of shops, cinemas and cafés. –––––––––––––––––––––––
–––––––––––––––––––––––

1 I’m taller than you! sketch
S H O R T E R 1 than / Anna / shorter / I’m
P C M S E T A I’m shorter than Anna.

H B I J L A U 2 Gary / taller / is / than / Sophie / and / Anna
Z Q E R N L S
.
M O T B F L Y
3 I’m / Rob / than / older
S P T U F E H
.
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2 Do you know ... ? quiz 3 Let’s find out about the life cycle of a
Warm up fruit tree!
• Ask In which country would you find the Amazon Warm up
rainforest? Is it: a) Peru, b) Chile, or c) Brazil? • Ask the pupils to name some fruit that grows on trees,
Answer: e.g. bananas, apples, apricots, oranges, lemons, etc.
c Brazil Identify which ones grow in Spain. Ask them in which
month the fruit is ready to eat.
Circle and say
• Hold up your worksheet. Ask the pupils to find Watch and say
and circle six words in the word snake. • Say Let’s watch the DVD. Repeat the words.
• Go through the answers with the class. Point to the • Play the DVD. Divide the class into two groups.
words and say them. Ask Group A to say Rob’s sentences and Group B to
Answers: say Gary’s sentences.
iguana, eagle, rainforest, orange, pear, tree • The pupils watch and say the sentences in turn.
Do the quiz Watch, number and write

• Tell the pupils that they are going to do a quiz. • Hold up your worksheet. Ask the pupils to
Hold up your worksheet and read the questions on number the sentences in the order that they are on
the cards in turn. the DVD.
• Ask the pupils to circle the correct answers. • Play the DVD. The pupils number the sentences.
• Play the DVD. Freeze the image after: • They then add words from the word box to complete
Quizmaster: Question 1. Which animal doesn’t live in the sentences.
the Amazon rainforest? Is it: a) an iguana, b) an Answers:
anteater, c) a tiger, or d) an eagle? 1 Fruit falls from the tree. Some of the seeds fall on
• Give the pupils time to circle their answers. Continue the ground.
by freezing the DVD after the next two questions. 2 Roots grow from the seeds.
• Go through answers with the class. 3 Leaves grow.
Answers: 4 The branches are longer now.
1 c, 2 a, 3 b
5 Every year, the tree produces flowers.
6 Then the tree produces fruit.
Acting out
• Divide the class into pairs. The pupils choose to be
Watch and match
out the quiz with their partner. They then swap roles • Hold up your worksheet again. Ask the pupils to
and repeat. match the pictures with the sentences.
• Play the DVD. The pupils watch and write the
letters of the pictures next to the sentences.
Answers:
1 Fruit falls from the tree. Some of the seeds fall on
the ground. b
2 Roots grow from the seeds. a
3 Leaves grow. d
4 The branches are longer now. f
5 Every year, the tree produces flowers. e
6 Then the tree produces fruit. c

Name:
Class:

N R AI NF ANGERO E
EI
GU EA R T RE
IGUANAEA GL OR
ESTA NO
PA
PEARE
Which animal Which fruit doesn’t What does this

Question 1
Question 2
Question 3
doesn’t live in the grow on trees? mean?
Amazon rainforest? a) a strawberry
a) an iguana b) a banana
b) an anteater c) an orange
c) a tiger d) a pear
d) an eagle Total: 1 mark
a) don’t walk
Total: 1 mark
b) don’t drop litter
c) don’t talk
d) don’t eat or drink
Total: 1 mark
3 Let’s find out about the life cycle of a fruit tree!
roots leaves branches seeds fruit tree
a b c d e f
Every year, the produces flowers.
1 Fruit falls from the tree. Some of the seeds fall on the ground. b
grow.
grow from the seeds.
The are longer now.
Then the tree produces .

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When I was young Unit 7
1 How old were you? sketch 2 Do you know ... ? quiz
Warm up Warm up
• Ask the pupils to think of their earliest memory, and to • Ask the pupils how many cousins they have. Do a
think about how old they were then. Do a class survey class survey and write the answers on the board. Find
and find out the different ages. out who has the most and who has the least.
Watch and answer Do a puzzle

• Explain that today, Sophie, Rob, Anna and Gary have a • Hold up your worksheet. Ask the pupils to
visitor at their Find Out! magazine headquarters. Say unscramble the words for the six family members and
Let’s watch the DVD. Who is the visitor? write them on the lines provided.
• Play the DVD. The pupils watch and then answer • Go through answers with the class.
the question. Answers:
Answer: a parents, b cousin, c brother, d sister, e aunt,
Anna’s mother, Carolina d uncle
• Tell the class that Carolina is going to talk about her
family. Ask them to identify the family members in Do the quiz
each of Carolina’s photographs, and say where they • Tell the pupils that they are going to do a quiz.
were. Hold up your worksheet and read the questions in
• Play the DVD. Freeze the image after: turn.
Carolina: I was in London. I was on holiday. • Ask the pupils to circle the correct answers.
Carolina: It was my birthday. I was 20. • Play the DVD. Freeze the image after:
Carolina: And this is Anna when she was one. Quizmaster: Question 1. Who was Amelia Earhart? Was
Answers: she: a) a jazz singer, b) a president, c) a pilot, or d) an
Carolina and her grandparents. They were in London astronaut?
on holiday. • Give the pupils time to circle their answers. Continue
Carolina’s older brother. They were at her cousin’s by freezing the DVD after the next two questions.
house. • Go through answers with the class.
Carolina’s daughter, Anna. (We don’t know where they Answers:
were.) 1 c, 2 d, 3 b
Watch and complete Acting out

• Hold up your worksheet. Ask the pupils to • Divide the class into pairs. The pupils choose to be
complete the speech bubbles with the words in the either the Quizmaster or a course character, and act
box. out the quiz with their partner. They then swap roles
• Play the DVD. The pupils watch and complete. and repeat.
Answers:
a He’s my uncle.
b How old were you?
c And this is Anna when she was one.
d Who’s this?
e Where were you?
f This is my older brother.
Watch and number

number the pictures in the order that they appear on
the DVD.
• Play the DVD. The pupils number the pictures.
Answers:
a 5, b 1, c 6, d 3, e 2, f 4

Name:
Class:

1 How old were you? sketch
were were was Who’s uncle older
a b c And this is Anna

He’s my How old when she
. were you? one.
1
d e f
Where This is my
this? you? brother.
a saretpn parents b sinouc c roterbh
d esrist e nuta f cleun
Who was Who was George Where was Neil

Question 1
Question 2
Question 3
Amelia Earhart? Washington? Armstrong from?

a) a jazz singer a) the first president a) the UK
b) a president of the UK b) the USA
c) a pilot b) an astronaut c) Brazil
d) an astronaut c) a film producer d) Australia
Total: 1 mark d) the first president Total: 1 mark
of the USA
Total: 1 mark
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3 Let’s find out about famous people in Watch and write
• Hold up your worksheet. Point to the jumbled
American history!
sentences next to the pictures. Ask the pupils to write
Warm up them in the correct order.
• Brainstorm some famous American personalities from • Play the DVD. The pupils watch and write the
the past and write their names on the board. sentences in the correct order. Freeze the image after
each sentence to give the pupils time to write. Freeze
Watch and say after:
• Say Let’s watch the DVD. Repeat the words. Divide Anna: He was the first president of the USA.
the class into two groups: Gary and Anna. Anna: She was an American jazz singer.
• Play the DVD. The groups watch and say their Gary: He was an American astronaut.
sentences in turn. Anna: She was a pilot.
• Play the DVD again. Freeze the image after each Gary: He was a producer and director.
person, and ask for information about them. • Ask the pupils to number the pictures in the order
they appear on the DVD.
Watch and match • Play the DVD again. The pupils number the
• Hold up your worksheet. Read out the names of pictures.
the people in the word box and point to the pictures. • Check answers with the class.
• Ask pupils to match the names in the box with the Answers:
pictures. Check answers with the class. a 4 She was a pilot. b 1 He was the first president of
Answers: the USA. c 5 He was a producer and director. d 3 He
a Amelia Earhart, b George Washington, c Walt was an American astronaut. e 2 She was an American
Disney, d Neil Armstrong, e Ella Fitzgerald jazz singer.
Sherlock Holmes Unit 8

1 a Sherlock Holmes Watch, write and number
Warm up complete the text with verbs from the box.
• Ask the pupils if they know who Sherlock Holmes is. If • Play the DVD. The pupils watch and write the
they do, ask some more questions, e.g. where and missing verbs in each sentence. Freeze after:
when he lived, and the name of his assistant. If they
don’t know who Sherlock Holmes is, explain that he is
Jennifer: I talked to Julia Dove.
a fictional detective who lived in London in the 19th
century, and that his assistant was Dr Watson. Jennifer: We talked about the film we’re making.
Jennifer: Then we listened to CDs and watched TV.
Watch and answer Jennifer: She wanted to see the painting by Picasso.
• Explain that the pupils are going to act out a play • Then the pupils number the sentences in order.
about Sherlock Holmes. Answers:
• Say Let’s watch the DVD. What are the names of the 1 Jennifer was at home.
main characters? What are their jobs? 2 Jennifer talked to Julia Dove.
• Play the DVD. The pupils name the characters and 3 They talked about the film they’re making.
say what their jobs are. Freeze after: 4 They listened to CDs.
Cast: These are the characters in our story: The case 5 They watched TV.
of the missing painting. 6 Julia wanted to see the painting by Picasso.
Answers:
Sherlock Holmes, detective; Dr Watson, assistant; Watch and sing
Inspector Wrong, policeman; Julia Dove, pop star;
• Say Let’s watch the DVD. Sing the song.
Jennifer Crow, film star
• Play the song on the DVD. The pupils join in.
• Stop the DVD at the blackout.

Name:
Class:

3 Let’s find out about famous people in American history!
Neil Armstrong Walt Disney Amelia Earhart Ella Fitzgerald

George Washington
a
Amelia Earhart
a / pilot / was / She
.
b
the / president / first / He / the / of / USA / was

1 He was the first president of the USA.
c
producer / was / He / director / a / and

.
d
astronaut / was / American / He / an

.
e
jazz / was / American / an / She / singer

.

1a Sherlock Holmes
Jennifer to Julia Dove. watched listened
talked was
They TV.
wanted talked
1 Jennifer was at home.
They to CDs.
They about the film they’re making.
Julia to see the painting by Picasso.

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1b Sherlock Holmes Watch and act
• Divide the class into groups of five. Ask pupils in each
Warm up group to choose their parts: Dr Watson, Sherlock
• Ask the class if they can remember four adjectives Holmes, Inspector Wrong, Julia Dove and Jennifer
that describe Julia Dove in the song. Go around the Crow.
class and encourage pupils to answer. • Play the second section of the DVD from the
• Play the song again. song. Freeze the image after each speaker, so that
Answers: pupils acting that part can repeat their words. Even
talented, popular, rich, famous though they are working in separate groups, ask them
all to repeat their words at the same time, loudly and
Watch and write confidently. Encourage them to ‘act’ their part as they
• Hold up your worksheet. Point to the incomplete do so.
sentences in each speech bubble and ask the pupils • Give each group a turn to perform in front of the class.
to add the missing words, in order to retell the story.
They can work in pairs if they wish.
• Play the DVD. The pupils watch and complete the
speech bubbles. Write some clues on the board to
help them if necessary, e.g. painting, wanted, arrest.
• Play the DVD again. The pupils watch and check
their answers.
Answers:
1 Here is your painting, Miss Crow!
2 Where was it, Inspector?
3 Oh, it was under the sofa, Mr Holmes.
4 How do you know?
5 I wanted everyone to think she was a thief!
6 Why?
7 Because … I was jealous of her.
8 Inspector, arrest this woman!

Name:
Class:

1b Sherlock Holmes
Here is your painting , Oh, it under

Miss Crow! the sofa, Mr Holmes.
1 3
Where was it, ?
How do you ? ?
4 6
I everyone
to think she was a thief!
Because … I Inspector,
jealous of her. this woman!
7 8
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DVD scripts
Unit 1 Gary: Um … Anna: This cheese is from Spain.
Zookeeper: This spider has got 8 legs. Sophie: Where’s this meat from?
What do you do in your free time? sketch Rob: 1, 2, 3, 4 … Carolina: It’s from Portugal.
Gary: Hi, Sophie! Gary: 5, 6, 7 … 8! Oh yeah! Sophie: Mmm. It’s nice.
Sophie: Gary, Rob, this is Anna. Rob: Does it eat plants? Sophie: Where’s this bread from?
Rob: Pleased to meet you! Gary: Wait … Carolina: It’s from the shop! Smile!
Gary: Welcome to Find Out! magazine! Rob: Does it eat plants?
Anna: Thanks! Zookeeper: No, it doesn’t. It eats insects. Do you know … ? quiz
Mr Cooper: Hello. Who’s this?
Quizmaster: Hello! And welcome to Do you know!
Rob, Gary Rob: What is it?
Quizmaster: Hi, Sophie! Question 1. Which of
and Sophie:This is Anna! Gary: I can’t see it!
these countries is in Europe?
Mr Cooper: Hello, Anna. Pleased to meet you. Zookeeper: It’s a tree frog.
Is it: a) Australia?, b) China?, c)
My name’s Mr Cooper. Gary: Where? Oh yeah. Does it eat
Spain?, or d) Brazil?
Sophie: So, what do you do in your free plants?
Sophie: Spain!
time, Anna? Zookeeper: No, it doesn’t. It eats insects.
Quizmaster: Yes!
Anna: I ride my mountain bike at the Gary: Does it live on land?
Quizmaster: Question 2. Which of these isn’t
weekend … Zookeeper: No, it doesn’t. It lives in trees.
a continent? Is it: a) Asia?, b) the
Rob: Great! I ride my mountain bike at Gary: Thanks!
UK?, c) Africa?, or d) South America?
the weekend, too! Zookeeper: That’s okay.
Sophie: Africa!
Sophie: Oh. I haven’t got a mountain bike. Rob: Wait! Smile!
Quizmaster: No! It’s the UK! Come on, Sophie!
Anna: I play computer games on
Quizmaster: Question 3. Which of these
Thursdays … Do you know … ? quiz
countries is in South America? Is it:
Gary: I love computer games! Quizmaster: Hello! And welcome to Do you a) China?, b) Portugal?, c) Spain?,
Sophie: I haven’t got a computer! know! or d) Brazil?
Anna: I play table tennis on Fridays … Quizmaster: Hi, Gary! Question 1. Which animal Sophie: Brazil?
Sophie: Great! I love table tennis! Let’s go! isn’t a predator? Is it: a) a tiger?, b) Quizmaster: Yes! Well done, Sophie!
Mr Cooper: Wait! an elephant?, c) a whale?, or d) an Quizmaster: That’s all for today. See you next
otter? time!
Do you know … ? quiz Gary: Um … an elephant!
Quizmaster: Hello! And welcome to Do you Quizmaster: Yes! Let’s find out about where things are from!
know! Quizmaster: Question 2. Which animal doesn’t
Rob: Let’s find out about … where things
Quizmaster: Hello, Anna! Question 1. What time eat meat? Is it: a) an eagle?, b) a
are from.
do children start school in Finland? lion?, c) an iguana?, or d) a whale?
Is it: a) 7 o’clock?, b) 8 o’clock?, c) Gary: Er … um … an iguana? Rob: Japan makes lots of computers.
9 o’clock?, or d) half past ten? Quizmaster: Yes! Anna: This computer game is from Japan.
Anna: Er … 8 o’clock? Quizmaster: Question 3. Which animal lives Rob: Brazil grows lots of cocoa.
Quizmaster: Yes! in water? Is it: a) an eagle?, b) Anna: This chocolate is from Brazil.
Quizmaster: Question 2. What time do children an anteater?, c) a zebra?, or d) a Rob: China makes lots of games and toys.
finish school in Germany? Is it: a) whale? Anna: This puzzle is from China.
1 o’clock, b) 2 o’clock?, c) half past Gary: Um … an eagle? No … a … a whale! Rob: The USA grows lots of cotton.
three?, or d) 6 o’clock? Quizmaster: Yes! Well done, Gary. Anna: This T-shirt is from the USA.
Anna: Um … half past three? Quizmaster: That’s all for today. See you next
Quizmaster: No! Sorry, it’s 1 o’clock. time! Rob: Lots of things from other countries
Quizmaster: Question 3. What time do children have got labels. The labels tell you
finish school in the UK? Is it: a) Let’s find out about food chains! where they are from.
2 o’clock?, b) half past two?, c) 3 Gary: Let’s find out about … food chains! Anna: Have you got things from other
o’clock?, or d) 5 o’clock? countries? Look for the labels.
Anna: Er … 3 o’clock. Anna: This eagle is at the top of food
chain 1.
Quizmaster: Yes! Well done, Anna!
Sophie: It eats anteaters. Unit 4
Quizmaster: That’s all for today. See you next
time! Anna: Anteaters eat ants. What’s she doing? sketch
Sophie: Ants eat plants. Rob: Sshh!
Let’s find out about physical activities! Anna: This whale is at the top of food Gary: Sorry.
chain 2. Rob: Sshh!
Anna: Let’s find out about … physical
Sophie: It eats seals. Gary: What’s she doing?
activities.
Anna: Seals eat big fish. Rob: She’s reading a message in code!
Gary: Many children play computer Sophie: Big fish eat small fish. Gary: Oh, right. Now what’s she doing?
games and board games at the Anna: Small fish eat sea plants. Rob: She’s looking at a map.
weekend. Sophie: When one type of animal becomes Gary: Oh. Right. What’s she saying?
Rob: They watch TV and DVDs. extinct, it affects all the animals Rob: I don’t know! I can’t hear her!
Gary: These activities are great, but and plants in the food chain. Rob: Oh no … what’s she doing?
they’re not physical activities. Anna: Can you talk about a food chain? Gary: I don’t know!
Rob: It’s important to also do physical Rob: Come on, run!
activities at the weekend. Walk the Sophie: Hey! Smile!
dog …
Unit 3
Gary: Ride a mountain bike … Where are you from? sketch Do you know … ? quiz
Rob: Swim … Sophie: So … where are you from, Carolina? Quizmaster: Hello! And welcome to Do you
Gary: Play football … Carolina: I’m from Spain. know!
Rob: Do you do enough physical Sophie: And where’s Spain? Quizmaster: Hi, Anna! Question 1. What does
activities at the weekend? Carolina: It’s in Europe, Sophie. this mean?
Sophie: Oh yes! Anna: Er … turn left?
Carolina: I’m from Barcelona. Quizmaster: Yes!
Unit 2 Sophie: And do you speak Spanish? Quizmaster: Question 2. What does this mean?
Does it eat plants? sketch Carolina: Yes, I do. I speak Portuguese, too. Anna: Turn right?
Gary: Right. Let’s go in there! Sophie: Do you speak Portuguese? Quizmaster: Yes!
Rob: OK. Anna: No, I don’t. I speak Spanish and Quizmaster: Question 3. What does this mean?
Catalan. Oh, and English, of course! Anna: Um … er …
Rob: Uh! How many legs has it got?

Quizmaster: Come on, Anna! Anna: Belfast is the capital of Northern Unit 7
Anna: Er … I don’t know! Ireland.
Quizmaster: Go straight on, Anna! Sophie: There are lots of beautiful
How old were you? sketch
Anna: Oh, yes. buildings and parks. Carolina: Hello!
Quizmaster: That’s all for today. See you next Anna: There’s a university and a castle, Anna: Mum!
time! too! Carolina: Hello, I’m Carolina, Anna’s Mum.
Sophie: Hi, Carolina!
Sophie: Are there museums, parks, Carolina: So, this is Find Out! magazine
Let’s find out about the Semaphore Code! monuments and bridges in your headquarters. It’s great!
Sophie: Let’s find out about … the capital city? Is there a zoo? Sophie: Ah … sit down, Carolina …
Semaphore Code. Anna: Oh no …
Sophie: Let’s find out about you and your
Gary: In Semaphore, you spell words Unit 6 family.
with two flags. I’m taller than you! sketch Carolina: Okay.
Sophie: The flags are usually red and yellow. Sophie: I know, Mr Cooper! I’m shorter than
Gary: You put the flags in a different Anna. Carolina: This is me and my grandparents.
position for each letter of the Sophie: And Rob is shorter than Gary. Sophie: How old were you?
alphabet. Rob: Yes … but Gary is taller than Sophie Carolina: I was 10.
Gary: What’s this? and Anna. Gary: Where were you?
Sophie: M … A … P … Map! Rob: I’m taller than Sophie and Anna, Carolina: I was in London. I was on holiday.
Sophie: What’s this? too.
Gary: C … A … M … E … R … A … Camera! Rob: Who’s this?
Sophie: Yes … but … I’m older than Rob. Carolina: This is my older brother.
Sophie: Well done! Rob: But I’m more beautiful than Sophie! Anna: He’s my uncle.
Mr Cooper: Smile, everyone! Sophie: Where were you?
Unit 5 Carolina: I was at my cousin’s house. It was
Do you know … ? quiz my birthday. I was 20.
Is there a cinema in Oxford? sketch
Quizmaster: Hello! And welcome to Do you
Anna: Is there a cinema in Oxford? know! Carolina: And this is Anna when she was one.
Sophie: Yes, there is! Quizmaster: Hi, Mr Cooper! Question 1 is … Anna: No!
Anna: Is there a sports centre in Oxford? Which animal doesn’t live in the Gary: Smile!
Sophie: Yes, there is! It’s next to the library. Amazon rainforest? Is it: a) an
Anna: Is there a science museum? iguana?, b) an anteater?, c) a Do you know … ? quiz
Sophie: Yes, there is. It’s between the park tiger?, or d) an eagle? Quizmaster: Hello! And welcome to Do you
and the shops. There’s an internet Mr Cooper: A tiger. know!
café. There’s a park. There’s a Quizmaster: Yes! Quizmaster: Hi, Carolina! Question 1. Who was
castle … Anna! Anna! Quizmaster: Question 2 is …Which fruit doesn’t Amelia Earhart? Was she: a) a jazz
Sophie: Mm. Don’t! grow on trees? a) a strawberry?, singer?, b) a president?, c) a pilot?,
b) a banana?, c) an orange?, or or d) an astronaut?
Do you know … ? quiz d) a pear? Carolina: A pilot!
Quizmaster: Hello! And welcome to Do you Mr Cooper: A strawberry. Quizmaster: Yes!
know! Quizmaster: Yes! Quizmaster: Question 2. Who was George
Quizmaster: Hi, Rob! Question 1. What colour are Quizmaster: And Question 3 … What does this Washington? Was he: a) the
buses in London? Are they: a) red?, mean? first president of the UK?, b) an
b) blue?, c) black?, or d) green? Mr Cooper: Um … er … astronaut?, c) a film producer?, or
Rob: Um … green. Quizmaster: Come on, Mr Cooper … d) the first president of the USA?
Quizmaster: No! They’re red! Mr Cooper: But I can’t see! Carolina: The first president of the USA!
Quizmaster: Okay! Question 2. What colour Quizmaster: Time’s up! It means … don’t drop Quizmaster: Yes!
are taxis in London? a) yellow?, b) litter! Quizmaster: Question 3. Where was Neil
black?, c) red?, or d) blue? Quizmaster: That’s all for today. See you next Armstrong from? Was it: a) the
Rob: Um … yellow! time! UK?, b) the USA?, c) Brazil?, or d)
Quizmaster: No! Black! Oh dear, Rob. Australia?
Quizmaster: Question 3. What colour are taxis Let’s find out about the life cycle of a fruit Carolina: Um …
in New York? Are they: a) red?, b) tree! Quizmaster: Come on … you can do it, Carolina!
blue?, c) green?, or d) … yellow? Gary: Let’s find out about … the life cycle Carolina: The USA!
Rob: Um … red! of a fruit tree. Quizmaster: Yes!
Quizmaster: No! Yellow! Quizmaster: That’s all for today. See you next
Quizmaster: That’s all for today. See you next Rob: Lots of the fruits we eat have got time!
time! seeds in.
Gary: Fruit falls from the tree. Some of Let’s find out about famous people in
Let’s find out about capital cities in the UK! the seeds fall on the ground. American history!
Anna: Let’s find out about … capital cities Rob: Roots grow from the seeds. Rob: Let’s find out about … famous
in the UK. Gary: The roots grow. people in American history.
Rob: Leaves grow.
Sophie: Edinburgh is the capital of Scotland.
Gary: The young tree grows. Branches Gary: This is a picture of George
Anna: There are lots of museums.
grow. Washington.
Sophie: There’s a famous castle, too.
Rob: The branches are longer now. The Anna: He was the first president of the
Anna: London is the capital of England. tree is bigger now. USA.
Sophie: There are lots of squares, parks Gary: Every year, the tree produces
Gary: This is a photo of Ella Fitzgerald.
and museums. flowers.
Anna: She was an American jazz singer.
Anna: Lots of tourists go on the London Rob: Then the tree produces fruit.
Gary: Today, people all around the world
Eye for the excellent views of the Gary: What types of fruit have got seeds
listen to her music.
city. in?
Anna: This is a photo of Neil Armstrong.
Sophie: Cardiff is the capital of Wales.
Gary: He was an American astronaut.
Anna: There are lots of shops, cinemas
Anna: He was the first person to walk on
and cafés!
the moon.
Sophie: There’s a big science museum, too.

Gary: This is a photo of Amelia Earhart. Watson: Did you put it under the sofa?
Anna: She was a pilot. Holmes: Did you want everyone to think
Gary: She was the first woman to fly from Julia Dove was a thief?
North America to Europe on her Jennifer: Yes, I did! I wanted everyone to
own. think she was a thief!
Watson: Why?
Anna: This is a photo of Walt Disney. Jennifer: Because … I was jealous of her.
Gary: He was American. He was a She’s younger than I am. She’s
producer and director. more popular than I am. And she’s
Anna: Today, people all round the world more talented than I am. I wanted
watch his films on TV, on DVD, and to be the star of the film!
at the cinema. Holmes: Inspector, arrest this woman!
Gary: Do you know the names of any
other people from American history? Julia: Thank you, Mr Holmes! Thank you,
Dr Watson! I’m very happy to be
out of jail.
Unit 8 Watson: No problem, Miss Dove.
Sherlock Holmes and the case of the Holmes: Good luck with your new film!
missing painting Julia: Thank you.
Narrator: This is the story of Sherlock
Cast: Julia gets justice and jealous
Holmes and The case of the
Jennifer gets a job in jail!
missing painting.
Cast: Sherlock Holmes is a detective.
Dr Watson is his assistant. He’s the
man with the brown bag.
Inspector Wrong is a policeman.
Julia Dove is a pop star. She’s the
woman with the pink rose.
Jennifer Crow is a film star.
These are the characters in our
story: The Case of the Missing
Painting.
Holmes: Where were you last night?
Holmes: Did you talk to anyone?
Jennifer: Yes, I did. I talked to Julia Dove.
She was with me. We talked about
the film we’re making. Then we
listened to CDs and watched TV.
Holmes: Did you talk about your art
collection?
Jennifer: No, I didn’t. But Julia talked about
it a lot. She wanted to see the
painting by Picasso.
Holmes: Hmm …
Jennifer: Mr Holmes, I think Julia Dove has
got my painting!
Narrator: Last night, police looked for the
missing Picasso painting in Julia
Dove’s house. Later, Inspector
Wrong arrested the international
pop star.
Song: Everybody loved Julia Dove
when she was a pop star.
A talented, popular, rich and
famous pop star.
when she was a pop star.
But now nobody loves Julia Dove.
Now she’s just a thief!
Inspector: Here is your painting, Miss Crow!
Jennifer: Oh, thank you! I’m very happy to
see it again.
Holmes: Where was it, Inspector? Was it on
the wall?
Inspector: I don’t know.
Jennifer: Oh, it was under the sofa, Mr
Holmes.
Holmes: How do you know?
Jennifer: Oh, I … er …
Holmes: How do you know the painting was
under the sofa?

Section 4: Macmillan Children’s Readers
Worksheets
Contents
London / A Day in the City Worksheet 1 page 2
London / A Day in the City Worksheet 2 page 3
Dangerous Weather / The Weather Machine Worksheet 1 page 4
Dangerous Weather / The Weather Machine Worksheet 2 page 5
Answer Key page 6
Mark Ormerod and Paul Shipton

Name:
Class:
London / A Day in the City Worksheet 1

Read and circle the correct word.
1 London is the capital of 6 There are more than 300 / 400

Scotland / England. shops in Oxford Street.
2 The London Underground was the 7 The name of Trafalgar Square
first / second underground system comes from a famous artist / battle.
in the world. 8 The Christmas tree in Trafalgar
3 The Queen doesn’t live / lives in Square comes from Norway /
Buckingham Palace. Wales.
4 Big Ben is the name of a bell / clock 9 The Notting Hill Carnival is in
tower. the summer / the winter.
5 The reptile house at London Zoo 10 The guards at Buckingham Palace
appears in Harry Potter and the
are famous for their hats / coats.
Goblet of Fire / Harry Potter and
the Philosopher’s Stone.
Read the questions. Write the answers.
1 Are there lots of museums in London? Yes, there are .

2 Is there a zoo in Trafalgar Square? .
3 Is there a river in London? .
4 Are there lots of red taxis in London? .
5 Is there a bell inside Big Ben? .
Find one example of each of the following in the reader.
1 fruit: strawberry 5 musical instrument:

2 country: 6 famous artist:
3 animal: 7 something to eat:
4 profession: 8 something to read:
PH
OT
O
CO
Section 4 page 2 © Mark Ormerod 2007. Published by Macmillan Publishers Limited.

PI
AB
LE
Name:
Class:
London / A Day in the City Worksheet 2

Find the picture. Write the page number.
1 The children are travelling to the Prime Minister’s house in page 25

the Prime Minister’s car.
2 Kate and Phil are eating sandwiches.
3 The children are talking to two policemen.
4 The children are reading a letter.
Complete the story with the words in the box.
wait see return find sends watching are go talk finishes is
One day, Tim, Clare, Kate and Phil are in London. In Hyde Park, they
the Prime Minister’s wallet. They go to the Prime Minister’s house to
the wallet. But the Prime Minister isn’t at home. He’s the
tennis final at Wimbledon.
The children to Wimbledon. Outside centre court, they to a

security guard. He says that they can’t the Prime Minister. The children
wait for the Prime Minister. They for three hours.
When the tennis match , the children

return the wallet to the Prime Minister. He
very pleased. He invites the children to
his house for tea. A week later, the Prime Minister
the children a letter.
What do you think? Complete the sentences.
1 I think A Day in the City is a story.

(great / funny / amazing / good / interesting / exciting … )
2 My favourite character is .
3 My favourite moment is on page when
.
4 I give the story out of ten. /10
LE
AB
PI
CO
© Mark Ormerod 2007. Published by Macmillan Publishers Limited. Section 4 page 3

O
OT
PH
Name:
Class:
Dangerous Weather /
The Weather Machine Worksheet 1
Write the words.
hurricane monsoon avalanche tornado blizzard
hurricane
a c
b
e
Match the sentences to the weather pictures above.
1 It is very snowy and windy at the same time. b

2 The air spins around faster and faster.
3 The wind can be more than 300 kilometres an hour.
4 There is heavy rain from May to October in some parts of the world.
5 Lots of snow and ice falls down the mountain.
Answer the questions.
1 What is the line around the middle of the Earth called? the equator
2 Where did it not rain for 400 years?
3 What did Benjamin Franklin use in his experiment
about lightning and electricity?
4 When do some people think a meteor from space
hit the Earth?
5 What uses less water – a bath or a shower?
PH
OT
O
CO
Section 4 page 4 © Paul Shipton 2007. Published by Macmillan Publishers Limited.

PI
AB
LE
Name:
Class:
Dangerous Weather /
The Weather Machine Worksheet 2
Read and match.
1 She wanted his amazing machine.

2 The kite dropped fly up into the sky.
3 He talked about to the ground.
4 They needed to snow.
5 Suddenly it started to turn off the machine.
6 She watched the kite to fly her new kite.
Look at the clocks. Complete the sentences with the correct time.
1 Katie wanted to fly 3 A tornado was near

her kite at the town at
ten o’clock . .
2 The wind stopped and 4 Lightning hit the

the kite dropped to the machine and it
ground at . exploded at .
1 I think the most interesting kind of

weather is a .
(blizzard / hurricane / tornado … )
2 I think The Weather Machine is a story.
(interesting / funny / great / enjoyable / exciting ... )
3 My favourite character is .
4 My favourite moment is on page when
.
5 I give the story out of ten. /10
LE
AB
PI
CO
© Paul Shipton 2007. Published by Macmillan Publishers Limited. Section 4 page 5

O
OT
PH
Answer Key
London / A Day in the City Dangerous Weather / The Weather
Worksheet 1 Machine
Read and circle the correct word. Worksheet 1
2 first, 3 lives, 4 bell, 5 Harry Potter and the Write the words.
Philosopher’s Stone, 6 300, 7 battle, 8 Norway, b blizzard, c avalanche, d tornado, e monsoon
9 summer, 10 hats
Match the sentences to the weather pictures.
Write the answers. 2 d, 3 a, 4 e, 5 c
2 No, there isn’t. 3 Yes, there is. 4 No, there aren’t.
5 Yes, there is. Answer the questions.
2 The Atacama Desert in Chile, 3 kite, string, metal
Find one example of each in the reader. key, 4 65 million years ago, 5 a shower
2 Norway, Britain / United Kingdom, England,
Scotland, Wales, Northern Ireland, 3 Asian lion, Worksheet 2
snake, 4 guard, artist, captain, detective, police,
Read and match.
photographer, tennis player, security guard, Prime
2 to the ground, 3 his amazing machine, 4 to turn
Minister, 5 violin, 6 Pablo Picasso, Leonardo Da
off the machine, 5 to snow, 6 fly up into the sky.
Vinci, 7 sandwiches, strawberries and cream,
biscuits, 8 book, postcard, guide book
Complete the sentences with the correct time.
2 eleven o’clock, 3 twelve o’clock, 4 one o’clock.
Worksheet 2
Write the page number. Complete the sentences.
2 page 16, 3 page 20, 4 page 26 Children’s own answers.
Complete the story with the words in the box.

find, return, watching, go, talk, see, wait, finishes,
is, sends

Children’s own answers.

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qxd 12/6/14 14:32 Página 1

Mark Ormerod with Donna Shaw

Syllabus page iv-xi

Evaluation in Find Out! 5 page xx

Contents page iii

Unit 2 • Understand and use appropriate classroom Vocabulary • At the top of

Syllabus page iv Find Out! 5

Recycled language Pronunciation Socio-cultural Cross-curricular

Find Out! 5 Syllabus page v

Unit 3 • Understand and use appropriate classroom Vocabulary • Labels

Unit 5 • Understand and use appropriate classroom Vocabulary • A monument, a bridge, a

Syllabus page vi Find Out! 5

Recycled language Pronunciation Socio-cultural Cross-curricular

Stress and rhythm

Find Out! 5 Syllabus page vii

Unit 6 • Understand and use appropriate classroom Vocabulary • On the ground

Syllabus page viii Find Out! 5

Recycled language Pronunciation Socio-cultural Cross-curricular

Find Out! 5 Syllabus page ix

Title Objectives Key language Receptive language

Bonfire Night • Understand and use appropriate classroom Vocabulary • Celebrate

Advent and • Understand and use appropriate classroom Vocabulary • Candle

The Summer • Understand and use appropriate classroom Vocabulary • Monument

Syllabus page x Find Out! 5

Recycled language Pronunciation Socio-cultural Cross-curricular

Find Out! 5 Syllabus page xi

Introduction page xii Find Out! 5

Posters Photocopiable materials/cut-outs

Find Out! 5 Introduction page xiii

CD-ROM 2.5 The teaching programme

Introduction page xiv Find Out! 5

Introduction page xvi Find Out! 5

3.6 Learning to learn 4.2 Classroom language

Find Out! 5 Introduction page xvii

Using the grammar posters

Cover parts of the grammar tables

Introduction page xviii Find Out! 5

Using the story posters

Lesson 6 /helmet? How many animals are in the story?

After listening and reading It’s Friday.

Who says what?

Find Out! 5 Introduction page xix

Evaluation in Find Out! 5

2.3 English portfolio

Evaluation page xx Find Out! 5

to help you to begin to identify any special learning needs in 4 Self-evaluation

3.4 End-of-year test

Find Out! 5 Evaluation page xxi

Welcome to the magazine headquarters!

Learning objectives Receptive language

Letter to parents/carers page 2

Welcome to the magazine headquarters! page 1

Letter to parents or carers Introductory Unit

Welcome to the magazine headquarters! page 2 © Macmillan Publishers Limited 2007

Phil/Mr Green. Encourage the pupils to repeat. Ask

Find Out! 5 Welcome to the magazine headquarters! page 3

• Direct the pupils to activity 2 on page 2. Ask a

Welcome to the magazine headquarters! page 4 Find Out! 5

• Correct together by asking the pupils to spell out the

Fast finisher tips: 1 Ask fast finishers to look at

Extra activity: It’s before … . It’s after … .

Homework suggestion: Ask the pupils to look for