English Print 3

RICHMOND PUBLISHING
26-28 Hammersmith Grove House, Susan

London W6 7BA - United Kingdom English Print 3 : teachers guide / Susan House y
Katharine Scott. - 1a ed. - Buenos Aires : Santillana, 2008.
Santillana Educacin, S. L. / Richmond Publishing, 168 p. + Class CDs y Posters ; 28x22 cm.
2007 Torrelaguna, 60 28043 Madrid
ISBN 978-950-46-1993-2
This edition:
2009 by Ediciones Santillana, S.A. 1. Enseanza de Ingls. I. Scott, Katharine II. Ttulo
Leandro N. Alem 720 CDD 420.7
C1001AAP, Buenos Aires, Argentina
The Teachers Guide includes audio CDs.
Publishers
Alicia Becker, Vicki Caballero
Consultant
Susan Bolland
Editorial Team
Rebecca Adlard, Paula Fulia, Elsa Rivera, M. del Carmen Zavala
Design & Layout

Isabel Arnaud, Roco Lominchar, Jess Prez, Pablo Ramborger
Technical Coordination
Antonio Ocaa
Cover Design
Isabel Arnaud
Illustrations
Irina Botchorova, Edmundo Cruz, Claudia Delgadillo, Ixchelle Estrada, Carlos Gallego, Guillermo Graco,
Alejandra Luna, Pixel design lab, Tania Recio, Susana Rojas, Edmundo Santamara, Jenny Silva
Technical Director
ngel Garca Encinar
Photos
Brand X Pictures, Corbis, Digital Vision, Digital Stock, Image source, Ingram Publishing, Rubberball Productions, Stockbyte,
A. Toril; C. Contreras; J. Jaime; J. M. Escudero; KAIBIDE DE CARLOS FOTGRAFOS; Krauel; Prats i Camps;
AGENCIA ESTUDIO SAN SIMN/A. Prieto; CENTRAL STOCK; COMSTOCK; COVER/SYGMA/C. de Torquat;
DIGITAL BANK; EFE/SIPA-PRESS/A. Boulat; HIGHRES PRESS STOCK/AbleStock.com; I. Preysler; JOHN FOXX IMAGES;
PHOTODISC; MATTON-BILD; SERIDEC PHOTOIMAGENES CD; ARCHIVO SANTILLANA
ISBN 978-950-46-1993-2
Richmond Publishing Team would like to thank Carina Sigal for her cooperation with this edition.
Queda hecho el depsito legal que marca la ley 11.723.

Impreso en Argentina. Printed in Argentina.
All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form, electronic,
mechanical, photocopying or otherwise without the prior permission in writing of the publishers.
Every effort has been made to trace the holders of copyright, but if any omissions can be rectified, the publishers will be pleased
to make the necessary arrangements.
Este libro se termin de imprimir en el mes de septiembre de 2008,

en Grafisur S. H., Cortejarena 2943, Buenos Aires, Repblica Argentina.
EP-T3-Legales-Retira tapa.indd 285 9/9/08 13:02:39

Teachers Guide
Written by
Susan House
Katharine Scott
EP-T3-Intro-0001-0016.indd 1 29/7/08 11:05:57

uage is not
le ar ni ng a second lang
y behind Print
is th at through which
The philosoph t al so a window
of communic at io n, bu s of thinking.
only a means nd ot he r cu ltures and way awareness that
d unders ta p an
children see an children develo ing problems and
a se co nd la nguage helps id ea s, so lv
Learning essing
ore th an on e way of expr
there is m
viewing the w
orld. uage while
un ity to le ar n a second lang t different
rt ou
ildren the oppo ach children ab
Print offers ch ar ea s. Th es e books will te ng s an d ga mes. They
he r n stories, so
developing ot hi ng an d fu ill s. St udents will
an d pr ovide enric iti ca l th inking sk
th em es
udents creativ
ity an d cr will be learning
will promote st y, an d al l th e while, they
or
y, art and hist
explore ecolog
English.
Print follows a well-structured grammar syllabus and incorporates the following methods and approaches:
The communicative approach Learning through literature

According to this approach, language is taught as a tool Stories provide the starting point for developing a wide
for communicating, not just as formal structures for variety of related language and learning activities, involving
passing exams. children creatively and actively in their own learning.
The focus is more on meaning (the task to be completed) More and more English teachers at the primary level are
than on form (correctness of language and language using stories in their classes. This is partly because teachers
structure). have become more familiar with an acquisition-based
Errors are a natural part of learning. Students trying to use methodology, but principally because stories meet the
the language spontaneously are bound to make errors. major linguistic, psychological, cognitive, social and cultural
Constant correction is unnecessary and even counter- objectives for teaching a foreign language to children.
productive. Learners acquire language most effectively from messages
The classroom should provide students with the that are just slightly beyond their current competence. The
opportunity to rehearse real-life situations using natural stories in Print expose students to natural language that is
language, not just repetition and drills. meaningful and just above their level of production.
There is an emphasis on oral and listening development. The natural approach
But reading and writing skills are also developed to
promote pupils confidence in all four skills. In this approach, language acquisition (an unconscious
process developed through using language meaningfully) is
Task-based learning differentiated from language learning (a conscious process
This method states that learning is more meaningful if developed through learning or discovering rules about
students can focus on completing a task using the target a language). Competence in a second language occurs
language rather than concentrating on using the language through language acquisition.
correctly. Thus, the primary focus of classroom activity is The most effective way to acquire a language is to
the task, and language is simply the instrument required reproduce the conditions in which the first language is
to complete it. Activities reflect real-life situations, and acquired. Therefore, students are exposed to the language
learners focus on meaningthey are free to use any in a variety of contexts. They are also encouraged to use
language they want. Playing a game, solving a problem or the language before they analyse its grammatical content
sharing information are all relevant and authentic tasks. and structure.
The most effective learning environment motivates
Content-based learning students without pressuring them. Learners will naturally
In a content-based lesson, students learn about a topic that start to produce language when they are ready.
interests themanything from a serious scientific theme
to a pop star or even a news story or film. The key is that
the lesson is taught using the target language rather
than students native language. Students motivation
to understand the topic will naturally assist in language
learning.
EP-T3-Intro-0001-0016.indd 2 29/7/08 11:05:59

tion
Introduc
4
uence
Scope and seq
6
Components
8
s
Course feature
10
s
Tips and trick
12
Word lists
15
Diagnostic test
Units
Time for musi

c 17
A busy day
31
The living fore
st 45
Wild animals
59
Mother Earth
73
My family
87
Long, long ag
o 101
Famous travell
ers 115
Here come th
e pirates! 129
Extras
143
Festivals
149
Assessments
EP-T3-Intro-0001-0016.indd 3 29/7/08 11:06:23

Grammar and language Vocabulary
Present continuous: The mice are playing the piano. Objects in the house: curtain, cushion, flowerpot, mirror,
Im not singing. Is the fat mouse jumping on the cushion? Yes, it picture, plant, rug, sofa
is./No, it isnt. Rooms and places: bedroom, classroom, dining room, garden,
Wh questions + present continuous: What are the mice kitchen, living room, park
doing? Where is the music coming from? Who is making Musical instruments: drum, flute, guitar, maracas, piano,
the mess? recorder, tambourine, triangle, trumpet, violin, xylophone
Prepositions: in, on, under Craft materials: bottle, can, crayon, glue, paint, paintbrush,
Functional language: May I have, please? Heres your, This rice, rubber band, tape
way, please. Adjectives: baby, fat, old, tall, thin, short
Verbs: carry, clap, dance, eat, have fun, jump, look, play, read,
run, sing, sit, sleep, watch TV, work
Present simple: I work in a school. Body parts: ankle, arm, elbow, feet, foot, hand, head, hip, knee,
You work in a shopping centre. He/She works in a school. leg, neck, shoulder, wrist
We work in a toy factory. They make lunch. Verbs: clean, cut, dance, draw, eat, give, go, have, help, jump,
He/She doesnt work in a cafe. They dont cook the food. like, listen to, make, paint, play, read, ride, run, see, sell, serve,
Do you work every day? Yes, I do./No, I dont. Does he/she read sleep, watch, wear, work
comics? Yes, he/she does./No, he/she doesnt. Professions: bus driver, cleaner, dancer, dentist, doctor, nurse,
Functional language: Whats the matter? It doesnt work. (My police officer, salesperson, secretary, toy maker, vet, waiter
shoulder) hurts. Thats better! Places: bookshop, cafe, clinic, office, shop, shopping centre
Present simple: In the summer, he cuts the grass. We walk Objects in nature: bridge, bush, cactus, forest, grass,
through the forest. hill, lake, mountain, path, pinecone, river, rock, tree,
Wh questions + present simple: Who does Dan play with? valley, waterfall
What do they buy? Where do they live? Why do they get Verbs: buy, climb, collect, cut, drink, get sick, go, live, plant,
sick? When do they go to the shop? play, walk, want, work
There is/are: Theres a fish in the river. There are four birds in the Animals: bird, duck, fish, horse, mouse, rabbit
sky. Prepositions: across, around, down, over, through,
Giving and following directions: Go over the bridge. Go under, up
around the rocks. Parts of plants and trees: acorn, branch, flower, fruit,
Functional language: Can I help you? Id like (a plant) for leaf-leaves, root, seed, stem, trunk
(my mum). Which one would you like? That/This one. The
(big) one, please.
Present simple: Zebra eats the bush. Animals: chimpanzee, crocodile, duck, eagle, elephant,
Where do elephants live? Elephants live in grasslands. flamingo, giraffe, gorilla, hippo, horse, lion, monkey, orangutan,
Like + gerund: I like swimming. They like sleeping. ostrich, parrot, snake, tiger, zebra
Can/cant: I can/cant climb trees. Can baby lions see? Yes, they Animal body parts: beak, body, claw, coat, ear, feather, head,
can./No, they cant. Can it fly? Yes, it can./No, it cant. Can you leg, mane, skin, tail, tongue, wing
speak English? Yes, I can./No, I cant. Verbs: clean, climb, dive, do, drink, eat, hear, lift, make, paint,
Possessive s: the lions mane play, read, run, see, sing, sleep, speak, splash, stand, swim, turn
on, understand, use, walk, write
Connectors: and, but
Functional language: What is it? Whats your favourite wild
animal?
There is/are: There is a watermelon. Food: broccoli, carrot, cheese, grape, juice, milk, oil, onion,
There is some rice. There are some potatoes. orange, pasta, pea, peach, pineapple, potato, rice, sugar,
Is there any water? Are there any trees? tomato, water, watermelon
There isnt any milk. There arent any biscuits. Water words: cloud, ice, lake, rain, rainbow, raindrop,
Functional language: Have you got any (carrots)? How much is snow, steam
that? Here you are. Containers and measures: bag, bottle, box, bunch, carton,
litre, packet
Verbs: brush your teeth, dissolve, evaporate, float, flush the
toilet, have a shower, sell, wash your hands
EP-T3-Intro-0001-0016.indd 4 9/9/08 12:13:12

Grammar and language Vocabulary
Verb to be, present tense: My mothers in the attic. Are you in Home: flat, house, houseboat, tent
the hall? Yes, I am./No, Im not. Rooms: attic, balcony, basement, bathroom, bedroom, dining
Present simple: I cut the grass. Harry makes the beds. He/She room, garage, hall, kitchen, living room, stairs
lives in a tent. He/She doesnt live in a house. Do you wash the Family: aunt, brother, cousin, father, grandad, mother, sister,
dishes? Yes, I do./No, I dont. uncle
Present continuous: Whats Harry doing? Hes washing the Daily activities: do homework, eat breakfast/lunch, get up, go
beds. Harry isnt cutting the grass. shopping/swimming, go to bed/school, have a shower, play,
Adverbs of frequency: always, sometimes, usually, rarely, visit, wake up, walk the dog, watch TV
never: Nina always plays football. She never washes the car. Chores: clean the kitchen, cook the food, cut the grass,
Contrasting present simple and continuous: Do you?/Are make the beds, sweep the floor, take out the rubbish, wash
you? the dishes/clothes/car
Functional language: What time is it? Its time to (wake Time: (ten) oclock, quarter past (ten), half past (ten), quarter to
up). Its (six) oclock. (ten)
Verb to be, past form: He was lazy. They were small. He wasnt Adjectives: angry, bad, big, bored, careful, cold, crazy,
ugly. They werent tall. Was Creb eleven years old? Yes, he was./ excited, fat, frustrated, handsome, happy, hot, important,
No, he wasnt. Were the people cold? Yes, they were./No, they lazy, long, pretty, responsible, sad, short, small, strong,
werent. surprised, tall, thin, ugly, weak, wide, worried
There was/were: There was a school. There werent any houses. Numbers: 20100
How + adjective: How tall was the diplodocus? Family members: aunt, brother, cousin, father, mother, sister,
How long is your foot? How wide is his hand? uncle
Functional language: How old are you? Whats your address? Continents: Africa, Antarctica, Asia, Europe, America, Oceania
Whats your telephone number? How many teeth have you Oceans: Arctic, Atlantic, Indian, Pacific
got?
Time expressions: a long time ago, last week, now, today,
yesterday
Past simple: David wrote a diary. He made maps. I went Verbs: buy, carry, cross, do, eat, give, go, have, live, make, meet,
to the cinema. I didnt write a letter. He didnt go alone. run, say, see, sing, sleep, start, take, travel, visit, walk, write
She didnt see a river. Did he meet the Emperor of China? Yes, Places: beach, desert, mountain
he did./No, he didnt. Did they give them some food? Yes, they
did./No, they didnt. Did you make your bed? Food: ice cream, pasta, pizza, rice, soup
Yes, I did./No, I didnt. Professions: clown, doctor, inventor, musician, sailor
Functional language: Its my turn. Heres the dice. Throw the Animals: camel, dog, dolphin, eagle, horse, kangaroo, penguin,
dice. Im the winner. rat, snake, tiger
Other words: bandit, book, diary, fork, guard, kite, letter, map,
palace, postcard, sandcastle, shepherd, silk, silkworm
Time expressions: every day, every week, every weekend, every
year, last week, last weekend, last year, today, yesterday
Past simple (regular verbs): I sailed on a ship. Regular verbs: attack, capture, clean, climb, cook, escape,
He cooked his food. They didnt work. jump, live, paint, rob, sail, shout, study, travel, walk, want, wash,
He didnt listen. Did the captain shout for his lunch? Did the watch, work
pirates jump into the river? Irregular verbs: become, drink, eat, go, have, ride, sleep, wear
Past simple (Wh questions): What did you call your ship? Pirate words: captain, earring, eye patch, flag, gold, parrot,
Where did the pirates travel? What did you do? pirate, pistol, ship, silver, sword, treasure chest/map, wooden
Functional language: What does it mean? Come on! Hurray! leg
Look! Countries: Australia, Brazil, Canada, China, Colombia,
Dominican Republic, Egypt, England, France, India, Italy, Japan,
Peru, Russia, Spain
Words for physical description: beard, black, blonde, brown,
long, moustache, red, short, strong, tall
EP-T3-Intro-0001-0016.indd 5 9/9/08 12:13:49

Students Book
Contains nine theme-based
units with a variety of
activities for classroom use.
Activity Book
Includes grammar and
vocabulary reinforcement
activities based on the
Students Book.
Students CD
Contains recordings of the songs,
chants and stories for students to
listen to at home.
EP-T3-Intro-0001-0016.indd 6 7/30/08 5:06:36 PM

These resources will make
your classes more dynamic
and effective.
Teachers Guide
Gives complete, easy-to-follow
instructions for using the
course.
Cutouts
Provide fun and
interactive material
for students to use
in class.
Class CDs
Contains recordings for
all the listening activities.
Posters
Provide a colourful
context for
reinforcing vocabulary
and grammar.
Interactive poster
cutouts are included.
EP-T3-Intro-0001-0016.indd 7 7/30/08 5:06:40 PM

4 leaves
plete.
1 Look and com
The old oak tree 5 acorns
the old oak tree. 3 branches
Look at me. Im
grows up,
My (1)
grow down,
My (2)
grow all around.
And my (3) are new. 7 stems
In the spring,
my (4) 1 trunk
, too.
Ive got (5)
In the autu mn,
fall to the grou

nd, 6 seeds
And the acorns ground.
take root in the
And the (6)
grow up,
The (7)
down,
The roots grow 2 roots
grow all around.
Students Book And the trees
Listen and sing
the song.
28
game.
2 Play The tree
Consists of nine units with a variety of activities for classroom use. You need a dice.
fou
ra
nim
als
.
me
Na a tr
ee
thr e.
e
me ee
Na u s
ee
thr in
3. s yo rest.
2. ts of
Each unit is theme-based, providing a fun and interesting context me g
. Na pa
r thin the fo
1
for presenting language and vocabulary. Start here.

4.
s
T
sea ick tw
o
6. 5. T
ick a bush the ons o
you Tick tw climb acti three yea f
r.
Includes songs and hands-on projects.
can o ons.
wa things
a bridge lk u
nde
rr. spring
walk summer
Offers original childrens literature in each unit.

a path
a river
ze bra
a valley
go
a branch
a lake
gi raffe
mon key
ti
Cutout 2
33
The living forest
Includes extra activities for traditional festivals. ger

Unit 3
Offers a section with phonics, reading development and process
Cutout 3
writing. swim?
jump?
Provides a real world section with factual and authentic texts and
additional activities.
climb trees?
Provides interactive cutouts with games, info-gap activities and see colours
?

additional material to be used in each unit.
Offers a review section at the end of each unit. eat rocks?
s?
sing?

5
Circle the The family is happy
correct opt Harry works very hard.
ions. isnt happy with the
One hundred and with Harry, but Harry
a mess and they
fifty million year family. They always make
s ago 1 never? help him.
y the robot
dive
r feel well. He gets
Har
there were / werent dinosaurs. One day, Harry doesnt run?
chores.
up early and starts his
Santillana Educa Look at Harry! Hes
crazy.
there we inventors. cin,Mary.
Hey! says S.L. / Richmond
re / weren cooking the
t any sch ily. They are g the beds! Publishes
Now hing, 2007
Nobel fam re are man
y Hes washin
ools. This is the house. The sweeping the grass and
in a huge clothes. Oh, no! Hes
They live work very father appears Come quickly! Harrys Unit 4 Cutouts
day. They The next morning, Marys cutting the car! Mum!
do every
chores to tire d. with a shiny, new robot.
Good morning, and hes taking out the
there was / wasnt an ocean. are alw ays cleaning the rubbish
hard and ats it! We to me, please.
er says, Th everyone, he says. Listen dishes!
Marys fath n to his robot.
One day, goes dow This is Harry, our new
ot. So he r. Oh, no!

need a rob ement. on the floo
there was in the bas Hello, family, says Harry.
/ wasnt
a dinosaur workshop Mary.
6 Suddenly,
Harry falls
ry! Speak
to me! But
museum. Wow! He can talk! says Harry, Har r.
he can work, too. says Mary. on the floo
2 Yes, says Father. And poor Har
ry just lies
of chores.
there were / werent trees. They give Harry his list
shop. He work
s all night. 7
n to the work
takes Harry dow door opens
3 Grandad John . Suddenly, the
Circle the , he makes having breakfast
word that sta his chores. First the family is
rts with a diff Harry begins s the bathroom
. The next day shiny Harry.
1. ten erent sound. then he clean a bran dnew, t wan t any
tomato thin the beds and lunch, he and there is John. We don
s the food. After , says Grandad help with the
chores.
2. theatre tail Next, he cook very carefully
tortoise afternoon, he Now listen everybody can
thing es. In the with Harry. So
3. tree Thursday washes the dish more problems , says Harry.
thirty . in Lucy
thousand sweeps the floor dishes, Cous
three You wash the
ores s Uncle Bill.
Match the adj
ectives with Harr ys ch Ha, ha! laugh
e the beds, Uncl
e Bill, says Harr
y.
the picture s And you mak s.
m ake the bed everyone laugh
s. and
4 Oh, no! says
Uncle Bill,
strong cuts the grass
After that, he 54
handsome c he questions.
and washes
the car. Then and answer the
pretty weak After dinner,
he 1 Read, look
makes dinner.
es again and ts Harr y doing?
ugly c washes the dish Picture 5: Wha
fat es the
then he wash
old clothes. Final
ly, he Harr y?
crazzy
zy wa ts the matter with
tall takes out the Picture 6: Wha
!
rubbish. Phew
short sw y Why?
Harry is reall y happy now?
tired! What a Picture 7: Is Harr
lazy
z
zy c long day! 67
thin
es. 53
y list of chor
plete Harr ys
1 Read and com
Unit 7 Long, long ago
8
87
66
s
val
ti !
as
s
Fe
Me tm
r r y C h ri s
stmas game.
2 Play The Chri
sing the song.
86
1 Listen and
2
The Santa so ng
, Whats this?
Santas very busy 1
stmas Day.
Tomorrow is Chri toys.
list with all the 4
He checks his
his way. Whos this?
Now Santas on
hurray! 3 Whats this?
Hurray, hurray,
way.
Santas on his 6
, Whats this?
Santas very busy
his sleigh. What are these
?
Hes loading up hands. 5
eer, claps his
He calls the reind 8
his way.
Now Santas on
Whats this?
y, hurra y!
Hurray, hurra Whats this?
way. 7
Santas on his
10 Wheres the
What are these
? Christmas tree?
9
12 Whats the
What season
is it? puppet doing?
11 Where are
the candles?
Festivals Merry Christmas!

112
EP-T3-Intro-0001-0016.indd 8 9/9/08 12:18:24

Teachers Guide
Provides complete, easy-to-follow instructions for using the course.
Includes clear ideas for grammar/vocabulary presentation and practice.
Includes unit overviewseach overview provides a list of the target
grammar, vocabulary and functional language, as well as a teaching tip.
Includes one optional activity per lesson.
Offers a variety of ideas for the reinforcement of the universal values
included in the course.
Contains ideas for developing students critical thinking skills.
Offers ideas for relating the course material to students own
experiences.
Includes cross-curricular activities and a project at the end of each unit
to enrich the course content.
Provides one photocopiable assessment per unit.
Includes an answer key for the Activity Book.
Offers ideas for extended activities related to traditional festivals.
Contains ideas for making the most out of each unit poster.
Offers clear grammar tables and a grammar reference section at the end
of each unit.
Activity Book
Provides grammar and
vocabulary reinforcement.
Each page in the Activity Book
corresponds to one page in the
Students Book which can be
done either as extended work
in class or as homework.
Contains clear and interactive
grammar tables.
Includes extra activities for
traditional festivals.
Find fun cooking activities in

the cross-curricular pages at
the end of each unit.
EP-T3-Intro-0001-0016.indd 9 9/9/08 12:19:00

nostic test
ng the diag
Administeri the first
ud en ts th e diagnostic test in ajor
Give st rs the m
. The test cove
week of school lexical fields that
ct ures and
gram m ar stru learned prior to
uden ts ar e ex pected to have
st
this level. u evaluate
gned to help yo eas
The test is desi level, determine in which ar
ge ne ra l ork and
students ement or remedia
lw
ed rein fo rc en ts.
they ne rong stud
le weak and st
identify possib
stic test
to the diagno
Answer key
do your
rig ht , to p to bottom:
Le ft to TV, get up
to bed, watch
homework, go
; 4. in; 5. on
de r; 2. be tw een; 3. next to
1. un green,
ilblue, plane
carred, penc llo w
mperye
shoesblack, ju are flying.
2. N o; 3. Ye s; 4. The birds
1. No; ping.
is hopping/jum
class mate
rials 5. The rabbit
Preparing cted to have
ch less on, students are expe ured
For ea rs, colo
materials: scisso a
the following ncil, a rubber, and
ncils, a glue stick, a pe
pe
Working w
notebook. ith the sto
ries
uts The stories in
Students cuto cutouts are
Prin
competence by t challenge students linguis
and colourful pr tic
These versatile ningful language practice, is just above th oviding meaningful input th
ea eir level of prod at
designed for m velopment su
ch as visual uction.
d sk ill s de The stories pr
games an l thinking. ovide students
cl as si fy ing and critica learn English with a chance
mem or y, ent activities through literat to
ar e used in differ students to na ure. They expo
Th e cu to ut s be used more tural language se
ro ug ho ut th e unit and may they have got ,w
the opportunity hich means
th
in ways that a to deal with te
than once. native speake
r does.
xts
uts When working
Info-gap cuto ed for with the storie
s, explain to
cu to ut s are to be us students that
it is not import
Some st ud en t of activities, understand ev ant for them
iti es . In these type ery single wor to
info-g ap ac tiv Each student that they shou d in the text,
ld work in pairs. ld focus on un but
stud en ts sh ou e other needs general meani derstanding th
go t th e in fo rmation that th udents that ng of the stor
y.
e
has ind st
e activity. Rem eir cutouts and Note: The activ
to complete th ot he r th ities on the fir
ow each e story correspo st page of the
they cannot sh us e En gl is h throughout th nd to the first
e th em to th is only. The activ part of the stor
encourag not matter at ities on the se y
n that it does e objective story correspo cond page of
activity. Explai e m istakes, that th nd to the seco
nd part of the
the
th ey m ak only. If possib
stage if le, th story
icate in Englis
h. Book related to e activities in the Activity
is to commun the stories shou
an in-class activ ld be done as
ity.
10
EP-T3-Intro-0001-0016.indd 10 9/9/08 12:19:12

Working w
ith cross-cu
rricu la
r activities
Cross-curricul
ar activities ar
students to pr e a gr
actise language eat way for
context. in an authentic
Prepare mater
ial ahead of tim
there is enough e an
Using the p
osters for everyone to d make sure
ent and task successful complete the
po st er ca n be used to pres ge taught ly.
Each langua
cabulary and To extend lang
practise the vo ing unit. You can write on through the ac
uage practice,
talk students
nd
in the correspo whiteboard or water-based you are saying
tivity while de
monstrating w
us in g
the posters . hat
markers. Warn students
no
ts or any other su t to swallow paint, glue, in
Poster cutou ther with the
bstance. k
fe at ur e is used toge Make sure ther
This un iq ue ide more e is sufficient
at th e activities prov activities such space for phys
poster s so th portunity for as jumping or ical
ni ng fu l pr ac tice and the op the student. Cookin g
ru nning.
mea rt of
ation on the pa
active particip Strictly superv
be used
touts can also ise students ar
The poster cu practise knives and sh ound hot food
to present and arp objects. ,
independently Keep hands, ut
vocabulary. ensils and food
clean.
er cutouts
p a ri n g a n d using post Get students
to work in sm
P re the cutouts in a special co all groups, eith
in g ea ch unit, prepare oking area or er
Before begi nn marked in the classroo
th em in a la rge envelope, Associate the m.
and store as students pe
language with
the actions
number.
with the unit rform them du
or any adhesive preparation. ring food
m ag ne ts , tape, Blu-Tack ove the
U se
th at w ill al lo w you to rem Demonstrate
substance em. the activity in
t damaging th Have material front
ready in advanc of the class.
cutouts withou clear language e and use sim
as you prepar ple,
Art e the recipe.
Print integrates
arts and crafts
Using the w help students activities to
ord lists develop creativ
awareness. To ity and artistic
On pages 12-1 make sure that
4 of this introd enriching expe students have
find photocop uc rience, it is im an
iable lists of th tion, you will and praise ever portant to exhi
bit
for each unit. e target vocabu yones work eq
These lists can lary making compa ually, without
and distributed be photocopie risons.
each month to d
They include al your students
l the active vo .
in each unit cabulary presen
the words that ted
expected to le students are
arn and use.
Students can
use
or for a variety the lists for study purposes
of activities:
Creatin ersal values
g a picture dict
ionary with th cr it ic a l th inking, univ
vocabulary fo e Handling
r that month.
activities
Writin and extra activities,
g sentences w
ith each one of king and extra
l thin r students
Writin the words. For the critica be too difficult fo
g a story with ge m ay e English
some of the w the langua is h. You should us
ords. gl
Cuttin to manag e in En ssary, you can
g out the wor tiv ity, but if nece
notebooks an ds , gl ui ng them into thei to initi at e th e ac uage to cover
d illustrating th
eir meanings
r
h in to st ud en ts native lang
with pictures switc .
or definitions. either these sections
Classify
the material in
ing the words
.
11
EP-T3-Intro-0001-0016.indd 11 29/7/08 11:13:17

Objects in classroom Craft Musical Verbs sleep
Key words Unit 1
the house dining room materials instruments carry watch TV

curtain garden bottle drum clap work
cushion kitchen can flute dance Other words
flowerpot living room crayon guitar eat cards
mirror park glue maracas have fun concert
picture Adjectives paint piano jump mouse/mice
plant baby paintbrush recorder look programme
rug fat rice tambourine play row
sofa old rubber band triangle read seat
Rooms and tall tape trumpet run ticket
places violin
thin sing
bedroom xylophone
short sit
Professions Places foot Verbs make Other words

Key words Unit 2
bus driver bookshop hand clean paint clothes

cleaner cafe head cut play curtain
dancer clinic hip dance read equipment
dentist office knee draw ride hat
doctor shop leg eat run medicine
nurse shopping neck give see piece
police officer centre shoulder go sell puppet
salesperson Body parts wrist have serve scissors
secretary ankle help sleep shelf
toy maker arm jump watch string
vet elbow like wear table
waiter feet listen to work
Objects in pinecone mouse plant leaf-leaves under

Key words Unit 3
nature river rabbit play root up

bridge rock Verbs walk seed Other words
bush tree buy work stem cave
cactus valley climb want trunk enormous
forest waterfall collect Parts of Prepositions grasslands
grass Animals cut plants and across huge
hill trees
bird drink around massive
lake acorn
duck get sick down tusk
mountain branch
fish go over
path flower
horse live through
fruit
12
EP-T3-Intro-0001-0016.indd 12 29/7/08 11:13:18

Animals monkey Animal body tail make turn on
Key words Unit 4 chimpanzee orangutan parts tongue paint understand
crocodile ostrich beak wing play use
duck parrot body Verbs read walk
eagle snake claw clean run write
elephant tiger coat climb see
flamingo zebra ear dive sing
giraffe feather do sleep
gorilla head drink speak
hippo leg eat splash
horse mane hear stand
lion skin lift swim
Food pasta Water words Containers Verbs

Key words Unit 5
broccoli pea cloud and brush your teeth

measures dissolve
carrot peach ice
bag evaporate
cheese pineapple lake
bottle float
grape potato rain
box flush the toilet
juice rice rainbow
bunch have a shower
milk sugar raindrop
carton sell
oil tomato snow
litre wash your hands
onion water steam
packet
orange watermelon
Family Parts of Home Daily Chores Time

Key words Unit 6
aunt a house flat activities clean the (ten) oclock

brother attic house do homework kitchen quarter past
cousin balcony houseboat eat breakfast cook the food (ten)
basement /lunch cut the grass half past (ten)
father tent
bathroom get up make the beds quarter to
grandad
bedroom go shopping sweep the (ten)
mother /swimming
dining room floor
sister go to bed
garage take out the
uncle /school rubbish
hall have a shower wash the
kitchen play dishes/clothes
living room visit /car
stairs wake up
TV room walk the dog
watch TV
13
EP-T3-Intro-0001-0016.indd 13 29/7/08 11:13:18

Adjectives hot ugly Continents Numbers Time
Key words Unit 7
angry important weak Africa twenty expressions

bad lazy wide Antarctica thirty a long time
ago
big long worried Asia forty
last week
bored pretty Family Europe fifty
members now
careful responsible America sixty
aunt today
cold sad Oceania seventy
brother yesterday
crazy short Oceans eighty
excited small cousin Arctic ninety
fat strong father Atlantic one hundred
frustrated surprised mother Indian
handsome tall sister Pacific
happy thin uncle
Verbs run Places Professions Animals Time

Key words Unit 8
buy say beach clown camel expressions

carry see desert doctor dog every day
cross sing mountain inventor dolphin last week
do sleep Food musician eagle last weekend
eat start ice cream sailor horse last year
give take pasta kangaroo today
go travel pizza penguin yesterday
have visit rice rat
live walk soup snake
make write tiger
meet
Regular want Irregular Pirate words Countries Words for

Key words Unit 9
verbs wash verbs captain Australia physical

attack become description
watch earring Brazil
capture drink beard
work eye patch Canada
clean eat black
flag China
climb go blonde
gold Colombia
cook have brown
parrot Dominican
escape ride Republic long
pirate
jump sleep Egypt moustache
pistol
live wear England red
ship
paint France short
silver
rob India strong
sword
sail Italy tall
treasure chest
shout treasure map Japan
study wooden leg Peru
travel Russia
walk Spain
14
EP-T3-Intro-0001-0016.indd 14 29/7/08 11:13:19

1 Label the pictures. (4 points)
get up go to bed do your homework watch TV
2 Look and complete the sentences. (5 points)
in on under between next to
1. The red car is the chair.

2. The blue pencil is the books.
3. The green plane is the chair.
4. The black shoes are the box.
5. The yellow jumper is the bed.
Colour the pictures.

Ediciones Santillana, S.A., 2009 Photocopiable
EP-T3-Intro-0001-0016.indd 15 29/7/08 11:13:38

3 Look, circle and answer. (5 points)
1. The dog is eating. Yes. / No.

2. The turtles are singing. Yes. / No.
3. The cats are running. Yes. / No.
4. What are the birds doing?
5. What is the rabbit doing?
4 Look, tick or cross and complete. (3 points)
= like = dont like
1. I pizza.
2. I bananas.
3. I hamburgers.
5 Look and match. (3 points)
dress boots
hat scarf
sandals trousers
Ediciones Santillana, S.A., 2009 Photocopiable
EP-T3-Intro-0001-0016.indd 16 29/7/08 11:13:40

Ti ic
me s
f or mu
Vocabulary Grammar
Objects in the house: Other

curtain, cushion, flowerpot, mirror, picture, plant, rug, cards, concert, mouse/mice, programme, row,
sofa seat, ticket
Rooms and places: Present continuous:
bedroom, classroom, dining room, garden, kitchen, The mice are playing the piano.
living room, park Im not singing.
Musical instruments: Are the mice jumping on the cushion?
drum, flute, guitar, maracas, piano, recorder, tambourine, Yes, they are./No, they arent.
triangle, trumpet, violin, xylophone Wh questions + present continuous:
Craft materials: What are the mice doing?
bottle, can, crayon, glue, paint, paintbrush, rice, rubber Where is the music coming from?
band, scissors, tape Who is making the mess?
Adjectives: Prepositions:
fat, old, short, tall, thin in, on, under
Verbs:
carry, clap, dance, eat, have fun, jump, look, play, read,
run, sing, sit, sleep, watch TV, work
Functional language: Multiple intelligence:

May I have, please? Heres your, This way, please. Musical intelligence (pages 24 and 25)
Teaching tip
Reading out loud
Encourage your students to read out loud in class. Ask for volunteers to read. If students are reluctant,
This activity offers you a good opportunity to allow them to read out loud with you until they gain
correct their pronunciation. If a student seriously enough confidence to read alone.
mispronounces Give students a good reading model. Use emphasis
a word, model its correct pronunciation and get the and expression when you read out loud.
student to repeat. Be careful not to overcorrect students
Dont tell students beforehand which sections they
as they may become insecure.
will be reading. If you do so, they might concentrate
You can also use reading out loud to check if students on looking at their section and not listen to their
understand what they are reading. Correct intonation classmates.
implies that students understand the general idea
Dont forget to praise students when appropriate:
of a text.
Good job! That was very good. That was much better.
Tips for reading out loud
Go over the reading passages before class. Mark the
text to separate it into small but complete sections.
Remember, if the section is too short, you cant check
understanding. If the section is too long, students get
tired and lose concentration.
Keep a chart on the wall with students names. Tick
them as they take turns reading. Aim to have every
student read out loud once during each unit.
Unit 1 Time for music 17
EP-T3-U1-0017-0030.indd 17 7/30/08 5:21:08 PM

Students Book Page 4 Listen and sing the song.
Play Track 1 again. Students mime the actions and
Grammar: Present continuous (he/she/it): The fat sing along.
mouse is sleeping under the rug. Play True or false?
Prepositions: In, on, under.
Display the Mice poster cutouts. Name each mouse:
Vocabulary: Cushion, plant, rug, picture, flowerpot, Look, this is the (baby mouse).
curtain, mirror, sofa, toy box, fat, thin, old, short, Students look at the picture in the Students Book. Say
tall, baby. One mouse is in the flowerpot. Which one is it?
Materials: Slips of paper (1 per student). Ss: The baby mouse!
Continue with the other mice.
Make true/false statements: The old mouse is under the
Warm-up picture, true or false? If the sentence is false, students
stand up. If not, they remain seated.
Play Greet your classmates.
Read the model in the Students Book.
Greet the class: Hello! Im (Carmen). Im your English
In pairs, students make true/false statements.
teacher. Write your name on the board.
Students write their names on slips of paper and pass
them to you. Optional activity
Write your own name on a slip of paper. Shuffle all the Mice freeze
slips and distribute them again. Say The mice are jumping on the cushion.
Look at the name on your slip and greet the Play some music while the students mime the
corresponding student: Hi, (Pedro)! How are you? corresponding action. When you stop the music,
The student replies and greets the student on his/her students freeze. Students do not move until they hear
slip of paper: Fine, thanks. Hi, (Maria)! How are you? the music again.
Continue until all students have participated. Say another action and play the music again. Students
mime the new action. Repeat with other actions from
Vocabulary presentation the unit.
Poster 1
Display Poster 1. Attach the Object poster cutouts to Wrap-up
the poster: cushion, plant, rug, picture, flowerpot, Picture dictation
curtain, mirror, toy box. Read the following text, pausing after each sentence.
Write the new words on the board. Students draw the picture.
Draw a line from each word to the corresponding Draw a living room. In the living room, theres a sofa,
poster cutout. a flowerpot and a TV. A fat mouse is jumping on the
Name the objects. Students repeat after you. sofa. An old mouse is reading under the TV. A thin
Distribute the Object poster cutouts. mouse is sleeping in the flowerpot.
Point to a word and read it out loud. The student Students describe their pictures to a partner.
holding the corresponding cutout attaches it to the
poster. Repeat with all the words.
Answer Key
flowerpot, cushion, rug, picture, curtain, plant
Controlled practice
Listen and complete. 1 Activity Book
Write on the board: sitting, jumping, sleeping, reading, Page 4, activities 1 and 2.
running and playing. Mime each action. Key
Students stand up. Point to the words at random. curtain, plant, rug, picture, cushion, mirror, sofa
Students mime the actions. Picture 1, The fat mouse is in the flowerpot.
Play Track 1. Students listen and mime the actions. Picture 2, The thin mouse is under the cushion.
Picture 3, The thin mouse is in the flowerpot.
Track 1 Picture 4, The fat mouse is on the cushion.
I want to be a mouse Picture 5, The old mouse is on the rug.
(See Students Book page 4, activity 1.) Picture 7, The old mouse is under the rug.
Display the following poster cutouts: curtain, rug, Picture 8, The baby mouse is on the picture.
cushion, flowerpot, picture, plant. Explain that these
words are missing in the song.
Students look at the illustration and write the
missing words.
Play Track 1 again. Students check their work.
18 Unit 1 Time for music
EP-T3-U1-0017-0030.indd 18 29/7/08 11:30:14

Students Book Page 5 Draw pictures for your sentences.
Students draw pictures to illustrate their sentences.
Grammar: Present continuous (he/she/it): The fat Ask for volunteers to read their sentences out loud.
mouse is sleeping on the rug. Is the tall mouse
jumping on the cushion?
Ask a classmate about his/her pictures.
Prepositions: In, on, under. Point to a student at random and say Tell me about
your picture. Is the fat mouse jumping on the
Vocabulary: Cushion, plant, rug, picture, flowerpot,
flowerpot?
curtain, mirror, sofa, toy box, fat, thin, old, short, tall,
Ask other students about their pictures.
baby, sleep, run, jump, sit, read, play.
Read the model in the Students Book.
Materials: Paper. In pairs, students ask questions about their pictures.
Preparation: Write the following on five paper strips: Learning about mice
1. Mice come from Europe. Tape five strips with facts about mice (see Preparation)
2. Mice are 57 cm long. They are grey-brown and around the classroom.
they havent got hair on their tails. Students form pairs. One student goes around the
3. Mice eat fruit, seeds, bread and cheese. classroom and reads the strips. He/She returns to his/her
partner and dictates the facts. The partner writes the
4. Mice have babies all year long.
facts in his/her notebook.
5. Mice like living inside houses. When all pairs have completed the activity, elicit the
Optional: Word cards: Cut out 36 paper squares. facts and write them on the board.
Write the following words and phrases, one on each
square: baby mouse, fat mouse, thin mouse, tall Optional activity
mouse, short mouse, old mouse, jumping, reading, Play The sentence game.
sitting, sleeping, running, dancing, cushion, plant, rug, Give each student one Word card (see Preparation).
picture, flowerpot, curtain, in, in, on, on, under, under, Students walk around with their cards trying to form a
is, is, is, is, is, is, the, the, the, the, the, the. sentence with other students.
When six students form a sentence, they sit together.
Ask students to call out their sentences.
Warm-up
Note: If you have got more students in the class, increase
Play Guess my action. the number of cards so that every student has got a
Write the following words on the board: jumping, card. If there are leftover cards, give some students two
eating, reading, sitting, sleeping, running, dancing, cards.
singing. Mime one of the actions and ask What
am I doing?
Wrap-up
Students raise their hands to answer. The student who
answers correctly mimes the next action. Poster 1
Play Oh yes, he is./Oh no, he isnt.
Grammar presentation: Present continuous Attach the poster cutouts to Poster 1.
Poster 1 Make true/false statements about the mice: The fat
mouse is jumping on the cushion.
Divide the board into five columns.
Students respond as a whole group: Oh yes, he is./
Attach the Mice poster cutouts to the first column and
Oh no, he isnt.
the Object poster cutouts to the last column. Copy the
Ask for volunteers to make statements.
words from Students Book activity 1 in the
The rest of the class correct the responses.
other columns.
Draw lines to match the pictures and words and say the
corresponding sentences. Activity Book
Rub out the lines. Page 5, activities 1 and 2.
Students come up to the board and draw lines to make Key
other sentences. 1. am, on; 2. are, in; 3. is, on; 4. is, on; 5. are, in; 6. are, on
Ask students about their sentences, for example:
Is baby mouse sleeping under the plant?
Controlled practice
Match the pictures and words to make
sentences.
Students match the columns in their Students Book
to make their own sentences.
EP-T3-U1-0017-0030.indd 19 29/7/08 11:30:33

Students Book Page 6 Developing reading
Students silently read part one of the story in their books.
Grammar: Present continuous (he/she/they): The men Ask for volunteers to take turns reading out loud.
are carrying a piano. Help them with the difficult words.
Vocabulary: Look out of the window, read, walk,
carry, come from, play, watch, piano, path, men, Controlled practice
music, magic. Read and match the phrases.
Materials: Five large pieces of paper. Write the following sentence halves on the board:
Preparation: Write the following sentences on the Two men are coming from the piano.
five large pieces of paper: Its Saturday so the twins Freddie and Lucy are walking up the path.
havent got school today. Two men carry a piano to The music is watching TV.
the house. Freddie and Lucy are watching TV. They Explain that the halves are mixed up.
hear music coming from the piano. Mum tells Freddie Read the first part of the first sentence and ask the class
and Lucy its time for bed. if they know which is the second half.
Choose a student to come to the board and match the
two halves. Repeat with the other two sentences.
Warm-up Students do activity 1 in the Students Book.
Copy the sentence halves onto the board and ask for
Play Give the teacher a present.
volunteers to match them. Students correct each others
Tell the class that it is your birthday today and you work.
would like everyone to give you a present.
Each student draws a picture of something they would
like to give you. Critical thinking
Hold up the pictures and comment on them: Oh look,
Ask students questions to help them develop critical
(a cake)! Thats nice. Whos it from?
thinking skills: At the end of the text, what does Lucy
Students stand up and answer: Its from me!
say about the piano? Does her mother believe her? Do
Say Thank you, (Alejandra). Write the students name
you think the piano is magic? Why or why not?
on the picture and tape it to the wall.
Controlled practice
Optional activity
Story: The mystery of the piano, part 1 2 Memory game
Students look at the pictures in their books and name Students look at the illustration in their books for two
things they can see, for example: living room, window, minutes and try to memorise it.
curtain, TV, plant, flowerpot, picture, cushion, rug, sofa, Students close their books and write sentences about
piano, girl, boy, baby, cat, mice, etc. what they can remember: There is a plant. The baby is
Help students with unknown vocabulary and write wearing a dress. The cat is on the TV.
the words on the board. The student with the most correct sentences wins the game.
Ask for volunteers to come to the board and draw
a picture for each word.
Play Track 2. Students follow the story in their books. Wrap-up
Track 2 Story sequencing
The mystery of the piano, part 1 Tape the five pieces of paper in random order on the
(See Students Book page 6.)
board (see Preparation).
Ask students yes/no questions about the story: Students work in pairs and decide the sequence of the
Are the children at school today? Are the men carrying sentences. Ask volunteers to come up to the board and
a piano? Is the piano from Uncle Edward? Is Freddie put the sentences in order.
playing the piano? Is Lucy playing the piano? Whos Students copy the sequence into their notebooks.
playing the piano? Is it a magic piano?
Answer Key
1. reading a book, 2. looking out of the window,
Connecting to students experiences 3. carrying a piano
Ask students questions to help them relate the story to
their own experiences: What day is it in the story? What Activity Book
do you usually do on Saturdays? Have you ever received Page 6, activities 1 and 2.
a surprise present? What was it? Who was it from?
Key
plant (), mirror, curtain (), rug (), cushion (),
picture (), flowerpot ()
5, 3, 1, 6, 2, 4
EP-T3-U1-0017-0030.indd 20 29/7/08 11:30:34

Students Book Page 7 Game: Who, what, where?
Divide the class into small teams. Write the following
sentence on the board: Lucy is reading on the rug.
Grammar: Present continuous (who/what/where):
Ask Who? The first team to write a question about the
Who is making the mess? Where is the music coming
sentence, using who, wins a point: Who is reading?
from? What are the mice doing?
Repeat with What?What is Lucy doing? and Where?
Vocabulary: Make a mess, come from, do, sing, Where is Lucy reading?
dance, play, music, living room, cushion, floor, plant, Continue the game with:
flowerpot, sofa, curtain, rug, picture, dinner, piano. Mum is eating in the kitchen.
Dad is sleeping on the sofa.
The baby is sitting under the table.
Warm-up The mouse is dancing in the piano.
Story: The mystery of the piano, part 1
Dictate the following words: Saturday, piano, men, Optional activity
living room, dog, music, bedroom, tree, dad, magic. Act out the story.
Check spelling. In pairs, students choose which words Divide the class into groups of six: Lucy, Freddie, two
refer to the first part of the story. men, mum and dad.
Play Tracks 2 and 3.
Developing reading While the CD is playing, students act out their parts in
their groups. They can join in with their lines by reading
Story: The mystery of the piano, part 2 3 from their books.
Ask students questions to reconstruct the first part of Ask for a volunteer group to act out the story for the
the story: What day is it? Whos at the Carters house? rest of the class.
Are Freddie and Lucy at school? What are Lucy and
Freddie doing? What are the men carrying to the
house? Whos the piano from? What are Lucy and Wrap-up
Freddie doing later that day? What do Lucy and Freddie Write a story review.
hear? Wheres the noise coming from? Write the following on the board:
Read the sentences from the Wrap-up activity in the This story is called .
previous lesson. There are people in the story.
Students look at picture 3 in the story and name the My favourite character is .
objects: plant, picture, flowerpot, sofa, cushion, I like/dont like this story because it is .
rug, cat.
Say Oh dear! What a mess! Ask students Where are Provide adjectives for students to choose from: funny,
the cushions? Wheres the plant? interesting, boring, sad, happy, silly.
Play Track 3. Students follow along in their books. Students copy the sentences onto pieces of paper and
Ask Is Freddie singing? Whos singing? Is the music complete the sentences with their own ideas.
coming from the kitchen? Wheres the music Collect the story reviews and keep them.
coming from? Answer Key
Track 3 1. The music is coming from the piano. 2. The mice are
The mystery of the piano, part 2 dancing. 3. The cat.
Ask for volunteers to read the story out loud. Activity Book
Page 7, activities 13.
Critical thinking Key
Write the following words on the board: Lucy, Freddie, 1. Its in the living room. 2. Theyre having dinner. 3. Dad.
the baby, the cat, the mice. Students vote for who they 4. Theyre in the piano. 5. The mice. 6. Its playing with
think made the mess. the mice.
5, 2, 6, 1, 3, 4
2. are they jumping; 3. is she reading or is she doing;
Controlled practice 4. is playing the piano; 5. is she sleeping;
6. is sleeping on the rug
Read and answer the questions.
Students answer the questions in their books.
Elicit the answers and write them on the board.
Note: Some students may write full answers: It is coming
from the living room. Others may write short answers:
From the living room.
EP-T3-U1-0017-0030.indd 21 29/7/08 11:30:49

Students Book Page 8 Cut out and glue the family members to
complete the picture.
Grammar: Present continuous (he/she/they): What is Students cut out the family members in Cutout 1.
he/she doing? What are they doing? Say Mums reading. Students hold up the corresponding
Vocabulary: Book, piano, cards, TV, living room, read, cutout and repeat the sentence. Repeat with the
play, watch, run. remaining cutouts. Students choose one mum, one dad
and one Lucy and Freddie and glue the cutouts into
Materials: Cutout 1, slips of paper, bag. their books.
Preparation: Mime cards: Write the following on
20 separate slips of paper: singing, sitting, standing, Ask a classmate about his/her picture.
opening the door, dancing, reading a book, reading Ask individual students about their pictures: Whats
a newspaper, jumping, running, playing the piano, (mum) doing in your picture?
carrying a piano, looking out of the window, eating, Two students read the model in their books. In pairs,
watching TV, sleeping, writing, listening, flying, playing students ask each other about their pictures, following
football, closing the window. the model. Students write sentences about their
Optional: Bingo bag: Write the following on 13 separate pictures.
slips of paper: singing, sitting, standing, dancing, eating,
reading, jumping, running, playing, carrying, sleeping, Optional activity
writing, listening. Put the slips in a bag.
Play Action bingo.
Write the following verbs on the board: singing, sitting,
standing, dancing, eating, reading, jumping, running,
Warm-up
playing, carrying, sleeping, writing, listening.
Play What am I doing? Students draw a nine-square bingo board (3 x 3)
Choose a Mime card (see Preparation). Mime the in their notebooks. Students choose nine verbs and write
action and ask What am I doing? Students guess. one verb in each box.
Students stand in a circle. Take out a slip from the Bingo bag (see Preparation).
Divide the class into pairs. Distribute one Mime card to Read the verb out loud.
each pair. One student mimes the action and the other Students cross out the corresponding verb on their bingo
student guesses. boards. Repeat with the remaining slips.
Pairs pass their card to the next pair in the circle. The first student to cross out all the verbs on his/her
Repeat until the cards have made a full circle. board shouts Bingo!
Controlled practice
Wrap-up
Listen and tick () the pictures. 4
Ask students about the pictures: Whats (mum) doing? Dictation
Play Track 4. Tell students that you are going to dictate a story with
Track 4 30 words. Dictate the following: Lucy opens the piano.
Mum! Mum! The mice are dancing inside. They are making a mess
Yes! and having lots of fun. The cat is looking at the piano.
Im bored! I want to play. What are you doing? It is very angry.
Im reading a book. Tell students to count the words and check they have
What? got the right number. Read the dictation again.
Im reading a book.
Oh! And Dad? Write the text on the board and let students correct
Who? their own work.
Dad! Whats he doing?
Hes playing the piano. Answer Key
What? Mum: reading a book, Dad: playing the piano, Lucy and
Hes playing the piano.
Freddie: playing cards
Oh! And Lucy and Freddie?
Who?
Lucy and Freddie! What are they doing? Activity Book
Theyre playing cards.
Page 8, activities 1 and 2.
What?
Theyre playing cards. Key
Oh! But Im bored. 1. reading a book. 2. Where are the twins playing? Theyre
Well, come here then. playing in the bedroom. 3. What is the baby doing? He/She is
sleeping. 4. Where is Dad eating? Hes eating in the kitchen.
Play Track 4 again and check answers: Is mum reading 5. What are the mice doing? Theyre playing.
a book or playing the piano?
EP-T3-U1-0017-0030.indd 22 29/7/08 11:30:50

Students Book Page 9 Number 2. Yellow, brown, blue, pink, orange, purple, green,
red.
In pairs, students take turns calling out colours
Functional language: To play the (recorder), I use and reading the words.Walk around the classroom
(my hands and my mouth). monitoring and correcting the exchanges.
Vocabulary: Piano, flute, triangle, trumpet, violin,
guitar, drum, plant, cushion, rug, picture, flowerpot,
curtain, mirror, sofa.
Optional activity
Play Classify the words.
Materials: Paper.
Divide the board into two halves. Divide each half into
Preparation: Dictation lists: Write the following list four squares. Write the following headings in each of
on a piece of paper: three blue cushions, two red rugs, the four squares: Instruments, Objects in the house,
one purple rug, nine grey mirrors, one pink flowerpot, Actions, Adjectives.
two orange sofas, one yellow curtain, five green Divide the class into two groups. Each group stands in a
plants. Make six copies of the list. line facing its half of the board.
Call out a word from one of the categories.
For example: piano, flowerpot, running, fat.
Warm-up The first person in each line runs to the board and
Play Running dictation. writes the word in the correct category. Continue until
Tape the Dictation lists (see Preparation) around the all students have participated.
classroom. Turn the lists over, so that the writing is The group with the most correct words wins.
facing the wall. Divide the class into equal groups. Optional: Students can play the game in smaller groups
One student in each group runs to a list, reads a phrase with notebooks, sitting at their tables.
and runs back to his/her group. He/She then whispers
the phrase to his/her group members, who write
it down. Print snail
The first group to write the list correctly wins. Read the Print snails question out loud.
Students look at page 6 and count the mice.
Vocabulary presentation (Answer: 9 mice.)
Students look at the pictures in activity 1. Ask students where the mice are. (Answer: one under
Write the names of the instruments on the board. the rug, one under the chair, one behind the flowerpot,
Mime each instrument and say Im the music man and two under the piano, one on the piano, two in the
I can play the (piano).Students repeat and mime with piano, one behind the piano.)
you. Repeat the activity with different instruments.
Wrap-up
Controlled practice Play Music chain.
Listen and number the pictures. 5 Say Im the music man and I can play the piano.
Play Track 5. Students mime playing the instruments as Get a student to add an instrument to the chain: Im
they hear them. the music man and I can play the piano and the violin.
Play Track 5 again. Students number the instruments as Continue with other students. When a student makes
they hear them. a mistake, the chain starts again.
Listen and mime along. Answer Key

1. piano, 2. violin, 3. flute, 4. drum, 5. guitar, 6. trumpet,
Play Track 5 a third time. Students join in with actions. 7. triangle
Track 5 9
The music man
(See Students Book page 9, activity 1.) Activity Book
Listen and play The vocabulary game. 6 Key
Students look at Table 1. maracas , , , tambourine , , , recorder , , ,
xylophone , , , piano, ,
Read the names of the instruments and get students to 1. mouth, hands; 2. To play the maracas, I use my hands.
call out the colours. Repeat with Table 2. 3. To play the xylophone, I use my hands.
Play Track 6. Students listen to the colours and call 4. To play the tambourine, I use my hands.
out the words. 2. plant; 3. recorder; 4. mirror; 5. trumpet;
6. drum; 7. triangle; 8. tambourine; 9. flute; 10. mice;
Track 6 mystery word: incredible.
Number 1. Red, blue, green, pink, orange, purple, brown,
yellow.
EP-T3-U1-0017-0030.indd 23 7/30/08 5:22:36 PM

Students Book Page 10 Ask more questions: Are the children playing their
instruments? Are the people sitting or standing?
Grammar: Present continuous (he/she/they): Read the texts and number the four photos.
The children are playing very well. Then, listen and check your answers. 8
Vocabulary: Concert, instrument, clap; musical In pairs, students read the captions under the photos
instruments. and work out the sequence.
Materials: Optional: CDs with different types of Play Track 8. Students correct their answers.
music (classical, jazz, pop, country, rock, etc.). Play Track 8 again, stopping after each sound effect.
Ask Whats happening? Students reply using the
relevant part of the text from the photo captions.
Warm-up Ask for volunteers to read the text out loud in the
correct order.
Game: Musical mime
Track 8
Mime playing an instrument. Ask What instrument 1. The children are practising for the concert at home.
am I playing? 2. The children are getting ready to play. They are tuning their
Repeat with other instruments. instruments. Lots of people are arriving for the concert!
Choose students to mime playing an instrument and 3. The concert is starting! The music is great. The children are
then ask the question. playing very well.
4. The concert is over. Everyone is clapping.
Vocabulary practice
Connecting to students experiences
Listen and number the instruments. 7
Ask students questions to help them relate the theme
Students look at Students Book page 10. to their own experiences: Have you got a musical
Point to the photo on the left. Say This is the instrument at home? Do you know how to play a
headteacher. Ask Whos the headteacher of our school? musical instrument? Have you ever had music lessons?
Ask students to name the instruments at the top of Do you like classical music? Have you ever been to a
the page. concert?
Play Track 7, stopping after the first section of music.
Ask What instrument is that?
Students number the instrument in the photo.
Wrap-up
Continue, stopping after each instrument.
Track 7 Clapping words
Number 1. (drum) Ask for volunteers to write a list of musical instruments
Number 2. (piano) on the board.
Number 3. (triangle)
Number 4. (guitar)
Point to a word and clap out the syllables, showing
Number 5. (violin) the correct word stress. Say the word and clap again.
Number 6. (flute) Students clap the word. Repeat with other words.
Clap one of the words without indicating which one.
Optional activity Students guess the word.
Multiple intelligence: Music skills Repeat with other words.
Write the names of several musical categories on the Guide to word stress
board: classical, jazz, pop, country, rock, etc. Play short
music clips from CDs that correspond to the categories. vi-o-lin, gui-tar, re-cor-der, tri-an-gle, pi-a-no, trum-pet,
Stop after each clip and ask What type of music is this?
Students guess. tam-bou-rine
Write the following adjectives on the board: excited,
happy, sad, angry, bored. Play the music clips again (in Activity Book
any order) and ask students to choose the adjective that Page 10, activities 1 and 2.
describes how the music makes them feel. Key
1. Ann. 2. hands and her feet; 3. Rick. 4. hands and
his mouth; 5. Kate. 6. Her hands and her feet. 7. Sam.
Developing reading 8. His hands.
Photos from the concert
Students look at the photos of the school concert.
Lead students through each photo: These are photos
of a school concert.
Point to the photo of the audience clapping. Say Look
at the people. Theyre clapping. Write the verb on
the board.
EP-T3-U1-0017-0030.indd 24 29/7/08 11:30:53

Students Book Page 11 Recommendation: Make a sample of each of the
instruments before the class to use as models for the
craft activity.
Functional language: Understanding instructions.
Environmental education
Vocabulary: Craft materials: Tape, rice, crayon, paper,
scissors, can, glass bottle, paint, water, paintbrush, Recycling
glue, balloon, rubber band. Use the opportunity to talk with students about why
recycling rubbish is important for the environment.
Materials: Get students to bring in the following Elicit the types of things that can be recycled and write
materials: Tape, rice, soft drink cans, small glass a list on the board: paper, cans, glass, cardboard, milk
bottles, poster paint, paintbrushes, large tins, large cartons, etc.
rubber bands. Encourage students to suggest ways paper can
be recycled.
Set up a recycling box in a corner of the room, where
Warm-up students can deposit paper used only on one side. Use
Craft vocabulary the paper for classroom activities.
Students put their materials (tape, rice, soft drink cans,
glass bottles, poster paint, paintbrushes, tins, rubber Optional activity
bands) on their desks. Multiple intelligence: Making music
Name different materials and students hold them up: Divide the class into three groups according to their
Show me (some rice). Show me (a tin). musical instruments.
Write the new vocabulary on the board. Clap a rhythm. Repeat it several times. Ask for
Tell students that today they are going to make their volunteers to repeat the rhythm with their instrument.
own musical instruments and make music. Group by group, students repeat the rhythm.
Let students suggest new rhythms.
Developing reading Divide the class into small groups with a mixture of
instruments in each group. In their groups, students
Look and number the instructions. invent rhythms. Groups perform their rhythms for the
Students look at the photos in their books. class. Vote for the best performance.
Read the list of materials for each instrument.
Divide the class into three groups and assign an
instrument to each group. Students memorise the Wrap-up
materials needed to make their instrument.
Say You need (rice) to make this. Students stand up Word dictation
if that material is needed to make their instrument. Dictate the following words to students: tape, rice,
Repeat with other materials. crayon, paper, scissors, can, glass bottle, paint, water,
Tell students that the texts on the right-hand side of paintbrush, glue, balloon, rubber band.
the page are instructions for making the instruments. Students write the words in their notebooks.
Students silently read the texts. Write the words on the board for students to check
Ask for volunteers to read the first block of text out their spelling.
loud. Allow each student to read one line. Students draw a picture for each word.
Ask What instrument is this?
Answer Key
Repeat with the other blocks of text.
2, 3,1
Students match the instruments with the texts.
Note: It does not matter if students do not understand Activity Book
every word in the texts. Encourage them to grasp the
general meaning.
Key
2. People are coming into the hall and they are sitting on
Craft activity the chairs. 3. Shes moving her hands very quickly. 4. Hes
making the sound with his mouth. 5. Now the concert is
The Printers Project
finishing and the people are clapping.
Display the materials at the front of the class.
Students choose one of the instruments on the page.
Students take turns saying what they need to make
their instruments: I need (rice).
Students come to the front of the class and get the
materials they need.
Students follow the instructions for making their
instruments.
Invite individual students to play their instruments.
EP-T3-U1-0017-0030.indd 25 29/7/08 11:30:54

Students Book Page 12
Optional activity
Pronunciation focus: /u: / flute, / / drum Game: Pass the bag!
Vocabulary: Instrument, carnival, steel drum, Make a list on the board: sun, fun, one, cut, duck, bus,
band, parade. cup; two, blue, stool, new, tune, school, glue, true.
Materials: Optional: Red and green paper, small bag. (Note: Change the order of the words in the list.) Write
Preparation: Optional: Cut some paper into 26 small green = flute /u: /, red = drum / / on the board.
squares, half red and half green. Put the paper squares (see Preparation) in a bag.
Students pass the bag around the class. Clap a rhythm
or use a tambourine.
Stop clapping. The student with the bag takes a paper
Warm-up square. He/She says a word containing one of the key
Game: Hangman sounds according to the colour of the square.
Choose one of the following words: flute, shoe, room, Repeat the activity until most students have participated.
music, glue, drum, fun, sun, rug, run.
On the board, draw a line for each letter of the word
and draw the hangmans scaffold. Complete the sentences before you read
Students take turns calling out letters. If the letter is the text.
part of the word, write it in. If it is not, draw part of the Point to the girl in the photo. Say This is Zafra.
body and write the letter on another part of the board. Lets read about Zafra.
Continue until students guess the word or until the Divide the class into pairs. Students circle one of the
hanged man is complete. options to complete the sentences.
Repeat with other words from the list. Check the activity by asking students to read the
sentences out loud.
Pronunciation practice
Read the text and complete the tasks.
Listen, repeat and circle. 9 Students silently read the text.
Students look at activity 1 in their books. Ask if there are any difficult words. Write them on the
Play Track 9. Students follow along, repeat and circle board and discuss the meaning.
the corresponding words. In pairs, students complete the post-reading task.
Track 9 Go over the answers with the class.
Use a red pencil. Circle the following words and repeat: Read the text out loud.
room, room, who, who, shoe, shoe. Ask for volunteers to read it out loud.
Use a blue pencil. Circle the following words:
fun, fun, run, run, under, under. Wrap-up
Use a red pencil. Circle the following words:
Lucy, Lucy, flute, flute, blue, blue. My favourite instrument
Use a blue pencil. Circle the following words:
drum, drum, rug, rug, come, come.
Write the following on the board:
My names and Im from .
Say flute. Isolate and repeat the vowel sound /u: /. My favourite instrument is .
Students repeat. Repeat with all the words. Students complete the sentences and draw a picture
In pairs, students read the words to each other. of their favourite musical instrument.
Answer Key
Developing reading Pre-reading: 1. b; 2. c
Read the text out loud. 10 After-reading: 1. a. band, b. parade, c. love; 2. the music, the
singing, the dancing; 3. hard, complicated.
Play Track 10. Students listen and follow the poem
Track 10 Activity Book
The music room Page 12, activity 1.
(See Students Book page 12, activity 2.) Key
In pairs, students read the poem to each other. 2. two; 3. sun; 4. room; 5. glue; 6. under
Students underline words with the /u: / sound in red Sounds like flute: glue, two, shoe, stool, soup; Sounds like
and the / / sound in blue. drum: under, run, sun, one, cup.
Make two lists of the words on the board.
Ask for volunteers to read the poem out loud.
EP-T3-U1-0017-0030.indd 26 29/7/08 11:30:56

Students Book Page 13 Answer the questions.
Students answer the questions in their books.
Functional language: May I have... please? Divide the class into pairs. Students ask each other
Heres your..., This way, please. questions about their tickets and programmes using the
questions in their books.
Vocabulary: Ticket, programme, row, seat.
Materials: Cutout 3, paper, tape. Free practice
Preparation: Make a sign that says Jukebox.
Role-play: Going to a concert.
Divide the class into groups of three and assign
Warm-up a character from activity 1 to each student.
Game: Running alphabet review Students decide whose programme and ticket to use.
Students practise the dialogue in activity 1, substituting
Divide the board into two halves. the row and seat number for the row and seat number
Write all the letters of the alphabet in random order on on the ticket they have chosen.
each half of the board.
Divide the class into two teams and assign half a board
to each team. Optional activity
Call out a letter. Role-play
A student from each team goes to the board, looks Set up two areas at the front of the classroom, one for
for the letter, rubs it out and returns to his/her seat. the first scene and one for the second.
Award a point to the student who completes the Choose groups to come to the front of the class and act
task first. out the role-play. They can use the programme and ticket
The team with the most points wins. they have made as props.
Encourage students to add to the dialogue if they wish.
Controlled practice
Listen and repeat. 11 Wrap-up

Students look at activity 1 in their books. Designing CDs
Ask Wheres the girl? Accept all logical answers.
Play Track 11. Students point to the characters in Ask students to think of their favourite song in English.
their books. Tell them to design the CD cover for this song. They
should include the song title, the singer and any lyrics
Track 11
they know.
(See Students Book page 13, activity 1.)
Tape the Jukebox sign (see Preparation) to the wall and
Divide the class into three groups and assign a character
tape students CD covers underneath. Invite students to
to each group.
look at each others CDs.
Read the first line of the dialogue. Discuss a possible
movement to accompany the line. Repeat with the Activity Book
other lines. Page 13, activities 1 and 2.
Play Track 11 again. Key
Students stand when their character speaks and mime 1. The Mystery Piano. 2. No, it isnt. Its on Monday.
or move as discussed. 3. 10. 1. At the Rose Stadium. 2. The Animals. 3. K.
your, row, seat, way
Craft activity
Make a ticket and a programme for

a concert.
Students cut out the ticket and programme in Cutout 3.
Students look at activity 2 in their books.
Say Lets make a ticket and a programme for a concert.
To encourage brainstorming, elicit different types of
music (classical, jazz, rock, etc.) and write them on the
board. Students decide individually what type of music
will be played at their concert.
Read the instructions. Students follow line by line.
As students are working on steps 3 and 4, go around
the classroom asking questions based on the text in the
programme and ticket: Whens the concert? Wheres
the concert? What type of music is it? Whos playing?
This will help students clarify their ideas.
EP-T3-U1-0017-0030.indd 27 29/7/08 11:30:57

Students Book Page 14 Make and play a language game.
Grammar: Present continuous (who/what/where): Students cut out the cards in Cutout 2.
Who is eating? What is Freddie eating? Where is Divide the class into groups of three.
Freddie eating? Students read the instructions.
Vocabulary: Eat, play football, read, work, watch TV, Answer any questions and check that all students
friends, mum, dad, brother, sister, children, teacher, understand the instructions.
kitchen, bedroom, living room, classroom, park, Students make sentences and glue them onto a piece
garden. of paper.
The group with the most sentences after 10
Materials: Cutout 2, index card. minutes wins.
Play Mime and guess.
Warm-up Tell students to think of three different actions and
Game: What am I doing? write them down on a piece of paper. For example:
playing( the violin), eating( a sandwich), playing (cards),
Mime one of the following actions: eating, jumping,
playing (choose a sport), watching TV, working, reading, etc.
playing a (choose an instrument), sitting, sleeping, etc. With a partner, students mime the different actions
and ask What am I doing? while their partner guesses what they are doing. When
Repeat with another action. their partner has guessed all of the actions, students
Students take turns miming an action for the class and switch roles.
formulating the question. For a final activity, invite individual students to the front
of the class to mime an action and let the class guess.
Grammar practice
Point to one of the pictures on Students Book page 8. Wrap-up
Say Mum is reading in the living room. Making Wh questions
Write the sentence on the board.
Ask students to close their eyes.
Write Who? on the board. Ask Who is reading in the
Write a positive present continuous sentence on the
living room?
board: Pablo is reading a book. Do not use a pronoun
Circle the answer in the sentence (Mum) and match it
as the subject.
with the word who using a line.
Cover part of the sentence (the subject, the verb or the
Repeat with What? (What is mum doing?) and Where?
object) with an index card.
(Where is mum reading?).
Ask a student to formulate a question about the unseen
Match the questions with the answers. part of the question, using who, what or where: Whos
reading a book?
Students look at activity 1 in their books. Repeat with another sentence.
Ask for a volunteer to read the first question. Students come to the board to write the sentences.
Students match the question with the appropriate
incomplete sentence. Answer Key
Repeat with the other questions. 1. Freddie, 2. a sandwich, 3. in the kitchen.
Complete the sentences. Activity Book
Write Person / Place / Action or Thing on the board. Page 14, activities 1 and 2.
Say A question with who is about a person. Write Note: Students need Cutout 4.
who underneath Person. Key
Repeat with where and what. 2. What; They are playing a game. 3. Who; Dad.
4. Where; In the kitchen. 5. What; She is playing the piano.
6. Where; In the living room.
Optional activity
Game: Stand up/sit down
Divide the class into three teams. Assign a question
word (who/what/where) to each team.
Call out a word or phrase, either a person, a place or an
action.
Students stand up if the word or phrase matches their
teams question word.
EP-T3-U1-0017-0030.indd 28 29/7/08 11:30:58

Answer Key
Circle and Answer: 1. Where, They are in the living room;
Grammar: Present continuous review; contractions 2.What, They are playing instruments; 3. Who, Jack is playing
with the verb to be. the flute; 4. What, Bill is playing the piano; 5. Who, Bill is
Vocabulary: Key vocabulary from the unit. sitting down; 6. Where, The cat is sleeping on the cushions.
Look and rewrite: 2. Were learning English; 3. Im not
clapping; 4. Shes not/ isnt using a computer; 5. Youre sitting
on a chair; 6. Theyre not/ arent doing their homework.
Warm-up
Vocabulary review Activity Book
Choose one of the lexical sets of the unit: musical Page 15, activities 13.
instruments, objects in the house or actions. Key
Students stand in a circle. The first student says a are, is, is, are, are, are; isnt, She, We, arent, arent; Are,
word from the lexical set, for example: piano. The next he, she, Are, Are, they
student repeats the word and adds another: piano, 1. who; 2. where; 3. what
guitar. Continue around the circle. Repeat with another
lexical set. Grammar module: Present continuous
We use the present continuous for actions that are in
Review
progress at the moment of speaking.
The Printers Quiz We form the present continuous with the verb to be
Circle and answer. + verb + ing.
Students look at the first activity. Make true/false Freddie is reading a book. The mice are dancing.
statements about the picture: Bills playing the piano To form a question, we switch the position of the subject
in the kitchen. Students answer true or false. Students
and the verb to be:
circle the correct question words and answer the
The mouse is sleeping. Is the mouse sleeping?
questions. Ask volunteers to read the questions and
answers out loud. To answer a question, we use yes or no, followed by the
Look and rewrite the sentences subject and the verb to be:
using contractions. Is he sleeping? Yes, he is./No, he isnt.
Students look at the language bubbles. Positive Negative
Write several present continuous sentences without
contractions on the board. Use a variety of pronouns I am (Im) eating. I am not (Im not) eating.
You are (Youre) eating. You are not (arent) eating.
and verb forms. Circle the subject and the auxiliary He is (Hes) eating. He is not (isnt) eating.
(to be) in each sentence. Ask volunteers to come to She is (Shes) eating. She is not (isnt) eating.
the board and write the corresponding contractions It is (Its) eating. It is not (isnt) eating.
underneath. We are (Were) eating. We are not (arent) eating.
Students rewrite the sentences in their books using You are (Youre) eating. You are not (arent) eating.
contractions. In pairs, students check each others work. They are (Theyre) eating. They are not (arent) eating.
OR
Youre not eating.
Optional activity Hes not eating.
Whats the sound? Shes not eating.
Divide the class into groups of three or four. Write flute Its not eating.
on the board. Were not eating.
Give the class a minute to think of all the words they Youre not eating.
Theyre not eating.
know that have got the same sound as flute: /u:/.
In their groups, students make a list of the words.
Ask for groups to read their words out loud. Question form Short answers
Award a point for each correct word. Repeat with drum: Am I eating? Yes, I am./No, Im not.
/ /. Are you eating? Yes, you are./No, you arent.
Is he eating? Yes, he is./No, he isnt.
Is she eating? Yes, she is./No, she isnt.
Wrap-up
Is it eating? Yes, it is./No, it isnt.
Class favourite 1/ 5 Are we eating? Yes, we are./No, we arent.
Are you eating? Yes, you are./No, you arent.
Get the class to vote for their favourite song of the unit Are they eating? Yes, they are./No, they arent.
(I want to be a mouse or The music man). Encourage
students to give reasons for their choice.
Sing the song.
EP-T3-U1-0017-0030.indd 29 29/7/08 11:31:00

es
ti
i
vi
t
ac
r
Cr la
oss-cur ricu
Science: Sound pitch Project: Class postbox

Materials: Glass bottles of the same size (3 per group), Materials: Large box, red card, paper, felt tip pens,
plastic containers (1 per group), water, metal spoons. stamps, envelopes.
Directions: Directions:
Tell students they are going to do an experiment on Cover a large box with red card.
pitchhow high or low a sound is. Students decorate the box to represent a postbox.
Divide the class into small groups. Give each group Set up an area with paper, felt tip pens, stamps and
three bottles, a container of water and a spoon. envelopes. Assign each student a post pal in the
Students fill the bottles with different amounts class. Tell students to write letters and draw pictures
of water. to send to their pal. Make sure every student will
Students in the groups take turns tapping the bottles receive at least one letter.
with the spoon. Ask Which bottle has got the highest Students put the letters in envelopes, stick on stamps
pitch? Which bottle has got the lowest pitch? Why? and post the letters in the postbox. At the end of the
(Explanation: The glass with the least amount of water day, choose a student to be the postal worker and
has got the highest pitch. The glass vibrates to produce deliver the letters.
the sound. Water slows the rate of the vibration of the
glass, which means that if there is less water, the glass
vibrates faster, and the pitch is higher.)
Music: Sound safari
Materials: Unbreakable classroom objects.
Directions:
Part 1
Students close their eyes for 20 seconds and listen
carefully for as many different sounds as they can hear
inside and outside the classroom. After 20 seconds,
students open their eyes and write a list of the sounds
they heard. When students have completed their lists,
ask individual students to name one sound. Make a list
of sounds on the board.
Part 2 (Optional)
Give students one minute to make as many different
sounds as they can without using their voices. Students
may use body parts or unbreakable classroom objects.
Then tell students that the class is going to make a
sound safari: each student needs to make a unique
sound.
Go around the class and get each student to
demonstrate the sound he/she is going to make.
No sound should be repeated.
Tell students you are the sound safari conductor. Raise
your hand. Students make their sounds. Students pay
attention to the sounds other students are making.
Lower your hand. Students remain silent.
Divide the class into small groups and get each group
to create and practise its own sound safari composition.
Groups perform their compositions for the class.
EP-T3-U1-0017-0030.indd 30 29/7/08 11:31:52

A b y
usy da
Vocabulary Grammar
Body parts: Present simple:

ankle, arm, elbow, feet, foot, hand, head, hip, knee, leg, I work in a school.
neck, shoulder, wrist You work in a shopping centre.
Verbs: He/She works in a school.
clean, cut, dance, draw, eat, give, go, have, help, jump, We work in a toy factory.
like, listen to, make, paint, play, read, ride, run, see, sell, They make lunch.
serve, sleep, watch, wear, work He/She doesnt work in a cafe.
They dont cook the food.
Professions:
Do you work every day?
bus driver, cleaner, dancer, dentist, doctor, nurse, police
Yes, I do./No, I dont.
officer, salesperson, secretary, teacher, toy maker, vet,
Does he/she read comics?
waiter
Yes, he/she does./No, he/she doesnt.
Places:
bookshop, cafe, clinic, office, shopping centre, shop
Other words:
clothes, curtain, equipment, hat, medicine, piece, puppet,
scissors, shelf, string, table
Whats the matter? It doesnt work. (My shoulder) hurts. Kinesthetic intelligence (pages 32 & 34)
Thats better!
Teaching tip
Rhyming snap. Create a list of rhyming pairs. Make
Reading in English
a card for each word on the list. Mix up the cards and
Students frequently apply the rules of their native then create two equal piles. Turn over the cards until
language (L1) when trying to interpret how words you have got a rhyming pair.
sound. This often results in English words being
mispronounced when they are read. Thus, students Rub out the rhyming pairs. Divide the board in half. Write
need to modify the reading strategies they have the same words on each half of the board. Divide the
acquired in L1. class into teams and assign a half of the board to each
team. Call out a word. A student from each team comes
To help students read in English (using English to the board, finds a rhyming word and rubs it out.
reading strategies), encourage them to observe
the letter combinations that represent the English Complete the word. Write a word on the board, leaving
phonemes. This will help them pronounce the words out the vowels. Students add the vowels. Reverse the
correctly when reading out loud. activity to exclude the consonants and get students to
complete the words.
The English spelling system is not completely chaotic.
There are letter combinations that consistently produce Focusing on rhyming words also provides an
the same sounds. However, many letter combinations opportunity for pronunciation practice. While we focus
are used to make up different vowel sounds and on the letter combinations that make the different
students need to familiarise themselves with these sounds, we can isolate specific vowel sounds and
combinations to become fluent readers concentrate on their correct articulation. Students
in English. hear the target vowel sound while they see the letter
combinations that are used to represent the sound.
Play games with students to help them recognise and Controlled practice with rhyming words thus helps
remember the most common letter combinations. students produce the correct sounds when they read
Rhyming families. Brainstorm words that rhyme. Make out loud. Poems and tongue twisters are especially
a list of the words on the board and underline the appropriate for combining pronunciation practice
letters that produce the rhyming sound. with an awareness of the letter combinations used to
represent key sounds.
Unit 2 A busy day 31
EP-T3-U2-0031-0044 31 29/7/08 11:43:32

Students Book Page 16 Students colour the key according to how they coloured
the puppet.
In pairs, students compare their keys.
Grammar:Present simple (I): I move my feet.
Vocabulary: Neck, shoulder, elbow, wrist, hip, Controlled practice
knee, leg, foot, arm, hand, ankle, head,
connect, move.
Listen and complete. 13
Point to the illustration. Say Look! The puppet is
dancing. Lets learn The puppet song.
Warm-up Play Track 13. Students listen and touch the body parts
as they are mentioned.
Game: Simon says
Track 13
Students stand up. The puppet song
Give students commands using known vocabulary (See Students Book page 16, activity 2.)
(arm, leg, hand, foot, head).
Students respond to instructions only if they are Play Track 13 again. Students complete the lyrics with
preceded by the phrase Simon says: Simon says the missing words.
touch your (arm). Play the song one more time for students to check
Students who respond to instructions that are not their work.
preceded by the phrase are out. Listen and sing the song.
Optional: Play the game adding left and right to the
instructions: Simon says touch your (left foot). Students close their books and stand up.
Allow the winner to call the instructions if there is Play Track 13. Students join in with the song and
time to play the game again. add movements, touching the body parts as they
are mentioned.
Vocabulary presentation
The joints in my body 12 Optional activity
Students stand up. Joints poem
Play Track 12. Touch the body parts as they are Write the following on the board:
mentioned. Students imitate your actions. My is connected to my
__________________ .
__________________
Repeat the activity, naming the body parts without the And my is connected to my
__________________ .
__________________
CD, until students correctly associate the words and And my is connected to my
__________________ .
__________________
body parts. Divide the class into pairs or small groups.

Track 12 Students invent their own verse of the song using all
Find the neck. Colour it red. known vocabulary.
Now find the shoulders. Colour them blue. Students perform their verse for the class.
Find the elbows. Colour them green.
Find the wrists. Colour them yellow.
Find the hips. Colour them orange. Wrap-up
Find the knees. Colour them pink.
And finally find the ankles. Colour them purple. Multiple Intelligence: Kinesthetic intelligence
Play Track 12 again, but this time do not model the Students stand in a circle.
movements. Watch students and check comprehension Call out a part of the body and touch it: hand.
of the new vocabulary. The first student calls out a body part that is connected
to the previous one: wrist.
Listen and colour the parts of the body. 12 Continue around the circle.
Students look at activity 1 in their books. Answer Key
Say Lets colour the puppet. shoulder, wrist, hip, ankle
Play Track 12 again. Students listen and colour in the
body parts. Activity Book
Check the activity with the whole class: What colour are Page 16, activities 1 and 2.
his knees? Repeat with the other body parts.
Key
Colour the key. head, shoulder, neck, hip, arm, leg, hand, foot, wrist,
elbow, knee, ankle
Read the key on the side of the page out loud. 1. shoulder; 2. hip; 3. elbow; 4. wrist; 5. ankle; 6. knee;
Write the words on the board. 7. neck; From top to bottom: 7, 1, 4, 3, 6, 5, 2
Point to one of the words and ask a student to read
it out loud.
Repeat with the rest of the words.
32 Unit 2 A busy day
EP-T3-U2-0031-0044 32 29/7/08 11:43:34

Students Book Page 17 Write the corresponding verbs in the other column:
plays.
Grammar: Present simple (he/she): He/She paints the Answer the questions in your notebook.
puppets. Does he/she...? Write Yes, he does and No, he doesnt on the board.
Vocabulary: Draw, paint, cut, make, play, read, Divide the class into two groups and assign a phrase
dance, like, listen. to each group.
Ask questions about Sam using the picture in activity
2: Does Sam play the guitar? Make sure some of the
Warm-up questions lead to negative answers.
Students answer according to the phrase they have
Song: The puppet song 13 been assigned.
Play Track 13. Students join in with the song and
add movements, touching the body parts as they are Students read the questions in their books and answer
mentioned. them using short answers. Students should write the
answers in their notebooks.
Grammar practice: Present simple Read the questions in the book out loud and ask
students to read the answers they have written.
Listen and match the toy makers with
the actions. 14
Students look at the pictures in activity 1. Elicit the
characters names: Look at number (1). Whats Students draw a picture of their bedroom. In a circle,
(his) name? students hold up their pictures and say what they have
Tell students that everyone in the puppet factory has got in their rooms. Use this information to ask about
got a different job. students hobbies: Miguel, I see that you have got a
Point to one of the pictures in the middle. Say Someone computer. Do you play computer games?
paints the puppets. Repeat with cuts the pieces, makes
the clothes, draws the models.
Play Track 14. Students match the people with Optional activity
the actions. True or false?
Track 14 Make statements about Sam based on the picture. Some
Luke, Anna, Sam and Claire work in a toy factory. of the statements should be incorrect:
They make puppets. Sam plays baseball. Students say True if the statement is
Number 1. Sam draws the models. correct and False if it is not.
Number 2. Luke cuts the pieces of wood. Let students make the statements.
Number 3. Anna paints the puppets.
Number 4. Claire makes the clothes.
Check answers: Who draws the models? Wrap-up
Play Track 14 again, pausing after each line.
Students repeat the line. Make sure that they Game: Word snake
pronounce the final s. Copy the following word snake onto the board:
makeswritescutsdrawslikesplayspaints.
Look and write the names. Students write a list of the verbs in their notebooks.
Students complete the activity. Students write sentences using the verbs.
Ask for volunteers to read the sentences out loud. Encourage them to invent information about Claire
or Luke.
Controlled practice
Answer Key
Look at Sams room and say what he 1. Sam, 2. Luke, 3. Anna, 4. Claire
does.
Activity Book
Students look at the picture and name everything they
can see in Sams bedroom.
Divide the class into pairs. Give students one minute Key
to look at the illustration. Students close their books. cuts, draws, paints, makes; 2. Luke cuts; 3. Anna paints; 4.
Claire makes
Students make a list of all the things they can
1. she doesnt; 2. Does Anna; Yes, she does. 3. Does Anna
remember seeing in Sams bedroom. dance; Yes, she does. 4. Does Anna play; No, she doesnt.
Divide the board into two columns. 5. Does Anna; Yes, she does.
Ask students how many items they remembered
and write a list in the first column on the board.
Help students make sentences with the words on the list:
guitarSam plays the guitar.
EP-T3-U2-0031-0044 33 29/7/08 11:43:34

Students Book Page 18 Controlled practice
Read and circle T (True) or F (False).
Grammar: Present simple (he/she/they): Albert makes Students silently read the sentences and circle
two puppets. The puppets dance. the options.
Vocabulary: Winter, toy fair, toy maker, puppet, Read the first sentence out loud. Students call out
string, workshop, surprised, run, jump, dance, make, the answer. Continue with the rest of the sentences.
run away; body parts. Encourage students to make more true/false sentences
about the story.
Warm-up Optional activity

Review: Toy survey Multiple Intelligence: Kinesthetic intelligence
Ask students if theyve ever been to a fair. Elicit some The puppet master
things that you can see at a fair: animals, games, food. Invite two students to the front of the class.
Write Toy fair on the board. Say Youre puppets.
Elicit a list of toys and write them on the board: puppet, Point to the places on their bodies where they have
ball, kite, train, teddy bear, etc. got strings (shoulders, elbows, wrists, knees, hips,
Students vote for their favourite toy. ankles, neck).
Stand behind them as if you were holding their
Predicting strings. Give instructions: Move your right shoulder.
Students move only the named part.
Story: The dancing puppets, part 1 15 Say Rest. Students go back to a neutral position.
Read out the title of the story. Students look at the Continue giving instructions. Coordinate body parts:
pictures on pages 18 and 19 in their books. Move your left elbow and your right knee.
Point to the pictures and ask questions. Let students Divide the class into groups. Students play the game,
guess the answers, even if they are incorrect: taking turns being the puppet master.
Puppets: Are these puppets or children?
Man with beard: Who is he?
Dancing puppets: What are they doing? Wrap-up
Ask What do you think the story is about?
Story sequencing
Students make predictions about the story.
Write the following sentences on the board in random
order: Albert makes the girl puppet. Albert makes the
Developing reading
boy puppet. The puppets suddenly jump up in the air.
Play Track 15. Students follow the story in The puppets dance around Alberts workshop. Albert
their books. says Stop! The puppets open the door and run away.
Pause the recording after each paragraph to ask Students work in pairs and number the sentences to
general comprehension questions: sequence the story.
Is Albert a toy maker? Is Albert busy? How many Ask pairs to read out the sentences in the correct order
puppets does Albert make? Do the puppets dance? while students check their work.
Track 15 Students copy the sequence into their notebooks.
The dancing puppets, part 1
Answer Key
1. F, 2. T, 3. T, 4. F, 5. T
Students silently read the story in their books.
Ask students to underline all the words for the parts Activity Book
of the body. Page 18, activities 13.
Ask students to come to the front of the class one by Key
one without their books. Each student writes one of the 1. puppet; 2. strings; 3. shelf; 4. hat; 5. curtain; 6. pieces;
body part words from the story. The rest of the class 7. scissors; 8. table
checks the spelling. hips, shoulder, ankle, leg, hand, head, arm, neck, knee,
Ask for volunteers to take turns reading out loud. Help elbow, wrist, foot
elbows; hasnt got any ankles; hasnt got any wrists; hasnt
them with the difficult words. got any knees
Ask Wh questions about the story: Whos Albert? What
does he make? Why are the puppets special? Where do
the puppets go?
EP-T3-U2-0031-0044 34 29/7/08 11:43:35

Read and number the sentences.
Grammar: Present simple (he/she/they): Albert plays Students number the sentences according to the story.
the violin. The puppets dance. Students compare their answers in pairs.
Vocabulary: Fair, violin, song, dance, jump up, spin, Call pairs to the board. One student dictates the
cheer, clap, sad, excited, busy, tired, happy. sentence. The second writes it out on the board.

Play True or false?
Review: The puppet song 13
Divide the class into two teams. Students close their
Play Track 13 to remind students of the song. books. Make a statement about the story. It can be
Say Lets be puppets. Decide on a series of actions true or false. Ask a student in team A to respond: True
to accompany each line. Students should move in or False. Award a point if the answer is correct. Repeat
a puppetlike way. for team B. Continue making statements until most
Play the song. Students sing and move. students have responded. The winner is the team with
the most points.
Review
Story: The dancing puppets, part 1
Ask questions to remind students about what has Moral and civic education
happened in the story so far: Whos Albert? What Ask Why do you think the puppets ran away? Why did
does Albert make for the winter toy fair? Why are the they come back to Albert? Is Albert like a father to the
puppets special? Where do the puppets go? puppets? Why or why not?
Read the story sequence from the Wrap-up activity in Make two columns on the board:
the previous lesson. With Albert / Without Albert.
Elicit from students what the puppets had with Albert
Critical thinking: Predicting (food, clothes, a bed, security) and write the list on
Students look at the pictures on page 19 and make the board. Ask students if the puppets had these
guesses about what they think happens to Albert and things without Albert. Now elicit what the puppets had
his puppets. without Albert (freedom, no rules) and write the list
on the board.
Ask If you were the puppets, which life would you
Developing reading prefer? Students explain their answers.
Story: The dancing puppets, part 2 16
Wrap-up
Play Track 16, pausing the recording after each
paragraph. Students listen and follow along in their Write a story review.
books. Write the following on the board:
Ask yes/no questions after each paragraph: Is Albert This story is called .
__________________________
happy? Does he see the puppets? Does the girl puppet There are characters in the story.
______
play the violin? My favourite character is .

__________________
Track 16 I like/dont like this story because it is . __________________________
The dancing puppets, part 2 Give students a selection of adjectives to choose from:
(See Students Book page 19.) funny, interesting, exciting, boring, sad, happy, silly.
Students copy the review onto pieces of paper and
Students silently read the story in their books and complete the sentences with their own ideas.
underline all the verbs that end in s. Collect the story reviews and keep them.
Ask for volunteers to take turns reading out loud.
Tell them to be especially careful in pronouncing the Answer Key
final s in the verbs they have underlined. 4, 5, 1, 3, 2
Ask general comprehension questions about the story: Activity Book

Why is Albert sad on the day of the fair? What does Page 19, activities 1 and 2.
the girl puppet give Albert? Do the children like the
Key
dancing puppets? How do you know? Do the puppets arrives; sees; smile; plays; dance; move; makes
run away at the end of the story? sees, gives, go, dance, makes, plays, like, jump, run; makes,
jump, run, sees, gives, plays, dance, like, go
EP-T3-U2-0031-0044 35 29/7/08 11:43:35

Students Book Page 20 Circle the correct options.
Students complete the activity in their books
Grammar: Present simple (he/she/they): He eats individually.
breakfast. They go to the shop. Write Albert and The puppets on the board.
Students come to the front and write the verbs under
Vocabulary: Eat breakfast, go to the shop, make
the appropriate heading.
lunch, sleep, play games, dance, watch TV, draw, ice
cream, pizza, picture, cinema, football. Cut out and glue the activities.
Materials: Cutout 1. Direct students attention to Cutout 1. Tell students to
choose three activities for Albert and three activities for
the puppets.
Warm-up Students glue the chosen activities into their books.
Review: Present simple Draw pictures of the activities in your
Write Every day on the board. notebook.
Ask students what they do every day: I go to, Ask individual students about their choices: What does
I have, I eat, I wash my, I read Albert do on Sundays? What do the puppets do?
Make a mind map on the board with students ideas. Students write the headings Albert and The puppets in
their notebooks. They draw pictures for the activities
Grammar presentation: Third person s they have chosen.
Listen and circle the correct options. 17 Invite students to come to the front of the class and
talk about their pictures.
Ask individual students What do you do on Saturdays?
S1: I play with my friends.
Relay the information back to the class: He/She plays Optional activity
with his/her friends. Stress the pronoun and the final More Sunday activities
s on the verb. When two students supply the same Students draw two more pictures for Alberts activities
answer, point to them and say They play with their and two more for the puppets.
friends. Stress the pronoun and the verb. Students write sentences under each picture.
Ask for volunteers to read their work out loud.
Students look at activity 1 in their books. Tell them
Display students work around the classroom.
these are some of the things that Albert and the
puppets do on Saturdays.
Read the options with the class. Wrap-up
Play Track 17. Students circle the options.
Mime dictation
Track 17
On Saturday, Albert eats breakfast at eight oclock. Write Albert and The puppets on the board.
The puppets go to the shop to buy the food. Mime an activity (play the violin).
At one oclock, the puppets make lunch. Students interpret the mime and write a sentence:
After lunch, Albert sleeps on the sofa and the puppets Albert plays the violin.
play games. Repeat with different mimes: dance, jump, sleep, make
In the evening, the puppets dance around the house and
a puppet, watch TV, etc.
Albert watches TV.
Ask individual students to come to the front and write
Ask questions about Albert and the puppets: Does out a sentence. Correct the sentence if necessary.
Albert (eat breakfast) on Saturdays? Do the puppets The rest of the class checks their work.
(sleep on the sofa)? Answer Key
1. eats, 2. go, 3. The puppets, 4. sleeps, 5. Albert
Controlled practice
Students read the model in their books. Ask them Activity Book
to explain when eat and eats are used. Page 20, activities 1 and 2.
Make true/false statements about Albert or the Key
puppets: The puppets play the violin. 2. Does your dad clean the kitchen? 3. Do you play games
Students say True or False. with your family? 4. Do your mum and dad work? 5. Do you
have lunch with your granny?
Divide the class into pairs. Students take turns making 3. eat/dont eat; 4. watch/dont watch; 5. read/dont read;
true/false statements about Albert and the puppets. 6. go/dont go; 7. ride/dont ride
Remind them to use the final s in statements
about Albert.
EP-T3-U2-0031-0044 36 29/7/08 11:43:35

Play Word dominoes.
Grammar: Present simple (they): They sell books. Students cut out the dominoes in Cutout 2. Divide the
Vocabulary: Check, serve, help, sell, examine, class into pairs. Students mix up their dominoes and
salesperson, waiter, vet, dentist, doctor, police officer, distribute them.
busy, noise, shopping centre, teeth. S1 places a domino in the middle. S2 tries to make
Materials: Cutout 2, a large ball. a word using his/her dominoes.
Students take turns placing dominoes to make words.

Game: Ball dictation Game: Clapping words
Throw a ball to a student. The student with the ball Ask a student to come to the board. Say a word from
dictates a word or short phrase to the rest of the class. this unit (a body part or a profession): doctor. The
Students write down the word or phrase in student writes the word on the board. Repeat with
their notebooks. different students and words until there is a list of new
The student with the ball throws it to another student, vocabulary on the board.
who dictates a new word or phrase. Continue until 10 Point to one of the words. Say it out loud, clapping with
students have participated. each syllable: dctor. Emphasise the stressed syllable
Ask students to dictate the words or phrases back to with a stronger clap. Students join in. Continue with
you and write them on the board. other words.
Students correct their work. Ask What word is this? Clap a word. Students supply
possible answers. Divide the class into small groups.
Students take turns clapping out words.
Poster 2 18
Hold up the Profession poster cutouts one by one and Wrap-up
name the jobs. Students repeat. Game: Hangman
Display the cutouts around the classroom. Ask Wheres Choose a vocabulary word from the unit. On the board,
the (doctor)? Students point to the relevant cutout. draw a line for each letter of the word and draw the
Play Track 18. Students point to the corresponding hangmans scaffold.
cutouts as they hear the words. Students take turns calling out letters. If the letter is
part of the word, write it in. If it is not, draw part of the
Track 18
The busy song body and write the letter on another part of the board.
(See Students Book page 21, activity 1.) Continue until students guess the word or until the
hanged man is complete.
Controlled practice Answer Key
Listen and label the pictures. 18 Waiters, Police officers, Salespeople, Vets, Dentists,
Doctors
Point to the pictures in activity 1. Ask Whats his/her
job?/Whats their job? Activity Book
Ask questions about the professions based on the song:
Does the doctor sell books and toys?
Students label the pictures. Key
1. dentist; 2. salesperson; 3. vet; 4. waiter; 5. police
Listen and sing the song. officer; 6. doctor
Play Track 18. Students follow along in their books. 4, 6, 3, 2, 5
dancer, teacher, bus driver, waiter, police officer
Play Track 18 again. Students join in with the profession
words and the chorus.
Play the song again. Students join in.

Write shopping centre on the board. Elicit the names
of shopping centres that students are familiar with. Ask
individual students when was the last time they were at
a shopping centre and what they bought. Make a list of
the things they bought on the board.
EP-T3-U2-0031-0044 37 29/7/08 11:43:36

Students Book Page 22 Invent a riddle for the class, including a positive and a
negative statement: She doesnt work outside. She sells
books. Whats her job?
Grammar: Present simple (he/she/they): He/She Divide the class into pairs. Ask them to look at the list
works. He/She doesnt work. They work. They dont of professions in their books.
work. Play Track 19. Stop after the first riddle. In pairs,
Vocabulary: Clinic, shopping centre, cafe, shop, students circle the profession on their lists.
office; professions. Play Track 19 again. Students write the answer in
their books.
Track 19
Warm-up 1. He works in a cafe. He serves food and drinks. He wears
special clothes. Whats his job?
The busy song 18 2. She works in a clinic. She checks peoples teeth. She wears
Students look at the pictures on Students Book a white coat. Whats her job?
page 21, activity 1. 3. He works in a shop. He sells books and magazines. Whats
Divide the class into groups and assign a profession his job?
4. He takes care of animals, like dogs, cats and parrots.
to each group. Students decide how to mime He doesnt give medicine to people. He gives medicine to
their profession. animals. Whats his job?
Play Track 18. The groups stand up and mime 5. She works in the shopping centre. She helps people and
the verse about their profession. The other groups stops thieves. She wears a uniform. Whats her job?
continue singing. 6. She works in a clinic. She examines sick people and gives
them medicine. She wears a white coat. Whats her job?
Track 18
The busy song Consumer education
Ask students if they receive pocket money from their
Developing reading
parents. If so, ask them how much money they receive.
Where do they spend their money? What do they buy?
Read and label the texts. Is it difficult for them not to spend all of their pocket
Students look at pages 22 and 23. Say Lots of people money right away?
work in the shopping centre. Talk about the importance of spending money carefully
Read the first text out loud. Ask Whats her job? and saving money.
Ask for volunteers to read the text about the vet out
Wrap-up
loud. Assign a sentence to each student. Ask
Whats his job? Game: Spelling competition
Continue with the other blocks of text. Divide the class into two teams.
Students label the texts with the corresponding jobs. Say a profession: dentist. The members from team A
Label the shops on the map. spell the word, saying one letter each: S1: D, S2: E,
S3: N, etc.
Students read the texts and underline with pencil Repeat with a different word for team B.
the place where each person works. Award a point when a word is spelled correctly.
Point to one of the shops. Ask Who works here?
Students reply with the profession. Ask Whats this Answer Key
place called? From left to right, top to bottom: Doctor, Waiters, Police
Students label the map. officers, Toy maker, Vet, Salesperson, Dentist.
1. Waiter, 2. Dentist, 3. Salesperson, 4. Vet, 5. Police
officer, 6. Doctor
Optional activity
Poster 2 Activity Book
Ask students to identify the places in the poster. Page 22, activities 1 and 2.
They identify the Profession poster cutouts.
Key
Students place the cutouts on the correct parts of the 1. Doctors work in a clinic. 2. Police officers help people.
poster. Ask questions: Where do the (doctors) work? 3. Vets dont give medicine to people. 4. Teachers dont
Where does the (salesperson) work? sell toys.
Im a waiter. I work in a cafe. I serve food and drinks. Im a
vet. I help animals.
Grammar review: Present simple
Listen and write the jobs. 19
Make true/false statements about the people
in the photos: The dentist cleans teeth. Ss: True.
The salesperson doesnt sell books. Ss: False.
EP-T3-U2-0031-0044 38 29/7/08 11:43:36

Students Book Page 23 Developing writing
Grammar: Present simple (I/you): Do you work every Brainstorm a list of the different places in the school:
day? Yes, I do./No, I dont. classroom, gym, hallway, playground, kitchens,
Vocabulary: Work, sell, make, help, serve, give, headteachers office.
wear, food, medicine, special clothes; professions. On the board, list different jobs within the school:
Materials: Paper, bag. teacher, headteacher, cleaner, secretary, cook,
caretaker.
Preparation: Make four identical lists, each with Relate the jobs to the places in the school: Who works
the following words: dentist, doctor, toy maker, in the kitchens? Who works in the gym?
salesperson, police officer, vet, waiter, teacher. Cut
up the lists to separate the words. There should be Divide the class into small groups and assign each
one profession per student, and make sure that each group an employee who works in the school.
profession has got one matching pair. Students prepare a questionnaire for the interview.
They can use the questions in activity 1 or invent some
questions of their own.
Warm-up Students interview the school employee. They can take
a photo of him/her or draw his/her picture.
Class job survey After the interview, students use the answers to write
Ask students Whats your favourite job? a short text about the persons job. They can use the
Make a list of jobs on the board. texts in their books as models.
Help students with new vocabulary if necessary: Display the finished work around the classroom.
nurse, firefighter, cook, secretary, dancer, etc.
Students vote for their favourite job. Wrap-up
Announce the class favourites.
Game: Guess my job
Moral and civic education Write a profession on a piece of paper. Say Guess my
Working together job.
Ask students what their parents do for work and write Divide the class into two teams and award each team
the jobs on the board. Talk to the class about the 10 points.
importance of all work. Explain that although some jobs Teams take turns asking questions: Do you work
are more highly paid than others, it does not mean they outside? Do you help people?
are more important. When the teams think they know the profession, they
ask Are you a... ?
Controlled practice
Give a point for every correct guess and deduct a point
Choose a job and interview a classmate. for every incorrect guess.
Students look at page 23. Review the information Activity Book
in the blocks of text: Who works in the (toy shop)?
Whats (his/her) job? Page 23, activities 1 and 2.
Students choose a job.
Divide the class into pairs. Students take turns
interviewing each other and writing the answers.
Optional activity
Game: Find your partner
Put the cut up lists of professions (see Preparation) in a
bag.
Each student takes a piece of paper out of the bag. He/
She should not show anyone what it says. The aim of
the game is find another student who has got the same
profession.
Students take turns asking each other questions in order
to find the student with the same profession: Do you
work in a restaurant? Do you sell things?
Once pairs are formed, they sit next to each other.
Continue until all the partners have been found.
EP-T3-U2-0031-0044 39 29/7/08 11:43:36

Role-play: Going to the toy hospital. 20
Functional language: Whats the matter (with your Students look at activity 3 in their books.
puppet)? His/Her (knee) doesnt work. Lets put a Play Track 20. Students follow the dialogue.
plaster on his/her (knee). Thats better.
Track 20
Vocabulary: Body parts, professions, everyday (See Students Book page 24, activity 3.)
actions.
Ask volunteers to read the text out loud.
Materials: Cutout 3, butterfly clips, hole punch, Ask students to imagine that their puppets are not well.
white stickers.
Say Use a red pencil to colour the part of the body
that hurts.
Ask a student Whats the matter with your puppet?
Warm-up
Continue with the role-play.
I need strings! Tell the student that he/she must now be the toy
Draw a picture of a puppet on the board. doctor. S1 asks the student on his/her right Whats
Say The puppet needs strings. the matter with your puppet? They continue with the
Ask a student to come to the board, draw one of the role-play. Continue in a chain around the class until all
strings and say where it goes: This string is connected students have spoken.
to (the shoulder). Divide the class into pairs. Assign a role to each student.
Continue until all the main joints have got strings. Give the doctors the stickers to use as a plaster.
Students act out the role-play using their puppets.
Craft activity
Make a puppet. Optional activity
Students select Cutout 3. Grammar review: Third person s
Say to the class Lets make a puppet. Read the Point to the illustration in activity 3 and say
instructions out loud and clarify any doubts. The puppet isnt well. Write on the board: His knee
Students draw and colour clothes on the puppet doesnt work.
and cut out the pieces. Borrow a puppet from a student. Say Oh dear! This
Encourage students to share the classroom materials puppet isnt well. His arms dont work.
and ask for help using English: Pass the scissors. Write on the board: His arms dont work.
Go around the class helping students make holes Underline the verb and auxiliary in each sentence. Ask
in the small circles. (Tip: To reinforce the circles, place students why they are different. Prompt by pointing to
a piece of tape over the circle before you punch the the singular and plural subjects.
hole.)
Students assemble the puppets. As they work, ask
questions to help them assemble the puppet, for Connecting to students experiences
example: Is the leg connected to the hip? Ask students who have broken a bone to raise their
hands. Ask them to show the class where they broke the
Developing writing bone.
Make notes about your puppet.
Students look at activity 2 in their books. Wrap-up
Ask individual students questions to elicit the
information: Whats your puppets name? How old is Puppet roleplay
he/she? Whats his/her job? Whats his/her favourite Give students time to practise their role-play. Encourage
animal? What does he/she do every day? them to use body language and facial expressions as
Encourage students to ask each other the questions. they speak.
Students complete the notes about their puppets Ask for volunteers to act out their role-play for the rest
individually. of the class.
Students vote for their favourite performance.
Present your puppet to the class.
Read the text in the book out loud. Activity Book
Ask students to prepare a short text using the notes Page 24, activities 1 and 2.
they have already made. Key
Invite students to present their puppet to the class 2. ankle; 3. knee; 4. elbow; 5. shoulder; 6. head
by reading their texts out loud. toy, doesnt, arms, legs
EP-T3-U2-0031-0044 40 29/7/08 11:43:36

Complete the sentences before you read
the text.
Pronunciation focus: /i:/ green, /e/ red Point to the dancer. Ask Whats her job?
Vocabulary: Dance, theatre, cancan; body parts. Divide the class into pairs. Students circle one of the
Materials: White paper (2 pieces per student). options to complete the sentences.
Students silently read the text. They circle all the body
Warm-up
parts in the text and underline the actions.
Game: Green and red Clarify unknown vocabulary.
Write the words green and red on the board. Listen to the music and clap. Listen again and
Students think of things that are these colours, for do the dance. 23
example: pear, apple, grapes, leaf, flower, heart, grass,
strawberry. Play Track 23. Students clap to the rhythm.
Provide vocabulary as needed. Elicit the words and write Play the track again. Students perform the dance routine.
them on the board. Track 23
Students copy the words into their notebooks and draw (Cancan music)
a coloured picture next to each one.
Optional activity
Pronunciation practice Rhyme booklet
Listen, repeat and match. 21 Write pen on the board. Elicit words ending in en.
Make a list on the board: men, chicken, ten.
Write green on the board. Read the word out loud.
Give each student two pieces of paper.
Then isolate and repeat the vowel sound /i:/. Students
Students fold the paper to make a four-page booklet.
repeat the sound.
They cut the first three pages in half vertically. The last
Write red on the board. Read the word out loud. Then
page should be twice as wide as the other pages.
isolate and repeat the vowel sound /e/. Students repeat.
On the last page students write en and they write letters
Students look at activity 1 in their books. Play Track 21. on the short pages: p, chick, t. By turning the pages,
Track 21
words are formed.
Point to the word green. Say green. Point to the word feet. Students illustrate
Say feet. Point to the word teeth. Say teeth. Point to the their rhyme
word knee. Say knee. Point to the word see. Say see. Point booklets.
to the word three. Say three. Point to the word red. Say red.
Point to the word neck. Say neck. Point to the word leg. Say chick
leg. Point to the word bed. Say bed. Point to the word head.
Say head. Point to the word ten. Say ten.
Find the word green: green. Now draw a line from green to feet,
green to teeth, green to knee, green to see, green to three. Wrap-up
Find the word red: red. Now draw a line from red to neck, Play Standing green, standing red.
red to leg, red to bed, red to head, red to ten.
Divide the class into two groups. Assign green to one
Play Track 21 again. Students check their work. group and red to the other.
Call out words containing one of the two key sounds:
Developing reading /i:/ or /e/.
The green group stands up when a word with the /i:/
Read the poem out loud. 22
sound is called out, and the red group stands up when
Students look at activity 2 in their books. the /e/ sound is called out.
in their books. Answer Key
Pre-reading: 1. b; 2. b
Track 22
After-reading: Circle: 1. feet, 2. hands, hips, 3. knees, 4. leg,
The monster poem
(See Students Book page 25, activity 2.) 5. feet, 6. knees, 7. leg, 8. feet. Underline: 1. Stand, 2. Put, 3.
Bend, 4. Jump, kick 5. Put, 6. Bend, 7. Jump, kick 8. Put
In pairs, students read the poem to each other.
Then they underline the words with the /i:/ sound Activity Book
in green and the words with the /e/ sound in red. Page 25, activity 1.
Elicit the words and write them on the board. Key
Ask for volunteers to read the poem out loud. Green: knee, tree, read, feet, bee, sleep, jeans, teeth;
Red: bed, leg, head, ten, neck, pen, bread, tent
Sounds like knee: read, feet, bee, sleep, jeans, teeth
Sounds like bed: head, ten, neck, pen, bread, tent
EP-T3-U2-0031-0044 41 29/7/08 11:43:37

Students Book Page 26 they), the auxiliary verbs (does, do, doesnt, dont) and
verbs in the present simple (play, plays, live, lives, like,
likes) on the board in random order.
Grammar: Present simple (all forms): I live in Brazil. Students come to the board and match the pronouns
He/She/It doesnt work. Do they come to our house?
with appropriate verbs and auxiliaries to form sentences.
Vocabulary: Live, work, dance, eat, play basketball, Read the instructions of the language game and clarify
come, hospital, theatre, parrot. where necessary.
Materials: Cutout 4, index cards. Students complete and cut out the word cards from
Preparation: Optional: Action cards: Write the Cutout 4.
following words/phrases on separate index cards: do, Students play the game in pairs. Students read out the
does, doesnt, dont, he, she, they, I, you, it, eat all sentences they have formed.Students can glue their
day, eats all day. Prepare three identical sets of cards. sentences into their notebooks and illustrate them.
Optional activity
Warm-up Sentence chain
Place the Action cards (see Preparation) face down
Question time!
on a table.
Ask students yes/no questions: Do you live in? Ask a volunteer to turn over a card (doesnt).
Do you like...? Include third-person questions: S1 stands with his/her card in front of the class.
Does your mum work in a (hospital)? Ask a second student to turn over a card. If S2s card
Ask students to write three similar questions. can be used to form part of a sentence with S1s card
Students ask and answer each others questions. (eat all day), he/she stands next to S1.
If S2s card cannot be used (we), S2 sits down.
Grammar review Once a sentence has been formed, students sit together.
Read and underline the verbs. Continue until there are no more cards on the table.
Divide the class into three groups. Students play the
Ask for volunteers to read the text out loud, reading
game in their groups.
at least one complete sentence each.
Students underline in red the verbs ending in s.
Make a list on the board.
Students underline in blue the verbs that do not end in Wrap-up
s. Make a list on the board. Magic word square
Write the subject pronouns from the text (I, he, she, it,
Copy the following square on the board:
we and they) to the left of the lists of verbs.
Ask students to match the pronouns with the verbs A S T N E T
following the information in the text. B E A C H D
Ask When do we add s to the verb? Point to C A Y R D A
the subject pronouns he, she and it to prompt the S R L I O N
correct answer. T E E V E C
Complete the table with the verbs from the text. Students copy the square into their notebooks.
Students complete the table. Explain that in the first Give students five minutes to make as many words
column they should write the verbs exactly as they as they can, using the letters in the square. The letters
appear in the text, next to the corresponding pronouns. they use to make a word must be touchingvertically,
In the second column they should mark whether horizontally, diagonally, up or down: bear, dance, see,
the verb has got an s or not. In the third and fourth live, etc.
columns they should write the verb in its negative and Answer Key
question forms. Text: live, works, dances, eats, play, come.
Ask students to look through the unit for negative and Table: She dances, It eats, They come; She doesnt dance, It
question statements. doesnt eat, We dont play, They dont come; Does he work?,
Write on the board: Does Sam play football? Do you Does she dance?, Does it eat?, Do we play?, Do they come?
sell things? She doesnt sell pets. They dont work
in a shop.
Ask Do we add s to the main verb for negative Activity Book
sentences and questions? Page 26, activities 1 and 2.
Note: Students need Cutout 5.
Controlled practice
1. makes; 2. like; 3. work; 4. lives; 5. eat; 6. like;
Make and play a language game. 7. wear; 8. sell; 9. reads; 10. swim
Write the subject pronouns (I, you, he, she, we, you,
EP-T3-U2-0031-0044 42 29/7/08 11:43:37

Students Book Page 27 In pairs, students take turns writing one of the words
on their partners back. The partner guesses the word.
Grammar: Present simple review. Answer Key

Circle:1. work, 2. dances, 3. Does, 4. Do, 5. Work, 6. dont, 7.
Vocabulary: Key vocabulary from the unit.
doesnt, 8. work, 9.s got, 10. work.
Materials: Rolls of toilet paper. Complete: Jobs: police officer, vet, salesperson, dentist,
doctor, toy maker. Parts of the body: neck, leg, feet, head,
elbow, ankle, hip, wrist, shoulder.
Warm-up Write: 1. knee, tree, we, bee; 2. head, red, Ted, bread; 3. eat,
Game: Word chain meat, seat, feet; 4. pen, Ken, when, den.
Say a word from this unit: clinic. S1 says a word starting Activity Book
with the last letter: cafe. S2 continues: eat.
Continue until all students have participated. Page 27, activities 1 and 2.
Note: Students should not repeat words. Key
works, works, work, work; I, dont, He, doesnt, work,
Review work, You, dont; I, Do, he, Does, work, we, Do, work, Do; 1.
work; 2. doesnt work, works; 3. dont work, work; 4. works;
The Printers Quiz 5. dont work, work
Circle the correct options.
Grammar module: Present simple
Students circle the correct words.
Volunteers read the answers out loud. In this unit, the present simple is used to talk about
routines, repeated actions and everyday life.
Complete the table.
Positive
Students complete the lists.
Go around the class finding out how many words Form the present simple with the subject + verb:
students can think of for each category. I live in Brazil. They make lunch.
With he, she and it, add s or es to the verb:
Write the words that rhyme. John lives in Chicago. Mary goes to school. It works.
Write me, bed, feet and ten on the board. Negative
Students say words that rhyme with each word.
Write the words next to their partners. To form the negative, use the auxiliary do/does + not:
Students do the activity in pairs. I do not/dont live here. He does not/doesnt work.
Use dont with I, you, we and they.
Play At the doctors. Use doesnt with he, she and it.
Divide the class into pairs and assign a role to each Question form
student: doctor or patient. Patients decide which parts
of their body hurt. To form a question, use the auxiliary do/does:
Distribute rolls of toilet paper to the doctors for them Do you live in Mexico? Does he like football?
to use as bandages. To answer a question, use yes or no, followed by
Students act out the role-play following the script the subject and the positive or negative auxiliary:
in their books. Yes, I do./No, I dont. Yes, he does./No, he doesnt.
Positive Negative
Optional activity
I work. I do not/dont work.
Letter s poem You work. You do not/dont work.
Write the following verse on the board: He works. He does not/doesnt work.
Learn this verse so you know best She works. She does not/doesnt work.
When to add the letter s. It works. It does not/doesnt work.
Sometimes the verb needs an extra bit, We work. We do not/dont work.
You work. You do not/dont work.
So add the s with he, she and it. They work. They do not/dont work.
With he doesnt and does he? put the s away.
And theres no s with I, you, we or they. Question form Short answers
Ask When do we add the letter s? Do we add the s with Do I work? Yes, I do./No, I dont.
negative sentences and questions? Do you work? Yes, you do./No, you dont.
Does he work? Yes, he does./No, he doesnt.
Does she work? Yes, she does./No, she doesnt.
Wrap-up Does it work? Yes, it does./No, it doesnt.
Back writing Do we work? Yes, we do./No, we dont.
Do you work? Yes, you do./No, you dont.
Ask students to call out words they have learned in this Do they work? Yes, they do./No, they dont.
unit. Write the words on the board.
EP-T3-U2-0031-0044 43 29/7/08 11:43:37

es
ti
i
vi
t
ac
r
Cr
oss-curric ula
Art: Profession batiks

Materials: Paper, watercolours, paintbrushes, crayons.
Directions:
Students choose a profession and draw an activity
related to it using crayons, for example: a dentist
pulling out a tooth, a waiter serving some drinks,
a nurse helping someone sit up.
Students colour the picture and background in crayon.
Show students how to crinkle up their drawings.
Students unfold their pictures and paint over them with
watered-down paint to make a batik.
When students pictures are dry, display them around
the classroom.
Language link: Students come up and describe their
pictures to the rest of the class.
Social studies: Skin collage
Materials: Magazines, glue, card.
Directions:
Students cut out magazine pictures of people with
different skin colours. They glue the pictures onto a
piece of card. Encourage them to overlap the pictures
to make a collage.
Display the students work around the classroom.
Remind students that we must respect all people,
regardless of the colour of their skin.
Project: A professional figure
Materials: Card, white paper, coloured pencils.
Optional: wool (yellow, red, brown, black, white).
Directions:
Write the following professions on the board: dentist,
doctor, waiter, police officer, vet, teacher, farmer,
secretary, cleaner, nurse, bus driver, dancer.
Students choose a profession. On white paper they
draw, colour and cut out the uniform or clothes for the
profession. Students then glue the clothes onto a piece
of card in the relevant positions.
Then they draw in and colour the missing body parts of
the figure.
Optional: Students choose a coloured wool. They cut
the wool and glue it onto their figures to make hair or
to adorn their characters clothes. Students name their
characters.
Students write a short description of their characters
daily routine: Sue is a nurse. She gets up at seven
oclock. She gives the patients medicine at half past
three.
EP-T3-U2-0031-0044 44 29/7/08 11:43:39

Th t
es
e li or
ving f
Vocabulary Grammar
Objects in nature: Present simple:

bridge, bush, cactus, forest, grass, hill, lake, mountain, In the summer, he cuts the grass.
path, pinecone, river, rock, tree, valley, waterfall We walk through the forest.
Verbs: Wh questions + present simple:
buy, climb, collect, cut, drink, get sick, go, live, plant, Who does Dan play with?
play, walk, want, work What do they buy?
Animals: Where do they live?
bird, duck, fish, horse, mouse, rabbit Why do they get sick?
When do they go to the shop?
Prepositions:
across, around, down, over, through, under, up There is/are:
Theres a fish in the river.
Parts of plants and trees:
There are four birds in the sky.
acorn, branch, flower, fruit, leafleaves, root, seed,
stem, trunk Giving and following directions:
Go over the bridge. Go around the rocks.
Other words:
axe, coconut, dandelion, fire, firewood, flowerpot,
ground, pea, pod, soil, sun, water, wind
Can I help you? Id like (a plant) for (my mum). Which one Kinesthetic intelligence (page 48)
would you like? That/This one. The (big) one, please.
Teaching tip
Using English in the classroom
It is much more natural for students to communicate
point to the card and say Look! You can say that in
in their native language, especially in free activities like
English.
games and pair work. Here are some guidelines for
encouraging students to gradually use more English: At the beginning of each term, divide the class into
several teams. Give each group 50 points to start.
Always speak to your students in English: in the
Every time a student uses L1 when he/she could use
classroom, playground, corridors, etc.
English, deduct a point from the team. Every time a
Always use English for instructional language: Open student makes a special effort to use English, award
your books. Sit down. Come here. This way, students points to the team. At the end of each term, add up
will get plenty of exposure to this language throughout the points and award a small prize to the winners. You
their primary years. can use these teams for all group work.
Use posters and wall charts in English to decorate the
classroom. If you havent got your own classroom, ask
for a section of wall space for English.
Consistently repeat in English whatever students say in
their native language. For example, if students ask you
a question in L1, repeat the question in English and
answer in English as well.
Write frequently used expressions on large pieces of
poster board. Place the signs up around the classroom:
May I go to the toilet, please? Its my turn now. Can I
borrow your rubber? How do you say lapiz in English?
When students use L1 for one of these expressions,
Unit 3 The living forest 45
EP-T3-U3-0045-0058 cs3 45 29/7/08 11:51:57

Students Book Page 28 Play The memory game.
Give students two minutes to look at the picture
Grammar: There is/There are: There is a bird. on page 28 and remember everything in it.
There are four birds. Point to a student at random and say Theres a fish
Vocabulary: River, valley, hill, forest, bridge, path, in the river. Right or wrong?
lake, mountain, rock, waterfall, bush, cactus; animals: Repeat with other elements from the picture.
bird, duck, rabbit, mouse, fish, horse. Ask two students to read the model in the
Students Book.
Materials: Slips of paper (1 per student). Divide the class into pairs. S1 looks in the book and
makes sentences, which can be true or false. S2 says
if the statements are right or wrong and corrects where
Warm-up necessary.Students change roles and play again.
Play One, two, three. What do I see?
Display the poster cutouts from units 1 and 2 on the Optional activity
board. Say One, two, three. What do I see? It begins Play Find your partners.
with the letter (p). Distribute slips of paper.
Students look at the cutouts and guess the word. Ask students to call out true or false statements about
The student who guesses correctly chooses a different the picture in activity 1. You need one statement for
word and repeats the rhyme. every three students (for example, 39 students = 13
statements).
Vocabulary presentation Write the statements on the board but split them into
three parts: Theres/a mouse/on the rock.
Draw simple pictures on the board to represent the Assign three students to each statement. Each student
following vocabulary: river, valley, hill, forest, bridge, in the group writes one part of the assigned statement
path, lake. on his/her slip of paper.
Name the items and write the corresponding words Collect the slips, shuffle and distribute them again.
next to the pictures. Students repeat. Students walk around the room looking for the other
Students choose one of the pictures, draw it on students to make up the statement again. When they
a piece of paper and write the word below. have got the statement, they sit together.
Name the pictures one by one. Students raise their Ask students to read the statements out loud and tick
pictures if they have drawn that item. them off on the board.
Ask students about their drawings: Whats your
drawing? S1: Its a (path).
Students save their drawings for activity 1. Wrap-up
Controlled practice Dictation
Write the following words on the board: valley, hill,
Listen and number the pictures. 24
trees, bridge, river, lake and water.
Play Track 24. Students hold up their drawings as they Dictate the following text to the class and tell
hear the words. students to make sure they have got the words
Track 24 on the board in their dictation.
Fun in the forest As I run down the forest path, I can see a valley,
(See Students Book page 28, activity 1.) a hill and lots of trees. As I go over the bridge
I can see a river, a lake and lots of water.
Students look at the illustration in their books.
Write the full text on the board.
They identify the new vocabulary in the illustration:
Students correct each others work.
Point to the (hill).
Play Track 24. Students number the pictures.
Activity Book
Key
forest, hill, path, lake, river, bridge, mountain, waterfall,
rock, bush, cactus
46 Unit 3 The living forest
EP-T3-U3-0045-0058 cs3 46 29/7/08 11:51:58

Students Book Page 29 Track 25
Draw a path. Use a red pencil. Go around the lake.
Go across the path. Go through the forest.
Grammar: Prepositions (across/through/over/up/ Colour the house red.
down/under/around): Go over the bridge. Go around Draw a path. Use a blue pencil. Go over the bridge.
Go around the rocks. Go up the hill. Colour the house blue.
the rocks. Draw a path. Use a green pencil. Go over the bridge.
Vocabulary: River, valley, hill, forest, mountain, Go down the hill. Go through the bushes.
bridge, path, lake, rock, waterfall, bush. Colour the house green.
Materials: Sweets, classroom objects, paper. Play Track 25 again. Students draw the routes and
Preparation: Optional: Place posters: Write the colour in the houses.
following words on five large pieces of paper: Ask individual students to describe a route: Tell me how
mountain, river, lake, forest, bridge. Preposition cards to get to the (red) house.
(1 per student): Write the following prepositions on
slips of paper: over, under, across, up, down, through, Free practice
around.
hoose a house and give directions
C
to a classmate.
Warm-up Read the model in the Students Book. S1 describes a
route to one of the houses. S2 guesses which house it
Grammar review is.
Tell students to take out the following: a book, Walk around the classroom monitoring and correcting
a notebook, a pencil and a rubber. the exchanges.
Distribute the sweets.
Give students the following instructions: Put the book
on the desk. Put the notebook under the book. Put the
Optional activity
pencil on the book. Put the rubber next to the pencil. Play The preposition game.
Put a sweet behind the book. Choose five students to be places. Give each one a
To review, go over the position of all the items: Place poster (see Preparation) and ask them to stand
Wheres the book? Wheres the pencil? around the edge of the classroom.
Finally, say Put the sweet in your mouth. Distribute the Preposition cards (see Preparation)
to the rest of the class. Call out a place. Students
Grammar presentation holding prepositions that go with that place run to the
student holding the corresponding Place poster.
Look and number. Ask students to make sentences with their preposition
Draw a simple picture of a path on the board. and the matching place: I can go up a mountain, I can
Say Look, this is a path. I can go up the path go down a mountain, I can go around a mountain.
(draw an arrow upward). I can go down the path (draw Repeat with other places.
an arrow downward). And I can go across the path
(draw an arrow crossing the path).
Say the prepositions (up, down, across) and write the Wrap-up
words on the arrows. Students repeat. Group dictation
Repeat the procedure with bridge (over the bridge,
Divide the class into small groups.
under the bridge) and forest (through the forest,
Dictate the following text:
around the forest).
Go through the bridge. Walk under the path and go up
Students look at the pictures in their books. Ask the forest. Go around the river and walk over the lake.
a student to describe the routes in the first picture. Students work in small groups. Tell them there are five
Repeat with the other pictures. mistakes in the text.
Students number the prepositions. Students work together to correct the text. There are
several correct options.
Controlled practice
Answer Key
Listen and draw the paths. 25 1, 2, 4, 5, 3, 7, 6
Tell students to have red, blue and green pencils ready Activity Book
for this activity. Page 29, activities 1 and 2.
Ask students to describe what there is in the picture:
There are three houses, theres a lake. Key
over, up, through, under, around, across
Play Track 25. Students listen and follow the routes
with their fingers. They do not colour it yet.
EP-T3-U3-0045-0058 cs3 47 29/7/08 11:51:58

Read and circle Yes or No.
Grammar: Present simple (all forms): Dan and Ben Say Lets play Yes or No. Make statements about the
cut down a tree. story and students call out Yes or No. If the statement
Vocabulary: Forest, rock, river, lake, tree, ground, is false, they should correct you. Make the false
pinecone, sky, wood, axe, firewood, autumn, winter, statements humorous, for example: Dans brother takes
cold, cut down, fall, need, through, down, around, an ice cream into the forest!
across, up, next to.
Students read the statements in activity 1 in their books
Materials: Five large pieces of paper. and circle Yes or No.
Preparation: Write the following sentences on five Check the activity by reading a statement and then
pieces of paper: Mum tells the children to go into the asking if it is right or wrong.
forest and cut down a tree. Ben finds the axe. Dan
and Ben find some small trees next to some rocks. Environmental education
A big pinecone falls from the tree. Ben falls to the Save the forests!
ground. Elicit ideas about how to save the forests. Make a mind
map with the following categories: at home, at school,
in our community. For more ideas, encourage students
Warm-up to visit the following website:
Whats the meaning? www.greenpeace.org/kidsforforests
Write the following verbs on the board: live, say, go,
cut down, want, need, look, find, walk, see, climb, fall. Optional activity
Divide the class into small groups. Multiple intelligence: Kinesthetic intelligence
In their groups, students try to write the meaning Write these sentences on the board: Ben looks up at
in their own language for each word. the blue sky. Its very cold in the winter. Ben finds the
Go over the meanings with the class. axe. We walk through the forest. We climb up a hill.
Suddenly, a big pinecone falls from the tree and hits
Developing reading his head. Ben falls to the ground. Soon there are lots of
Story: The pinecone solution, part 1 26 pinecones on the ground.
Lead students through an introduction to the story. Discuss how students might mime these sentences. Tell
Say This is a story about (hold up two fingers) (draw students to think about facial expressions and body
two male figures). They live in a (draw lots of trees). movements.
Students provide the missing words: two, boys, forest. Divide the class into groups.
Each group chooses a sentence and mimes it while the
Write the following words on the board: forest, rocks, remaining students guess the sentence.
river, lake, tree, pinecone, ground, sky, firewood,
winter, autumn, axe. Draw a small picture next to each
word to illustrate its meaning. Wrap-up
Students look at the pictures on pages 30 and 31 and Summary of the story, part 1
find as many of these things as they can.
Tape the five pieces of paper (see Preparation) in
Play Track 26. Students listen with their books closed random order on the board.
and raise their hands every time they hear a word Students work in pairs and decide the sequence of the
from the board. sentences. Ask volunteers to come up to the board and
put the sentences in order.
Track 26 Students copy the sequence into their notebooks.
The pinecone solution, part 1
(See Students Book page 30.) Answer Key
1. Yes, 2. No, 3. Yes, 4. No, 5. Yes
Play Track 26 again. Students follow the story in their
books. Activity Book
Ask students questions with negative answers about the
story: Does the boys mum want a tree for the garden? Key
rock, firewood, fire, sky, pinecone, axe
Do they need the tree for the summer? Do the boys go 1. a; 2. b; 3. a; 4. b; 5. a; 6. a
to the shop? through, around, over, up
EP-T3-U3-0045-0058 cs3 48 29/7/08 11:51:59

Optional activity
Acting out the story
Grammar: Present simple (all forms), Wh questions Ask for six volunteers to come to the front of the class.
(what/where/when/whybecause): We hear a voice. Assign roles: One student is mum, two students are the
What do you want? boys and the other three are the trees.
Vocabulary: Axe, forest, dark, voice, firewood, living, Play Tracks 26 and 27. Students act out the scenes.
pinecone, branch, path, winter, cold, pick up, need,
cut down, fall, run away, collect.
Environmental education
Materials: Paper (1 piece per student). Remind students what the trees say: We are living trees.
Ask for reasons why we should not cut down trees.
Explain that trees provide oxygen and absorb the
Warm-up rainfall.
Play Axe! Ask students What do the boys collect? Is it OK to
Divide the class into groups. Give each group 10 points. collect pinecones and branches?
Choose a word from the story. Draw lines on the board Ask them about collecting other things from the
to represent each letter. Groups take turns guessing countryside, like flowers and plants. Explain that we
the missing letters. Each time they make a mistake, should not pick living things. Talk about the importance
write one of the letters of the word axe. The group that of respecting the environment.
makes the final mistake, and forms the word axe, loses
a point. The first group to guess the word gets a point. Controlled practice
The group with the most points is the winner. ead and match the questions with
R
the answers.
Review
Write the first two questions and answers on the
Story: The pinecone solution, part 1 26 board but not in the correct order. Then read the first
Read the sentences from the Wrap-up activity in question and ask Which is the correct answer? Students
the previous lesson. call out the answer.
Students do the matching activity in their books.
Play Track 26. Students follow along in their books, Check the activity by calling out each question and
page 30. asking students to read the correct answer.
Say incomplete sentences about the first part of the
story. Students complete them: Dan and Ben live Wrap-up
in (the forest). Write a story review.
Continue with Their mother wants them to cut down,
They need a tree for, Ben finds an, The boys Write the following on the board:
climb up a, The small trees are next to, Pinecones This story is called .
___________________________
fall from the There are people in the story.

_________
My favourite character is .
___________________________
I like/dont like this story because it is .

Developing reading
___________________________
Provide adjectives for students to choose from: funny,

Story: The pinecone solution, part 2 27
interesting, exciting, boring, sad, silly.
Students look at the pictures on Students Book page Students copy the sentences and complete them with
31. Tell them to name everything they can see: tree, their own ideas.
pinecone, ground, axe, branches, etc.
Answer Key
Play Track 27. Students listen and follow along in 1. Because they need wood for the winter, 2. In the
their books. winter, 3. Because the boys want to cut down a tree, 4.
Track 27 Branches and pinecones, 5. On the ground.
The pinecone solution, part 2
(See Students Book page 31.) Activity Book
Pause after each section and ask comprehension
questions: Do the trees talk to the boys? Are the Key
2. Why; 3. What; 4. When; 5. Where; 6. What;
boys scared? Why are the trees angry? Do the boys 7. Why; 8. What
cut down a tree? What do they collect for the fire?
EP-T3-U3-0045-0058 cs3 49 29/7/08 11:51:59

Students Book Page 32 Finally, students write the questions in their notebooks.
Free practice
Grammar: Present simple (he/she/they), Wh questions
(what/where/when/whybecause): Why do they drink Play Mr Topsy-Turvy.
the water? When does he work? Students find Cutout 1.
Vocabulary: Forest, shop, hot dogs, pizza, river, Invite a student to the front of the class and
money, water, thirsty, sick, dirty, live, buy, eat, finish, demonstrate the activity.
drink, sleep, wear, watch, stay at home, run. Students ask each other questions to complete the
Materials: Cutout 1, paper (white and coloured). information on their cutouts.
Students compare their cutouts to check their answers.
Preparation: Write questions on strips of white paper
and answers on slips of coloured paper (1 strip per
student). Questions: Where do you live/watch TV/sleep/
Optional activity
play/eat? What do you eat/drink/like/play/watch/read?
When do you eat lunch/sleep/watch TV/play tennis/ Making Wh questions
read/study? Answers: I live in Oxford. I watch TV in the Write the following sentences on the board:
living room. I sleep in my bedroom. I eat pizza in my bedroom on Saturday because
I play in the park. I eat in the kitchen. I eat biscuits. I dont go to school. I read comic books in the library
I drink milk. I like sweets. I play football. I watch TV. on Monday because I like reading. I walk my dog after
I read comics. I eat lunch at 12:00. I sleep at night. school because I meet my friends in the park.
I watch TV in the afternoon. I play tennis at the Students write six Wh questions about the sentences
weekend. I read in the evening. I study after school. using what, where, when, why.
For example: What do you eat in your bedroom? When
do you read comic books? Where do you walk your dog?
Warm-up Why do you walk your dog in the park?
When students finish writing their questions, they swap
Play Find your partner. their work with a partner.
Hand out question strips to half the class and answer Pairs answer each others questions.
strips to the other half (see Preparation). Elicit questions and answers and write them on the
The students with the questions ask the students with board, making corrections as necessary.
the answers. Once they have found their partner, they
stand together.
Students read out their questions and answers. Wrap-up
Developing reading Word search

Draw the following word search on the board.
Read the text.
Remind students of Dan and Ben, the boys from w y w e w
the story on pages 30 and 31. o h h h r
Students silently read the text. They underline any a w n e h
words they dont understand. Write any words they h t h w e
dont understand on the board. Elicit meanings
from other students. If there are words that nobody Students copy the word search into their notebooks.
understands, explain the meanings using mime Tell students that they can find all the letters to make
or drawings rather than translation. five question words and there is one extra letter.
Ask for volunteers to read the text out loud. The first student to cross out all the letters, write the
Ask yes/no questions: Do Dan and Ben live near the question words and tell you what the extra letter is, is
forest? Do they go to the shop on Sunday? Do they buy the winner.
five hot dogs and a cake? Do they eat next to a lake? etc.
Activity Book
Grammar practice
Key
Ask a classmate questions about the text. 5, 4, 2, 6, 1, 3
Reproduce the activity on the board. 1. Tuesday; 2. He visits his granny on Thursday. 3. He goes
Elicit the questions one by one. to the cinema on Monday. 4. He rides a horse on Friday.
5. He goes to the shop on Wednesday.
In pairs, students ask each other questions about
the text.
Walk around the room monitoring and correcting
the exchanges.
EP-T3-U3-0045-0058 cs3 50 29/7/08 11:52:00

Students Book Page 33 Listen and sing the song 28
Discuss with students how you could mime the lines
Grammar: Present simple (it/they): My trunk grows of the song.
up. My roots grow down. Play Track 28. Students mime and sing along.
Vocabulary: Branch, root, leaf/leaves, acorn, seed, Divide the class into groups.
stem, trunk; animals, countryside words, seasons Play Track 28 again. Choose two groups to perform
of the year. the song.
Repeat until all the groups have performed.
Materials: Dice (1 per 2 students). Hold a class vote on the best performance.
Preparation: Divide the board in half. On each half
write words belonging to different categories: wrist, Review
elbow, hand, arm, knee, leg; path, forest, bridge,
mountain, valley, river; singer, dancer, actor, waiter, Play The tree game.
police officer; cushion, sofa, curtain, rug; kitchen, Read the questions in the game, making sure students
bedroom, living room. understand what they have got to do.
Distribute dice. Students play the game in pairs. Each
student plays in his/her own book.
Warm-up Students throw the dice and move clockwise around
the board, answering the questions. The first student
Play The board game.
to answer all of the questions is the winner.
Divide the class into two groups.
Line groups up in front of the board.
Call out a category: parts of the body, things in the Optional activity
house, countryside words, jobs or rooms in the house. Play Categories.
Students run to the board and rub out one of the Copy the following categories onto the board: parts of a
words from that category. Give them one point if they tree, countryside words, parts of
rub out a correct word. the body, musical instruments, jobs, things in the house.
The group with the most correct answers wins. Divide the class into groups. Give students five minutes
to write as many words as they can to complete the
Vocabulary presentation table. Then say Stop!
Elicit the words and write them in the table.
Poster 3 The group with the most correct words in all the
Attach Poster 3 to the board. columns is the winner.
Explain that this is an oak tree. Point to the tree trunk
and say This is the trunk. Students repeat.
Hold up the Tree parts poster cutouts, name each one Wrap-up
as you attach it to the poster: branches, roots, leaves,
acorns. Students repeat. Play Go to sleep.
Write the new words (including trunk) around the poster This game should be played very quickly.
and draw lines to the corresponding parts of the tree. Say Parts of a tree and point to a student.
If the student can say a word belonging to that
Students choose a part of the tree, draw it in their category, he/she says the word and then pretends
notebooks and write the word. Then they ask other to go to sleep. If not, say Sorry! You stay awake!
students what they have drawn and try to find Repeat with other students and other categories:
all the other parts to make up the tree. countryside words, parts of the body, musical
When five students have found all the different parts, instruments, jobs or things in the house. The game
they form a group and shout Stop! ends when all the students are asleep.

1. trunk, 2. roots, 3. branches, 4. leaves, 5. acorns, 6.
Look and complete. seeds, 7. stems
Students look at the picture in their books. Get
them to point to the different parts of the tree: Point Activity Book
to the (branches). Page 33, activities 1 and 2.
Students complete the text by filling in the missing Key
words, using the words in the illustration. From top to bottom: 2, 10, 8, 1, 6, 4, 5, 3, 9, 7
Play Track 28. Students check their answers. 1. roots; 2. river; 3. grass; 4. seed; 5. stem; 6. tree;
7. forest; 8. bush; 9. path; 10. fruit; 11. flower; 12. bridge;
Track 28 13. branch; 14. lake. The hidden words are spring, summer,
The old oak tree autumn and winter.
EP-T3-U3-0045-0058 cs3 51 29/7/08 11:52:00

Students Book Page 34 as they hear them.
Track 29
1. seed
Grammar: Present simple (all forms): The seed has 2. roots
got small roots. 3. stem
Vocabulary: Watermelon, tomato, plant, seed, root, 4. leaves
stem, fruit, flower, small, ground, leaf/leaves. 5. flowers
6. fruit
Materials: Cutout 2, six large pieces of paper, slips of
paper (1 per student). L isten and glue the pictures on the
Preparation: Growth cycle labels: On six separate cycle. 29
pieces of paper, write the following sentences: Students cut out the pictures in Cutout 2.
The seed is in the ground. The seeds got small roots. They place the pictures in their books in the order
The plants got a stem and two small leaves. The trees they think is correct.
got lots of leaves. Now the tree has got flowers. The Play Track 29, part 2. Students make any necessary
tree has got acorns. changes and then glue in the pictures.
Track 29
1. This is the seed. Its very small. Its in the ground.
Warm-up 2. Now the seed has got small roots.
3. The plant now has got a stem and two new leaves.
Play Make a word chain. 4. Now the plant is very big. It has got lots of leaves.
Tell students to review all the words they have learned. 5. Now the plant has got flowers.
They can look at their word lists for the first three units, 6. Look, the plant has got fruit. Its got a lot of watermelons!
or you can attach the poster cutouts to the board.
Point to a student at random and ask him/her to call Developing reading
out any word. Write the word on the board. Draw Number the sentences.
a circle around the last letter.
Students look at the pictures they have glued in.
Ask students to think of a word beginning with the
Read sentence number 1 and tell students to point
last letter. Continue asking for words, writing them on
to the corresponding picture in activity 1.
the board and forming a word chain.
Students silently read the remaining sentences and
Note: Avoid plurals or all the words will end in s!
number them in the correct order.
Optional activity
Poster 3 Watermelon words
Attach the Growth cycle cutouts to Poster 3 and display Write the word watermelon on the board.
them on the board. Students make as many words as they can using the
Point to the first picture in the cycle and describe it: letters in watermelon: water, now, man, lemon, tree,
Look! The seed is in the ground. Write the word seed wear, meat, team, town, rat, etc.
on the board. The student with the most correct words wins the game.
Continue, describing each stage in the cycle:
The seed is in the ground. The seeds got small roots.
The plants got a stem and two small leaves. The trees Wrap-up
got lots of leaves. Now the trees got flowers.
The trees got fruit. What is this fruit called? (Answer: Song: The old oak tree 28
Acorns.) Play Track 28. Students follow the song on Students
Write the key words for each picture: roots, tree, stem/ Book page 33. Encourage them to mime the actions
leaves, flowers, fruit, acorn. and sing along.
Distribute the Growth cycle labels (see Preparation). Play the song again. This time encourage students
Describe the growth cycle again. The student holding to sing as loudly as they can.
the corresponding label comes to the board and Play the song a third time. Students sing as softly as
attaches it to the poster, pointing to the key words. they can.
Remind students that this is how oak trees grow and
Controlled practice that their seeds are the acorns that fall on the ground.
Listen and number the words. 29 Answer Key
6, 5, 1, 2, 3, 4
Students look at activity 1. Explain that this
3, 6, 4, 1, 2, 5
is the growth cycle for the watermelon.
Read the words with the class. Activity Book
Play Track 29, part 1. Students point to the words Page 34, activity 1.
EP-T3-U3-0045-0058 52 7/30/08 5:27:07 PM

Students Book Page 35 it to make a poster.
Each group presents its poster to the class.
Display the posters around the classroom.
Grammar: Present simple (it/they): It has got a lot of
seeds. They grow inside a pod.
Optional activity
Vocabulary: Apple, seed, dandelion, wind, pinecone, Critical thinking
Christmas tree, bird, coconut, water, coconut milk, Ask if any students have got gardens. Has anyone
pea, pod, eat, float, fly. ever planted a seed? Elicit the types of seeds that are
Materials: Different types of seeds (apple, peach, commonly planted by people: watermelon seeds, tomato
watermelon, coconut, avocado, etc.), paper, coloured seeds, sunflower seeds, etc.
card (1 large piece per group), large ball.
Wrap-up
Warm-up
Play Who has got the seed?
Seeds all around Hold up a large ball and say Lets imagine this is a big
Ask students to name all the types of fruit they know seed, like a coconut!
which have got seeds. Write the words on the board: Play some music. You can use any of the songs that
apple, orange, watermelon, peach. students have learned in Units 1, 2 or 3.
Encourage students to say any words related to Throw the ball to a student and explain that they have
each piece of fruit and write the words next to the got to throw the ball to each other as fast as possible.
corresponding name: applered, delicious, worm, Stop the music. The student holding the ball when
apple pie, etc. the music stops runs to the board and writes a word
in English. If the word is spelled correctly, he/she
Developing reading continues playing. If it is spelled incorrectly, he/she is
out. Words cannot be repeated. If a student repeats a
Poster 3 word already used, he/she is out.
Place the poster on the board and attach the Growth Continue until there is only one student left.
cycle poster cutouts. Note: You could call out a different word for each
Point to the first picture in the cycle and say This is an student to spell. This way you can grade the activity,
acorn. Its one type of seed. There are many different giving weaker students easier words and stronger
types of seeds. Lets read about other types of seeds. students more difficult ones.
Read the texts and number the pictures. Answer Key
Ask for volunteers to read the texts out loud. Help them From left to right: clockwise 2, 3, 5, 4, 1
with any difficult words.
Students silently reread the texts and underline any Activity Book
words they dont understand. Students call out the Page 35, activities 1 and 2.
words. Write them on the board. Ask the class to Key
explain the words. Explain any words the class sun, water, peas, wind, coconut, bird, rock
doesnt understand. Picture 1: The seeds can fly. It looks like a flower. Picture 2:
Students read the texts and number the pictures. Birds eat the fruit. The seeds are small and brown. Picture 3:
Check the activity by asking for volunteers to say The seeds grow inside the pod. The seeds are small and green.
Picture 4: This seed is very big. It floats on the water.
the number of the pictures and read the texts.
Developing writing
Show students different types of seeds. Hold up the
seeds and discuss them with the class: This seed is big/
small. Its heavy/light. Its (brown), etc.
Give each group a piece of coloured card. Each group
chooses four types of fruit.
Students draw the fruit on a piece of white paper,
including the seeds.
Students colour their pictures and write a short
description of the seeds.
Students glue their work onto the card and decorate
EP-T3-U3-0045-0058 cs3 53 29/7/08 11:52:01

Students Book Page 36 Ask if there are any difficult words. Write them
on the board and discuss their meanings.
Read the text out loud to the class.
Pronunciation focus: /s/ coconuts, /z/ seeds Ask for volunteers to read it out loud.
Vocabulary: Spring, summer, autumn, winter, Ask students How many seasons are there in the year?
gardener, park, grass, branch. Tell them to find the seasons in the text and circle
the words.
Warm-up Read again and label the pictures.

Tell students to look carefully at the pictures of Nick
Play The s words. working at different times of the year.
Divide the class into three groups. Students read the text and write the season words
Each group finds words with the letter s: under the pictures.
Group 1 finds words that begin with s: seed. Ask students about Nicks work What does Nick do
Group 2 finds words that end in s: lives. in the (summer)?
Group 3 finds words that have got an s somewhere
in the middle: mouse.
Give the groups a time limit to make their word lists. Optional activity
They can use their books and any other material youve Seasons of the year
got in the classroom, but they cannot write words Write the seasons of the year on the board:
they dont know the meaning of. spring, summer, autumn, winter.
When the time is up, ask the groups to read their word Students copy the words into their notebooks
lists out loud. as headings for four columns.
Dictate the following words: holiday, school, snow,
Pronunciation practice flowers, baby, Halloween, coat, swimsuit, rain,
Christmas, bees, scarf, Easter, snowman.
Listen and follow the paths. 30 Students decide which season the words belong to and
Tell students that the final letter s is sometimes write them in the corresponding columns.
pronounced /s/, like the sound a snake makes, and
sometimes /z/, like the sound a bee makes.
Get the class to practise the two sounds out loud. Critical thinking
Students look at activity 1. Students look again at the activity Seasons of the year
Play Track 30. Students listen and repeat the words. in their notebooks. Encourage students to give reasons
Track 30 for their choices and explain that words may go in more
Start at the snake, /s/: Coconuts, roots, parks, plants, grass, than one column.
/s/. Now start at the bee, /z/: seeds, flowers, stems,
leaves, trees, /z/.
Play Track 30 again. Stop after each word and students Wrap-up
repeat. Ask them whether the s sounds like the /s/ or
Tongue twisters
the /z/ sound.
Write the following tongue twisters on the board:
Seven sick snakes sing sad songs.
Developing reading Six slippery snails slide slowly.
Read the poem out loud. 31 Read the tongue twisters out loud. Then read them
Students look at the poem in their books. with the class, encouraging students to join in.
Play Track 31. Students listen and follow the rhyme Encourage students to memorise the tongue twisters.
in their books. Answer Key
Track 31 spring, summer, autumn, winter
The spring poem
(See Students Book page 36, activity 2.) Activity Book
In pairs, students read the poem to each other. Ask
volunteers to read the poem out loud to the class. Key
/z/ sound: flowers, seeds, trees, leaves; /s/ sound: coconuts,
ead and circle the four seasons
R grass, roots, parks
of the year. Coconuts are very big seeds. Grass and trees (or Trees
and grass) grow in parks. Trees have got a lot of leaves.
Explain to the class that this is a text about Nick. Roots grow under the ground.
Say Nick is a gardener and he works in a park.
Students silently read the passage.
EP-T3-U3-0045-0058 cs3 54 29/7/08 11:52:01

Students Book Page 37 Practise your dialogue with a classmate.
Students act out the dialogue using their trees and
Functional language: Good (morning). Can I help plants as props.
you? Id like a (flower) for my (mum). Which one They change roles and choose new words for their
would you like? The (big) one, please. new role.
Then they act out the dialogue again.
Vocabulary: Flower, plant, tree.
Materials: Cutout 3, card.
Optional activity
Play Id like a
Choose a few students to come to the front of the class.
Warm-up
Explain the game very quietly so that the rest of the
Play Lets go shopping. class cannot hear.
Tell students that in this lesson they will be going The class is going to say what they would like. They can
shopping, but that before they go shopping they need choose any word they like, but it must begin with the
to make a list. first letter of their name. For example, Carla can say Id
Call out a category: something to eat. like a coconut, but she cant say Id like a tomato.
Students write a word belonging to that category. Start the game: Say Id like a (choose a word starting
Point to a student at random and ask him/her what with the first letter of your name).
word he/she has written. Point to a student and ask What would you like? Prompt
Anyone else with the same word is out of the game. them to say Id like a
Repeat with other categories: something in the house, a Each time a student chooses a word incorrectly, say Oh,
musical instrument, an animal, something to drink. no (Pedro), you cant have a (coconut), but you can have
Continue playing until there is only one student left, a (pencil).
who is the winner. Give clues: Alicia would like an apple and Ernesto would
like an elephant.
Craft activity When students work out the rule, they shouldnt say
anything but just continue playing.
Make trees and plants. Eventually, ask the students who know the rule to
Distribute the card (see Materials). explain it to the rest of the class.
Students use Cutout 3. Tell them to write their names
on the back of their cutouts.
Review the parts of a tree and plant. Wrap-up
Demonstrate how to assemble the cutouts.
Lets go to the garden centre!
Controlled practice Collect all the tree and plant cutouts and place them
around the classroom.
Listen and repeat. 32 Assign some students to be salespeople and others
Ask students if they have ever been to a flower to be customers. Make sure there are more customers
and plant shop. Explain that in English are called big than salespeople.
plant shops garden centres. Students walk around the garden centre and buy
Students look at the comic strip in activity 2. two things. Make the activity as realistic as possible.
Write each of the four sentences from the dialogue You can use counters for money and ask students to
on the board. line up and wait for their turn.
Play Track 32. Students follow the text on the board. Activity Book
Track 32 Page 37, activities 1 and 2.
Key
Play Track 32 again. Students follow the text in 1. put the soil in a flowerpot; 2. put the seeds on the soil;
their books. 3. cover the seeds with a bit of soil; 4. put the flowerpot in
the sun; 5. water your plant every day
help, like, mum, one
Free practice
In pairs, use your cutouts to set up a shop.
Circle the options to make a dialogue.
In pairs, students place all the trees and plants they
have made on a table.
They decide who is Student a and who is Student b.
Then they select the words from the dialogue for
their role.
EP-T3-U3-0045-0058 cs3 55 29/7/08 11:52:01

Students Book Page 38 Free practice
Make a fortune-teller and play.
Grammar: Wh questions (who/what/where/when/ Students use Cutout 4.
why): Who does Dan play with? They follow the photos in their books to assemble their
Vocabulary: Football, park, friend, play, love. fortune-tellers.
Materials: Cutout 4. Call two students to the front of the class. Demonstrate
how to use the fortune-teller:
Student a (holding the fortune-teller) asks Student b
Warm-up to choose a number between one and eight.
Play Interview a famous person. Student a moves the fortune-teller the same number
of times.
Tell the class that you are a famous person: David Student b looks in the fortune-teller at the numbers
Beckham, Shakira, Brad Pitt, etc. visible and says a number.
Divide the class into four groups. Student a opens up the fortune-teller asks the question
Assign a different question word to each group: what, corresponding to the number b has selected.
where, when, why. Each group writes questions for you Student b answers the question.
using their question word. Student a and Student b change roles.
Give the class a few minutes to write as many questions
as they can and then say Stop!
Students ask you their questions. Invent the answers. Optional activity
Try to make the answers as humorous as possible. Play How many questions can you make?
Correct any mistakes in the questions. Dictate the following text:
Melody lives in New York. She is a singer. She sings in
Grammar review
a club every day. Melody likes singing because it is fun.
Write the letters wh on the board. Elicit words that we On Sunday, she visits her mother and father.
use at the beginning of questions. Give some incomplete Check that students have written the text correctly.
examples: ____s your name? ____ do you live?
Write the question words on the board. In pairs, students make questions about the text.
Ask Whos got four questions? Five questions?
Grammar presentation Find the pair with the most questions.
The winners read out their questions.
Look and number the questions. Ask if anyone has got any different questions.
Write the complete sentence from the Students Book
on the board: At the weekend Dan plays football with Wrap-up
his friend in the park because he loves football. Play Question chains.
Explain that we can ask five different questions about
Start with the first student in the first row.
this sentence.
Say Ask me a question with what. Continue along
Cover the first part of the sentence (number 1 in the
the row with different question words.
Students Book) and say Ask me a question with the
When one student makes a mistake, stop the chain
word when. When students ask the question (When
and count the number of students. These students
does Dan play football?), uncover the part of the
form a group.
sentence and say At the weekend.
Continue with the next student and stop at the
Continue covering the parts of the sentence, eliciting
next mistake.
the questions and uncovering the answers.
Continue forming groups until a student makes
Students number the questions in their books.
a mistake.
Check the activity by asking for volunteers to read
At the end, the group with the highest number
the questions and call out the numbers.
of students is the winner.
Match the words with the phrases.
Write the word place on the board. Answer Key
Text 1: 3, 1, 5, 4, 2
Students look at the sentence in activity 1 and name Text 2: time-at the weekend, person-with his friend, action-
a place, for example: the park. plays football, reason-because he loves football
Continue with the other question words in the activity:
time, person, action and reason. Students match the Activity Book
phrases in their books. Page 38, activities 1 and 2.
Key
1. Where; 2. When; 3. Why; 4. What
EP-T3-U3-0045-0058 cs3 56 29/7/08 11:52:01

Students Book Page 39 Wrap-up
Play Noughts and Crosses.
Grammar: Review of present simple, adverbs of Draw a 3 x 3 grid on the board. Write a different
movement and Wh questions. question word (who/what/where/when) in each square.
Vocabulary: Key vocabulary from the unit. Divide the class into two teams: X and O.
Materials: Paper. A student from team X points to a word and asks
a question, for example: When do you study?
Preparation: Optional: Dictation lists: Write the If the question is correct, rub out the word and put
following list on a piece of paper: 5 watermelon an X in the square. If not, the question word remains.
seeds; 1 small axe; 2 small green flowerpots; 6 big Repeat with team O.
blue flowerpots; 1 apple tree; 5 bags of soil; 12 tomato The first team to get three Xs or Os in a row,
plants; 2 avocado plants; 1 bag of grass seed; 4 garden horizontally, vertically or diagonally, wins.
chairs. Make six copies of the list.
Answer Key
Circle: 1. cold, 2. lake, 3. river, 4. go
Describe: through the forest, up the hill, through the
Warm-up
mountains, down the hill, around the lake and under the
Vocabulary review bridge.
Write the word trees vertically on the board.
Activity Book
Tell students to use the letters to make other words
related to trees. Write the words as follows:
plant
Grammar module: Prepositions
roots
forest We use the following prepositions to talk about moving
seeds from one place to another.
stem
Across Moving from one end to another
Repeat with animals and valley. on a surface.
He swims across the river.
Review
Through Moving from one end to another, with
The Printers Quiz things on both sidesrelated to in.
Answer the questions. She walks through the forest.

Students look at the first activity. Over Moving from one end to another on
Check that students understand the questions. something high.
Students answer the questions. We climb over the mountain.
Ask for volunteers to read their answers.
Under Moving below something.
Circle the odd word out. They run under the bridge.

Students circle the word that does not belong in each Around Moving in a circle or in a curved path.
set. Ask for volunteers to read their answers. I drive around the lake.

Describe the path to the house. Up Moving from a lower to a higher place.
Students look at the picture. Say I go over the bridge, You climb up the hill.
then what do I do?
Down Moving from a higher to a lower place or
Students write a description of how to get from the
from one place to another.
bridge to the house.
We walk down the mountain. She walks
down the path.
Optional activity
Play Running dictation.
Tape the Dictation lists (see Preparation) around the
classroom. Turn the lists over so the writing is facing the
wall.
Divide the class into equal teams.
One student in each team runs to a list, reads
a phrase and runs back to his/her team. He/She then
whispers the phrase to his/her team members, who
write it down.
The first group to write the list correctly wins.
EP-T3-U3-0045-0058 cs3 57 29/7/08 11:52:01

es
ti
i
vi
t
ac
Cr
oss u lar
-cu rric
Science: Tree mural Project: Seed men

Materials: For each student: Several sheets of white Materials: For each student: 5 clean yogurt pots, 1
paper, a piece of charcoal (the type used in art), glue, sheet of paper, glue, different kinds of seeds (grass
dark brown card (several sheets to make a mural), seed, lentils, parsley, beans, flower seeds, etc.), soil,
leaves, bark, nutshells, seed pods. a tray.
Directions: Directions:
Tell students that if we observe trees, we can discover Give students the following instructions:
a lot about them. Explain that all trees are different 1. Wash and dry the yogurt pots.
with various types of bark and leaves. 2. Make a few holes in the bottom of the pots.
Students go to the park and identify different trees. 3. Glue paper around the pots to cover them.
Students collect leaves and bark to bring to class. 4. Draw faces on a piece of paper, cut them out and
Discuss what types of trees the bark and leaves are glue one face onto the front of each pot. Give each
from. Check in a reference book if necessary. seed man a name.
Students make bark rubbings from one tree using 5. Carefully fill the pots with soil.
paper and charcoal. Then they press a few leaves from Plant the seeds in the soil and water them.
the same tree and glue them around the bark rubbings. 6. Place all the pots on a tray. Put the tray
Students write the name of the tree and any other in a sunny place.
related information about the tree on the sheet Students water their seed men every day.
of paper: This tree is called an oak tree. Its got a lot of
branches and leaves. Its got acorns. The acorns are
the fruit.
Collect students work to make a mural. Place a long
sheet of dark brown paper along the wall. Make a
frame around the paper using dried leaves, nutshells
and seed pods. Glue students work onto the paper
as a mural.
Music: The Four Seasons

Materials: CD with Vivaldis The Four Seasons, paper,
watercolours, paintbrushes.
Directions:
Tell students you are going to play music about the
four seasons. Play four extracts from Vivaldis The Four
Seasons one for each season. Encourage students to
move freely to the music while they are listening. Then
they guess the season for each extract and say how the
seasons are represented by the music.
Language links: Play the four extracts of music again.
Students pretend that they are animals and act out
what that they would do in each season.
Pause the music and say Freeze!
Ask individual students What are you? Im a squirrel.
What are you doing? Im looking for nuts. What season
is it? Its autumn.
Distribute the watercolours, paper and paintbrushes.
Students fold their paper into quarters and write
the name of a season in each section.
Play the music again. Students paint the seasons freely,
using appropriate colours for each season.
EP-T3-U3-0045-0058 cs3 58 29/7/08 11:52:03

Wi
ld
animals
Vocabulary Grammar
Animals: Present simple

chimpanzee, crocodile, duck, eagle, elephant, flamingo, Zebra eats the bush.
giraffe, gorilla, hippo, horse, lion, monkey, orangutan, Where do elephants live? Elephants live in grasslands.
ostrich, parrot, snake, tiger, turtle, zebra Like + gerund
Animal body parts: I like swimming. They like sleeping.
beak, body, claw, coat, ear, feather, head, leg, mane, Can/cant:
skin, tail, tongue, wing I can/cant climb trees.
Verbs: Can baby lions see? Yes, they can./No, they cant.
clean, climb, dive, drink, do, eat, hear, lift, make, paint, Can it fly? Yes, it can./No, it cant.
play, read, run, see, sing, sleep, speak, splash, stand, Can you speak English? Yes, I can./No, I cant.
swim, turn on, understand, use, walk, write Possessive s:
Other words: the lions mane
bush, cave, enormous, grasslands, huge, massive, tusk Connectors:
and, but
What is it? Whats your favourite animal? Visual/spatial intelligence (page 64)
Teaching tip
Correcting oral activities
Students will be doing a lot of oral work both in whole
group activities and in pair work. It is important to
encourage students to be adventurous with their oral
work. Over-correcting might discourage them from
trying to say things that they are not very sure about.
Limit correction to the target structures and grammar
(i.e. in this unit can/cant and like + gerund). Supply
language they need and gently correct simple errors.
In general, it is better not to ask students to repeat
what they have already said or you will impede the
flow of conversation. Also, it is preferable not to spend
lots of time correcting complex sentences. Instead,
offer an alternative, simpler form.
Unit 4 Wild animals 59
EP-T3-U4-0059-0072.indd 59 29/7/08 11:58:31

Students Book Page 40 Write the number 5 next to the eagle.
Now listen to the snake. Write the number 6 next to the snake.
Lets listen to the crocodile. Be careful, now! Can you see
Functional language: Whats your favourite animal? the crocodile? Write the number 7 next to the picture.
What noise does a zebra make? Listen to this. Write the
Vocabulary: Bird, crocodile, duck, eagle, lion, number 8 next to the zebra.
elephant, flamingo, horse, monkey, parrot, snake,
turtle, zebra, mammal, reptile. Play Track 33 again. Students number the animals as
they hear them.
Materials: Slips of paper, tape.
Write the numbers on the board next to the animal
Preparation: Write the names of different animals words so that the students can correct their work.
on separate slips of paper (1 per student). Attach each
slip to the edge of your desk with tape. Ask your classmates and mark the boxes.
Ask a student what his/her favourite wild animal is.
Hold up the Students Book, point to the corresponding
Warm-up box in activity 2 and make a tally mark.
Continue with other students.
Play What am I? Divide the class into groups. In their groups, students
Elicit animal words that students already know: dog, cat, ask each other about their favourite wild animals.
turtle, hamster, mouse, parrot, fish, bird, pig, cow, horse,
sheep, turkey, goat, chick, duck, rabbit, donkey, etc.
Write the words on the board. Optional activity
Point to a word and ask students to make the noise Class survey
and/or mime the action of the animal. Draw the following table on the board:
Mime an animal and make the corresponding noise. lion crocodile flamingo eagle
Students guess what you are. The first student
to guess correctly chooses an animal from the list
and mimes the action/makes the noise. monkey zebra snake elephant
Ask students to classify the animals into pets
and farm animals.
Tell them that they are going to learn about wild
animals in this unit. Say Raise your hand if the (lion) is your favourite
animal. Count the number of students and write the
number in the table.
Continue with the other animals.
Poster 4 Ask Whats the class favourite animal? The second
Display Poster 4 on the board. favourite? The third favourite?
Tell students that in Africa there are a lot of wild
animals, especially in the grasslands.
Place the Animal poster cutouts on the poster one Wrap-up
at a time and name the animals. Play Animal mimes.
Point to the animals again and ask students to mime Tape a slip of paper with the name of an animal (see
the actions and make the noises. Preparation) to each students back so that he/she
Write the animal names on the board. cannot see the word.
Point to the animals on the poster and ask students Students ask other students to mime animal actions
to call out the names. so that they can guess what animal they are:
S1: What am I?
Controlled practice S2: Youre [S2 mimes monkey actions].
Listen and number the pictures. 33 S1: Am I a monkey?
S2: Yes!
Play Track 33. Students listen and point to the pictures
They can only ask each student once. If they dont
in their books.
guess the answer, they ask another student.
Track 33 Once students have guessed correctly, they remove
Lets listen to the animals that live in the African grasslands. the slip of paper and sit down.
Listen to the lion. Can you see the picture of a lion?
Write the number 1 next to the picture. Activity Book
Now listen to the monkey. Can you see the monkey?
Write the number 2 next to the picture.
Page 40, activity 1.
Listen to the elephant. Can you see the elephant? Key
Write the number 3. Mammals: elephant, monkey, horse, zebra, lion; Birds:
Can you hear the flamingo? Write the number 4 next to parrot, eagle, duck, flamingo; Reptiles: crocodile, snake,
the flamingo. tortoise
Now listen carefully. Can you hear the eagle?
60 Unit 4 Wild animals
EP-T3-U4-0059-0072.indd 60 29/7/08 11:58:33

Play The guessing game.
Grammar: Present simple: like + gerund (I/he/she): Divide the class into pairs. Ask two students to read
Elephants like splashing. I dont like swimming. the model in the Students Book out loud.
Vocabulary: Climb, read, sleep, dance, swim, sit, Students play the game in pairs.
stand, splash, play, rain, football, cold; wild animals. Students change roles and play again.
Walk around the classroom monitoring and correcting
the exchanges.
Warm-up
Game: Miming animals. Optional activity
Write the following animal words on the board: Our animal song
zebra, lion, crocodile, flamingo, elephant, snake, Draw three columns on the board.
monkey and eagle. Brainstorm names of animals, actions and objects with
Write the following actions on the board: sleeping, the whole class. Write three elements in each column on
climbing up trees, swimming, standing on one leg, the board, for example:
playing football, reading and splashing. Animal Action Object
Use mime to clarify the meaning of unknown actions. lions running in the grasslands
Each group chooses three animals and three actions tigers hunting in the jungle
from the board.
zebras eating green leaves
The group decides how it is going to mime the animals
doing the actions. Divide the class into groups of five.
In turns, the groups do their mimes for the class Students make up a new verse to the song using the
to guess. Each time they ask: What are we? words on the board.
What are we doing? Get the groups to take turns singing their new verse
Award points for correct guesses. while the rest of the class listens and joins in with the
The group with the most points wins. actions and words.
Controlled practice
Poster 4 Wrap-up
Display Poster 4. Play I like it, too!
Attach the following poster cutouts: elephant, snake, Write ten activities on the board: reading, playing
monkey, crocodile and flamingo. football, swimming, climbing trees, dancing, playing
Students name the animals. cards, learning English, sleeping, listening to music,
Listen and complete the song. 34
watching TV.
Students choose their favourite three activities and
Students look at the illustration in their books. write them down.
Ask them what the different animals are doing. Ask a student to stand up and say one of the activities
Play Track 34. Students listen and point to the from his/her list: I like (dancing).
animals as they are mentioned. All the students who have chosen the same activity
Track 34 stand and say I like (dancing), too!
Happy animals Repeat several times. Play the game faster and faster
(See Students Book page 41, activity 1.) to make it more fun.
Play Track 34 again. Students listen and write Answer Key
the missing words. Elephants, Elephants, 1. Monkeys, 2. Snakes, 3. Flamingos,
Listen and sing the song. 4. Crocodiles
Ask students to decide on a mime for each action Activity Book

in the song. Page 41, activities 1 and 2.
Play Track 34 again. Students join in with words
Key
and mime the actions. Ben likes sitting in the sun. Bill likes swimming in the river.
Ben likes sleeping in the morning. Bill likes sleeping at night.
Ben doesnt like the cold. Bill doesnt like the rain.
EP-T3-U4-0059-0072.indd 61 29/7/08 11:58:33

Read and match the questions with
Grammar: Present simple (he/she/it/they): A big cave the answers.
opens in the ground. The lion and the elephant tell Write the following questions on one half of the board:
the other animals about the cave. Where do the animals live? Where do the animals go?
Vocabulary: Grey, brown, green, orange, red, silver, What does Greedy Zebra like eating?
gold, cave, coat, ground, jungle, greedy, big, small, Ask students to answer the questions orally. Write
tiny, find, open, tell; wild animals. the answers on the other half of the board, but not
Materials: Paper. in the same order. Ask for volunteers to come to the
board and match the questions with the answers.
Preparation: Prediction sheets (1 per student):
Students complete the activity in their books. Check
Write the following sentences on a piece of paper
answers with the class.
and make photocopies:
1. All the animals get new coats.
2. The coats are all pink. Optional activity
3. Greedy Zebra goes to the cave. Correct the story.
4. Greedy Zebra gets a black coat. Read the story out loud and replace some of the words,
5. Greedy Zebra likes his coat. for example: The animals live in the jungle garden.
Replace the following words: jungle garden, coats shoes,
grey green, cave mountain, lion tiger, elephant snake,
Warm-up zebra monkey. Also change some of the colours and/
Game: Stand up if youre wearing (blue)! or adjectives. Encourage students to correct you as you
read.
Write the following colours on the board: grey, red,
orange, green, brown, silver, gold. Point out examples
of these colours in the classroom. Ask students to call Story summary
out more colours and add them to the list. Say Stand up if Write the following sentences on the board:
youre wearing (blue)! Repeat with different colours. All the animals are a dull _________ colour.
One day, a big _________ opens in the ground.
Controlled practice The _________ and the _________ tell the other animals
about the cave. There are lots of new coats of different
Poster 4
_________ inside the cave. All the animals go to the
Display Poster 4. Say Were going to read a story about cave, but Greedy _________ stays by the river. He likes
animals a long time ago. Hold up the cutout of the _________ a lot.
zebra and tell students that the story is about a greedy Students copy and complete the sentences in their
zebra. Explain the word greedy by miming eating a lot. notebooks.
Hold up the other Animal poster cutouts. Students
name the animals and attach them to the poster. Wrap-up
Get students to say the animals colours.
Predicting
Developing reading Distribute the Prediction sheets (see Preparation).
In pairs, students predict what will happen in the
Story: Greedy Zebra, part 1 35
second part of the story and write yes or no next
Students look at the pictures on Students Book to each sentence.
page 42. Ask them what colour the animals are. Students write their names on their work. Collect the
Play Track 35. Students listen carefully and say how sentences for the next lesson.
many colour words they hear.
Answer Key
Track 35 1. They are grey. 2. They find lots of new coats. 3. He likes
Greedy Zebra, part 1
eating.
Play Track 35 again. Students follow the story Activity Book
in their books. Page 42, activities 1 and 2.
Students look at the picture of the coats in the cave. Key
Ask them to identify which animals they think giraffe > tiger > monkey > snake > parrot > eagle >
will wear each coat. Greedy Zebra
Ask What does the zebra like doing? Ask individual 1. The animals are grey. 2. A cave opens in the ground.
students if they like doing different things: Do you like 3. There are a lot of new coats. 4. Greedy Zebra likes eating
grass.
eating/listening to stories/going to the zoo/reading
about animals?
EP-T3-U4-0059-0072.indd 62 29/7/08 11:58:33

Students Book Page 43 the answer. Continue with all the sentences.
Students complete the activity individually. Then they
underline the sections of the text that show each
Grammar: Present simple (he/she/it/they): Greedy answer.
Zebra eats and eats. The animals have got beautiful
coats. Vocabulary practice
Vocabulary: Skin, stripe, tail, tummy, bush, cave, Write the following words on the board: coat, stripes,
coat, grass, river, beautiful, fat, small, tight, see, go, cave, bush, grass, tail, skin, tummy, river.
cut, eat; colours, wild animals. Divide the class into pairs or groups of three. Students
Materials: Prediction sheets from the Wrap-up copy the words and draw pictures to illustrate their
activity in the previous lesson, slips of paper. meanings. Encourage students to go back to the story
Preparation: Optional: Animal cards (1 per student): to try to deduce the meaning of the words they dont
Write the following on slips of paper: elephant, lion, understand. Monitor the activity, helping students with
zebra, tiger, snake, flamingo, giraffe, crocodile. any words if necessary. Invite some groups to present
their work to the class.

Game: Animal noises
Story: Greedy Zebra, part 1 35 Students sit in a circle. Distribute the Animal cards.
Ask students to say everything they can remember Call out one of the animals and ask the students holding the
about the first part of the story. Write their ideas corresponding cards to mime the animal.
in note form on the board. Continue until all students know the mime for their animal.
Remind students of the meaning of the word greedy. Explain that you are going to read the story out loud.
Ask them which of the animals is greedy. When they hear their animal named, they stand up,
Play Track 35. Students follow along on Students Book mime their animal and then quickly change places.
page 42. When you say the word animals, all students stand up,
mime their respective animals and change places.
Controlled practice
Story: Greedy Zebra, part 2 36

Wrap-up
Distribute the Prediction sheets (see Materials).
Students read their Yes sentences out loud. Story reflection
Play Track 36. Students follow along in their books. Write the following on the board:
Students look back at their predictions and see Title: ____________________
how many things they predicted correctly. Characters: ____________________
Track 36 Setting: ____________________
Greedy Zebra, part 2 Opinion: I think this story is _________________.
(See Students Book page 43.) Go over the vocabulary and make sure students
Ask comprehension questions about the story: What understand what they have got to write (Title: the
colour is the tigers coat? Does Zebra go to the cave? name of the story; Characters: the people or animals
Does he eat on the way? What colour coat does Zebra participating in the story; Setting: where and when
want? Is Zebras coat very big? Why can we see Zebras the story takes place).
tummy? Students copy the headings onto a piece of paper
Read out parts of the dialogue and ask who is talking: and complete the information. Students draw a picture
Who says, Do you like my new coat? Who says, below the text of their favourite part of the story.
I want a new coat, too? Collect the story reflections and keep them.
Read and colour the animals. Answer Key
Colour: Tiger-orange, flamingo-pink, crocodile-green,
Students look at the illustrations on page 43 and say snake-red and green, giraffe-yellow and brown, lion-gold
what colour the animals should be. colour
Students read the story and colour in the animals. 1. T, 2. T, 3. F, 4. F, 5. F, 6. F
To check answers ask various students: What colour is
the giraffe? etc. Activity Book
Developing reading
Key
Read and circle T (True) or F (False). 2. a, h; 3. e, f, seven black; 4. b, j, eight black;
5. c, i, nine black stripes
Read the first sentence out loud and get students to call 3, 1, 4, 2
out true or false.
Ask students to find the sentence in the text that shows
EP-T3-U4-0059-0072.indd 63 29/7/08 11:58:33

Students Book Page 44 Vocabulary practice
TPR: Im a monster!
Grammar: Possessive s: the zebras coat Tell students to stand up and imagine they are the
Vocabulary: Beak, body, claw, coat, ear, feather, monster in the song.
head, leg, mane, tail, wing, skin; wild animals. Give them instructions for moving their different body
Materials: Paper (1 piece per student), large bag. parts. Students mime the actions:
Touch your ears. Move your wings. Stamp your feet.
Shake your mane. Wag your tail. Move your feathers.
Warm-up Open your beak. Raise your claws.
Game: Whose is this? Controlled practice
Students choose one item each from their school
bags. Collect all the items and put them in a bag (see Circle the words and draw a monster.
Materials). Take an item out of the bag. Hold it up Students circle one option for each body part and
and say. Oh, look, a (pen)! Whose pen is this? then draw their monster.
The owner of the pen puts his/her hand up.
Say Ah! Its (Kims) pen.
Tell a classmate about you monster.
Write the name with the apostrophe s (s) and the Students show their monster to their classmates
object on the board. Continue with another nine items, and describe it. Ask for volunteers to describe their
writing the names and objects on the board. monsters to the class and hold up their pictures.
Read the names on the board out loud and point
to the s each time. Explain to students that this is how Optional activity
we say who owns something.
Multiple intelligence: Visual/spatial intelligence
Distribute paper.
Students draw a picture of an animal.
Poster 4 Make sure they fill the page.
Display Poster 4 with the Animal poster cutouts. Students colour in their animal and the background.
Point to the animals body parts and name them. Write Then students draw dotted lines to divide up
the words on the board around the poster: ears, claws, the body parts and cut their animals into jigsaw pieces
feathers, tail, wings, beak, coat, skin, legs, head along the dotted lines.
and mane. Students collect all their jigsaw pieces and swap them
Ask questions about the animals: Has a crocodile got with a partner.
feathers? Which animal has got a beak, claws and Students reconstruct the jigsaws.
feathers?
Wrap-up
Controlled practice
Listen and sing the song. 37
Play Write the animal names.
Write the following on the board: tail, wing, claws,
Divide the class into eight groups. Assign an animal
feathers, beak, mane, head, wings, legs, ears.
to each group: zebra, elephant, crocodile, flamingo,
Point to a word and get students to write the names
monkey, duck, parrot, lion. Tell each group to think
of three animals with this body part: tailmonkey,
of a mime for their animal.
horse, elephant.
Play Track 37. Students snap their fingers in time
The first student to finish shouts Stop! and reads
to the music and mime their animal when they hear
his/her words out loud. Continue with all the body
the name mentioned.
parts.
Track 37
The mixed-up monster Answer Key
(See Students Book page 44, activity 1.) 1, 6, 5, 7, 2, 3, 4
Number the parts of the monster. Activity Book

Students look at the monster in activity 1. Page 44, activities 1 and 2.
Ask Whose (ears) are these? Key
Students answer chorally: The elephants ears. Make 1. tail; 2. wing; 3. mane; 4. neck; 5. claws; 6. beak;
sure they are using the possessive s. 7. feathers
Continue to ask about the remaining body parts. The text at the top matches the picture at the bottom.
Students read through the text of the song and number The text in the middle matches the picture in the middle.
The text at the bottom matches the picture at the top.
the body parts on the monster.
EP-T3-U4-0059-0072.indd 64 29/7/08 11:58:34

Students Book Page 45 Ask What do owls eat? When do owls hunt for food?
Students read the verses and match them with
the corresponding pictures.
Pronunciation focus: /i/ wing, /ai/ stripe
Vocabulary: Wind, night, sky, wing, forest, Circle the correct options before you
grassland, trunk, tusk, hunter, winter, spring, huge, read the text.
massive, enormous, sing, fly, kill; wild animals. Read the first question out loud. Students stand up
Materials: Circles of white paper (2 per student), if they think the answer is yes and remain seated if
slips of paper. they think the answer is no. Repeat with the second
Preparation: Word slips (1 per student): Write the question.
following words on separate slips of paper: wing, sing, Students circle the answers in their books.
winter, spring, hip, flamingo, fish, crocodile, stripe, Read the text and complete the tasks.
night, fly, lion, why, swim, time, I, my, mice, it, sit, big, Students silently read the text. Ask them if there are
write, light, pink, bike. any words they dont understand. Write the words on
the board and discuss their meanings.
Read the text out loud to the class. Ask for volunteers
Warm-up to read it out loud.
Play Red or blue? Students complete the tasks individually. Check answers
with the class.
Give each student two circles of white paper.
Students colour one circle red and the other blue. Wrap-up
Write red = wing / blue = stripe on the board.
Point out that the i in each of these words is Game: Word chain
pronounced differently. Distribute the Word slips (see Preparation).
Read the words in activity 1, Students Book Tell students to stand up and place themselves within
page 45, out loud. Students hold up the coloured an arms length of other students.
circles according to the i sound they hear. One student with an /i/ sound word reads his/her slip.
Write the words under the corresponding examples A student with the same sound in his/her word who is
on the board. standing near calls out his/her word and joins hands.
Continue until the chain cannot be continued.
Developing reading Repeat with the /ai/ sound.
Listen and connect the words. 38 Continue until there are either two unbroken chains
or several smaller chains.
Students look at the words in the footprints.
Play Track 38. Students connect the words which have
got the same sound. Optional activity
Track 38 Environmental education
Wing, /i/, /i/, flamingo, /i/, /i/, winter, /i/, /i/, spring, Ask students Do you know of any animals in our
/i/, /i/, hip, /i/, /i/, sing. country that are endangered? Why are these animals
Lion, /ai/, /ai/, crocodile, /ai/, /ai/, stripe, /ai/, /ai/, night, endangered? Explain the meanings of extinct and
/ai/, /ai/, fly, /ai/, /ai/, why. endangered.
Read the first word out loud (wing) and ask Ask What can we do when an animal is in danger?
for a volunteer to complete the chain. What happens to animals if we dont protect them?
Read the second word out loud (lion) and ask
for a volunteer to complete the chain. Answer Key
Students correct their work. Pre-reading: 1.Yes, 2. Yes
After-reading: 1. Forests, Grasslands; 2. huge, enormous,
Read the texts out loud. 39
massive; 3. a lot of space, a lot of food; 4. hunters want their
Play Track 39. Students listen and follow the rhyme tusks.
in their books.
Birds in the sky Page 45, activities 13.
(See Students Book page 45, activity 2.) Key
In pairs, students read the poem to each other. springsing, flyI, mymice, wingit, sitbig, writelight,
Students underline words with the /i/ sound in red pinkfish, whitebike
and words with the /ai/ sound in blue. From left to right: skin; mice, nice; bite, white; my, why;
spring, wing; him, Tim
Ask for volunteers to read the poem out loud From left to right: spring; winter, night, fly; wings, sing;
to the rest of the class. mice, sky
Match the verses with the pictures.
Tell students to look at the picture of the owl.
EP-T3-U4-0059-0072.indd 65 29/7/08 11:58:34

Students Book Page 46 Students find and number the animals.
Grammar: Possessive s: I can see the monkeys tail. Critical thinking

The monkey has got the parrots wings. Ask questions to raise students awareness about the
spaces where wild animals live, for example: Where do
Vocabulary: Africa; wild animals, animal body parts. wild animals live? Why do many wild animals live in
Materials: Paper, tape. zoos and wildlife parks? Have you ever been to a zoo or
Preparation: Spy holes (1 per student): On a small wildlife park? Which animals did you see there? If you
piece of paper, cut out a circle the same size as the were a wild animal, would you prefer to live in a zoo
pictures of the animals coats on Students Book or a wildlife park? Why? Ask students to explain their
page 46. answers.
Warm-up Free practice
Play One, two, three: Look at me! Play Safari observation.

Teach students the following rhyme: Ask two volunteers to read the dialogue out loud.
One, two, three: Look at me! Ask a student to hold up the book and point to
Tell me what I can see. the monkeys tail.
Something beginning with (b)! Students take turns asking the question and finding and
Students look around and guess the word. naming the animal body parts in the picture.
The student who guesses correctly repeats the rhyme Students make a list in their notebooks of all the
with another letter. body parts they can find.
Repeat the game several times. Check the lists with the whole class.
Connecting to students experiences Optional activity

Write the phrase Serengeti Park on the board. Play Body observation.
Tell students that this is a wildlife park in Africa. Students draw one of the animal body parts from
Explain that in these parks the animals are activity 2.
protected. Ask them if they know of any other Attach students drawings to their backs with tape.
wildlife parks. Students walk around the room making a list of all the
Ask students what they know about Africa. body parts they are able to identify.
Write everything they say (provide words in English Ask several students to read their lists out loud.
if necessary) as a mind map on the board:
hyena zebra lion
wild animals Wrap-up
Africa Play True or false?

Call out true/false statements about the animals
hot continent students have studied in this unit: Elephants are
very big. Giraffes live in flats.
Students stand up if the statement is true and remain
Vocabulary practice seated if it is false.
Label the coats and number the animals. Answer Key
Distribute the Spy holes (see Preparation). 1. crocodile, 2. giraffe, 3. flamingo, 4. elephant, 5.
Read the text about the Serengeti Park. Explain the zebra, 6. snake
word camouflage. Tell students there are some animals
Activity Book
hiding in the picture.
Students place their Spy holes over the page and Page 46, activities 1 and 2.
move them until they see a picture of the animals coat Key
in the hole. wing, beak, head, ear, neck, tail, leg
Point to a student at random and say One, two, three: 2. elephants; 3. got the flamingos; 4. got the crocodiles;
Look at me! Tell me what you can see. 5. got the elephants
The student replies with the name of the animal.
Students play the guessing game in pairs.
Students uncover the page and write the names
of the animals under the coats.
Explain that animals have got these strange coats
and colours so that they can hide in the grasslands.
EP-T3-U4-0059-0072.indd 66 29/7/08 11:58:34

Students Book Page 47 Grammar practice
Answer the questions.
Grammar: Can/cant: Eagles can see very far. Giraffes Ask students questions about the texts. Elicit the short
cant jump. Can giraffes clean their ears with their answers Yes, they can./No, they cant.
tongues? Yes, they can./No, they cant. Students read the questions and write the answers.
Vocabulary: Ostrich, hippo, eagle, lion, giraffe,
snake, tongue, heavy, lift; wild animals, action verbs.
Optional activity
Materials: Paper (1 piece per student), coloured Play Jump the line.
paper (2 pieces per group), hole punch, string. Draw a chalk line down the middle of the room. Write
Yes and No on either side of the line.
Students stand on the line. Ask a question about the
Warm-up animals: Can (giraffes) (jump)?
Play The board game. Students jump to the correct side of the line and call out
At the top of the board write: What can zebras do? the answer: Yes, they can./No, they cant.
Divide the board into two. Write the same verbs on
both sides of the board: fly, run, swim, talk, write, read,
Developing writing
walk, climb trees, eat lions, eat grass.
On both sides of the board write: Yes, they can./No, The Printers Project
they cant. Brainstorm elements that students might put in their
Divide the class into two groups. Each group stands in a wildlife park: hill, valley, forest, river, lake, trees, bridge,
line in front of its side of the board. path. Write the words on the board.
Ask a question using one of the verbs on the board: Brainstorm animals. Write the words on the board.
Can zebras fly? The first student in each line runs to the Divide the class into groups. Distribute the coloured
board and circles the corresponding answer. paper (See Materials). In their groups, students draw a
The first student to circle the correct answer wins map of their wildlife park on coloured paper. They draw,
a point for his/her team. colour and cut out elements to glue onto the map. Each
Repeat with other verbs. The group with the most member of the group chooses and draws an animal from
correct answers is the winner. the list. Each group invents a name for its wildlife park.
Students write sentences about their animals: This is
Developing reading a (zebra). It can run fast. It can swim.
Read the texts and complete the tasks. Assemble each groups pamphlet by punching holes
and tying the pages together with string. Display the
Read the texts out loud. Stop after each sentence
pamphlets around the classroom.
and ask a question to highlight the facts:
Baby lions cant see. Can baby dogs see?
Wrap-up
Students underline one thing in each text that each
animal can do and circle one thing in each text that Visit the wildlife parks.
each animal cant do. Ask volunteers to read the Students walk around the classroom in their groups
sentences they underlined and circled. looking at the wildlife park pamphlets they made in
The Printers Project.
Grammar presentation Each group chooses a park they would like to visit and
Listen and tick (3) the correct options. 40 names a spokesperson who explains which park they
Ask Can zebras (run)? Elicit Yes, they can. decided to visit and why: We want to visit the (Wangala)
Repeat with other verbs. Wildlife Park because there are (zebras and lions).
Play Track 40. Students listen and provisionally tick their Answer Key
options. 1. can drink for 20 minutes, can see very far, can clean their
Track 40 ears with their tongues, can eat monkeys and pigs. 2. cant see,
Number 1. Can snakes hear?
cant lift heavy things, cant jump, cant hear.
Number 2. Can some snakes eat monkeys?
1. No, they cant, 2. Yes, they can, 3. No, they cant, 4. No,
Number 3. Can giraffes jump?
they cant, 5. No, they cant, 6. Yes, they can.
Number 4. Can eagles lift heavy things?
Number 5. Can baby lions see? 1. No, they cant, 2. Yes, it can.
Number 6. Can eagles see far? Activity Book
Play Track 40 again. Students tick their definitive options. Page 47, activities 1 and 2.
Play Track 40 again. Stop after each question and ask Key
a volunteer to give the answer. 2. cant fly. 3. They can swim. 4. They cant talk.
1. Hippos can run fast. 2. They cant fly. 3. They can swim.
4. They cant write.
EP-T3-U4-0059-0072.indd 67 29/7/08 11:58:35

Students Book Page 48 Student B refers to the answers he/she has circled and
responds: Yes, he can.
Monitor and correct the exchanges.
Grammar: Can/cant: Can Koko turn on the TV? When Student A has completed his/her answers,
Koko can read but she cant write. Student B asks his/her questions.
Vocabulary: Gorilla, kitten, sign language, film, Students compare their cutouts to check their work.
clever, speak, paint, understand, use, read, write, do
Maths, play, turn on, climb, eat, communicate. Optional activity
Materials: Cutout 1. Game: Animal antics
Each group chooses an animal. The members of the
Warm-up group go to the front of the class and mime three
actions that their animal can do and three actions it
Play Dont break the chain.
cant do.
Start at the back of the class. Ask a student a question To show what their animal can do, the members of the
using Can you...?: Can you (swim)? group hold their thumbs up and mime the action. To
The student answers and asks the student sitting next show what their animal cant do, they hold their thumbs
to him/her another question: Can you (fly)? down and mime the action.
Continue until a student repeats a question. The rest While the group is miming, the rest of the class says
of the class calls out Broken chain! the sentence, for example: You can (fly). The actors nod
When a student breaks the chain, the next student their heads if the sentence is correct and shake their
begins the game again. heads if the sentence is incorrect.
Finally, the rest of the class guesses the animal.
Developing reading Repeat with all the groups.
Read the text and complete the chart.
Tell students that this text is about a real gorilla Wrap-up
called Koko, who lives in California, U.S.A.
Ask the class to say some of the things they think Game: Animal categories
gorillas can do. Draw the following chart on the board:
Ask the class whether gorillas can talk, read, write
or paint. Write students ideas on the board. Animals that can
Read the text out loud. Ask the class if there fly
is anything surprising about Koko.
Ask the first question: Can Koko turn on the TV? climb trees
Students answer chorally. swim
Repeat with the remaining questions.
Students silently read the text and complete the chart speak
in their books.
Test a classmates memory. Divide the class into pairs. Give pairs five minutes to
S1 looks in the book. S2 has got the book closed. complete the categories with as many animal names as
S1 asks questions about Kokos abilities: possible.
Can Koko (do Maths)? Check the categories.
S2 tries to remember the correct answer. Students call out the animal words and add any
S1 makes a note of the number of correct answers. extra words. Students count their correct responses. The
Students change roles. pair with the highest number of correct words wins.
Answer Key
Free practice Yes, No, Yes, No, No
Ask a classmate and circle the From top to bottom : Mari: can, can, can, cant, can
correct options. Grub: can, can, cant, can, can
In pairs, students choose their cutouts: 1A or 1B. Activity Book
Students silently read their respective cutouts and circle Page 48, activity 1.
the corresponding options on Students Book page 48,
activity 2. Key
gorilla: 7; flamingo: 7, 7; crocodile: 7, 7, 7, 7, 4; boy: 4 ,
Now choose two students to demonstrate the activity 4 , 4 , 7, 4
in front of the class: 1. cant; 2. Yes, they can. 3. No, they cant.
Student A looks at his/her Students Book and asks 4. No, they cant. 5. Yes, I can.
questions to discover the missing answers. For example:
Can Grub (use sign language)?
EP-T3-U4-0059-0072.indd 68 29/7/08 11:58:35

Students Book Page 49 Role-play: Going to the crazy zoo. 41
Play Track 41. Students listen and repeat.
Grammar: Present simple (it): Its got the monkeys Track 41
tail. Like + gerund: It likes eating leaves. Can/cant: (See Students Book page 49, activity 2.)
It can swim. It cant fly.
Students put their three remaining crazy animals from
Vocabulary: Run, climb, swim, fly; wild animals, activity 1 on the table.
animal body parts. Students take turns asking each other questions about
Materials: Cutout 2, paper, card. their crazy animals, following the dialogue.
Preparation: Animal sheets (1 per student): Write
the following list with large letters on a piece of
Optional activity
paper and make photocopies: giraffe, monkey, tiger,
crocodile, gorilla, ostrich. Make a shape poem.
Tell students to choose one of their crazy animals (not
the one they used in activity 1).
Students think of simple sentences to write about their
Warm-up animals.
Game: Reconstructing animal words They write their sentences around the shape of the
animal.
Distribute the Animal sheets (see Preparation).
Display the shape poems.
Students fold the sheet and tear the list into individual
strips (one word per strip). Then they fold the words
in half and tear. They can choose where to do this,
but they must not tear any letters.
Students shuffle their word halves and exchange them
with a partner.
Shout Go! Students reconstruct the words as fast
as possible.
The first student to finish shouts Stop!
Check the words.
Tell each student to keep one of the words (both
halves) and throw the rest away.
Collect both word halves from half of the students and Wrap-up
keep them for the Wrap-up activity. The other students
Play Find your partner.
throw out their words. You should have half a word per
student. Shuffle the word halves from the Warm-up activity
and hand out one per student.
Craft activity Shout Go! Students walk around the classroom until
they find the other half of their word.
Make crazy animals. Once students have found their other half, they sit down.
Distribute the card. Remind students of the parts of the
body: tail, head, legs, body. Activity Book
Students cut out the animal pieces in Cutout 2. Page 49, activities 1 and 2.
They put the pieces together to make up four Key
different crazy animals. 1. What a funny bridge! 2. Stop! That isnt a bridge!
They glue their animals onto the card. Its a crocodile!
Students cut out the animal words and place two
halves together to invent animal names.
They choose an invented name for each of their
animals and glue the names to the top of the card.
Complete the information about your animal.
Ask for a volunteer to hold up one of his/her crazy
animals. Ask him/her questions: Whats your animal
called? Which head/tail/legs/body has it got?
Can it fly? Can it climb trees?
Students choose one of their crazy animals and
complete the information in their books.
Then students copy the completed paragraph onto
the card.
Ask for volunteers to show their crazy animals and read
their paragraphs to the class.
EP-T3-U4-0059-0072.indd 69 29/7/08 11:58:35

Students Book Page 50 Circle the correct options.
Read the sentences out loud one by one. Students put
Grammar: Can/cant: I can ride a bike. I cant fly. their thumbs up if they think the sentence is true and
Can you swim? down if they think it is false.
Vocabulary: Ride a bike, play the violin, swim, climb, Students read the sentences in their books and circle
see colours, eat, jump, sing, dive, run, play the piano, the correct answers.
speak English, dance the cancan, rocks, tree; wild
animals. Free practice
Materials: Cutout 3, paper (1 piece per group). Play The animal quiz game.
Preparation: Abilities tables (1 per group of 45 Divide the class into pairs. Students cut out the quiz
students): Copy the following table on a piece of paper cards in Cutout 3 and place them in a pile face down
and make photocopies: on their desk.
S1 takes a card and asks a question.
Can you Name Name Name Name Name S2 guesses the answer. If he/she is correct, he/she takes
touch your toes? the card. If the answer is incorrect, the card is placed
touch your nose at the bottom of the pile.
with your tongue? Continue until pairs are holding all the cards. The one
touch your knees with the most cards is the winner.
with your nose?
hop 25 times? Optional activity
do 25 sit-ups? Conduct a survey.
Divide the class into five groups. Give each group an
Abilities table (see Preparation).
Go over the questions and make sure students
Warm-up understand them.
Students ask each other the questions in their tables and
Game: Lie! note their results.
Write a list of ten sentences using can, for example: Display the results.
I can (swim). Include three sentences that are obviously
false: I can (fly).
Tell students that you are going to read out a list of Wrap-up
things that you can do, and that you are not always
going to tell the truth. When they hear a sentence that Game: Spelling competition.
they think is false, they call out Lie! and correct the Divide the class into two teams.
sentence: You cant (fly)! Name an animal: crocodile.
Read the sentences out loud. The members of Team A spell the word, saying one
Students write their own list of six sentences with two letter each: S1: C, S2: R, S3: O, etc.
false sentences. Repeat with a different word for Team B.
A student starts reading his/her list out loud. The other Award a point to each team when a word is spelled
students listen carefully and call out Lie! You cant (fly)! correctly.
Continue until all the students have read their lists.
Answer Key
Classify: Positive: I can play the violin. I can swim. Negative:
Grammar practice
I cant ride a bike. I cant dance the cancan. Questions: Can
Complete the tasks. you play the piano? Can you speak English?
Ask for volunteers to read the sentences in the Circle: 1. Yes, 2. No, 3. Yes, 4. No, 5. No
speech bubbles out loud. Activity Book
Students underline the words can or cant in red.
Then they underline the words I or you in green.
Write the sentences on the board while students Key
are working. 1. Can you speak seven languages? 2. Can you swim for
ten hours? 3. Can you eat ten hamburgers? 4. Can you talk
Point out that the position of the words underlined
with monkeys? 5. Can you jump twelve metres? From top to
in green changes when we make a question. bottom: 2, 1, 4, 5, 3
Classify the sentences.
Students classify the sentences in the table.
EP-T3-U4-0059-0072.indd 70 29/7/08 11:58:35

Students Book Page 51 Wrap-up
Unit report card
Grammar: Review of can/cant, like + gerund Give each student an index card.
and the possessive s. Write the following sentences on the board:
Vocabulary: Key vocabulary from the unit. Name: ___________________________
Materials: Index cards (1 per student). Unit: _____
My favourite activity is __________ on page ____.
My least favourite activity is _______ on page ____.
Warm-up I really like / dont like this unit.
Students copy and complete the sentences onto their
Play Finish my sentence. index cards.
Call out the beginnings of sentences from the unit:
Zebras cant I like Activity Book
Point to students at random and ask them to complete Page 51, activities 13.
the sentences. Key
Each time a student completes a sentence correctly, can, can swim, swim, can swim, can swim; cant, swim,
tell him/her to put his/her hands on his/her head. He, cant, swim, swim, You, cant; I, Can, he, Can, swim, we,
Continue playing until all the students in the class Can, swim, Can
have got their hands on their heads. 3, 5, 4, 2, 1
Review Grammar module: Can/cant and Like + gerund

The Printers Quiz We use the auxiliary verb can to talk about the things we
Answer the questions. know how (or dont know how) to do:
Ask students questions about their own abilities: I can swim. He cant read.
Can you swim? Can you fly? In the question form, we change the position of the
Students answer the questions in their books. pronoun and can/cant: Can you speak English?
Positive Negative
Complete the chart about yourself
and ask two classmates. I can swim. I cant swim.
Tell the class about yourself: I like reading. I dont like You can swim. You cant swim.
watching TV. Ask students at random: He can swim. He cant swim.
She can swim. She cant swim.
Do you like (reading)?
It can swim. It cant swim.
Students fill in the chart about themselves and ask two We can swim. We cant swim.
other classmates, recording their responses. You can swim. You cant swim.
They can swim. They cant swim.
Complete the sentences. Use the
information in the chart.
Question form Short answers
Write three sentences on the board: I like swimming.
I like dancing. I dont like climbing trees. Can I swim? Yes, I can./No, I cant.
Say I like swimming and I like dancing. Can you swim? Yes, you can./No, you cant.
Write the complete sentence on the board. Can he swim? Yes, he can./No, he cant.
Say I like dancing but I dont like climbing trees. Can she swim? Yes, she can./No, she cant.
Write the complete sentence on the board. Can it swim? Yes, it can./No, it cant.
Can we swim? Yes, we can./No, we cant.
Remind students that when the two sentences are the Can you swim? Yes, you can./No, you cant.
same (positive or negative), we join them with Can they swim? Yes, they can./No, they cant.
the word and. When the two sentences are different,
we join them with the word but.
Like + gerund
Optional activity When we want to express our likes and dislikes with
respect to actions, we use the verb like + the gerund
Play Categories.
of the second verb.
Divide the class into two teams.
I like running. He doesnt like watching TV.
Divide the board in half and draw a chart on each half
with the following categories: mammals, reptiles, birds,
actions.
Call out a category. The first member of each team runs
to the board and writes a word.
Give points for the first word correctly written.
The team with the most points is the winner.
EP-T3-U4-0059-0072.indd 71 29/7/08 11:58:35

es
ti
i
vi
t
ac
r
Cr
oss-curric ula
Science: Caring for sick animals For homework, students find out as much information
as they can about the animal and why it is in danger
Materials: Paper, coloured pencils.
of extinction. Students can ask their parents for help
Directions: or use the Internet.
Remind students of the apes that appear on Students Each student completes an index card with the
Book page 48, activity 2. Tell them that these apes following information about his/her animal:
were rescued by the Centre for Great Apes.
Students come to the map with their index cards and
Tell them about the centre: it is located in Florida
read the information to the class.
and was founded in 1993. In the centre, orangutans
Place a drawing pin in the area where the animal is
and chimpanzees live in a natural habitat with lots of
found, stretch a piece of wool from the drawing pin to
trees and space. They have also got a lot of climbing
the border of the map and place another drawing pin
structures, swings and toys. There are 14 apes in the
through the wool and the index card.
centre, from 4 to 34 years old. They are all animals that
lived in terrible conditions and/or were mistreated.
Invite students to look at or bring in printouts from Name:
the website
http://www.prime-apes.org/index.html
This animal lives in .
Students look at the photos of the apes, find out their Habitat:
names, what they like eating and their favourite games.
There are left in the world.
They choose one of the apes and design a poster about
it, including its name and some information. This animal is in danger because
Cooking: Animal dung biscuits .
Materials: 2 cups sugar, 1/2 cup milk, 1/2 cup
margarine, 1/2 cup cocoa, pinch of salt, 1 tsp vanilla
extract, 2-1/2 cups rolled oats (oatmeal),
1/2 cup chopped nuts, pan, wooden spoon.
Preparation: Mix the sugar, milk, margarine, cocoa
and salt in a pan and boil them for two minutes. Do
not overcook. Remove from the heat and add the
remaining ingredients, stirring them in thoroughly.
Drop teaspoonfuls onto napkins and allow to stand.
The biscuits look like animal dung, but taste delicious!
Project: Animals in danger
Materials: Large world map, pictures of different
animals in danger of extinction, drawing pins, wool,
marker pens, index cards.
Preparation: Cut the wool into long strips to connect
index cards to the map.
Directions:
Display a world map on the wall. Students identify
the continents.
Brainstorm a list of animals in danger of extinction from
around the world. Find at least three animals from each
continent and enough animals so that you have got
one per student.
Assign an animal to each student.
EP-T3-U4-0059-0072.indd 72 29/7/08 11:58:37

Mo
ther E a r th
Vocabulary Grammar
Food: There is/are:

broccoli, carrot, cheese, grape, juice, milk, oil, onion, There is a watermelon.
orange, pasta, peach, peas, pineapple, potato, rice, sugar, There is some rice.
tomato, water, watermelon There are some potatoes.
Water words: Is there any water?
cloud, ice, lake, rain, rainbow, raindrop, snow, steam Are there any trees?
There isnt any milk.
Containers and measures:
There arent any biscuits.
bag, bottle, box, bunch, carton, litre, packet
Verbs:
brush your teeth, dissolve, evaporate, float, flush the
toilet, sell, have a shower, wash your hands
Other words:
gas, houseboat, liquid, market, mountain, path, sky, solid,
vegetables, village, well

Have you got any (carrots)? How much is that? Mathematical Intelligence (page 75)
Here you are.
Teaching tip
Correcting written work
The process of correction of a piece of written work Not all mistakes should be evaluated equally. Mistakes
can be very de-motivating for students, especially if in target structures and grammar are obviously critical.
they have put a lot of effort into producing the work. Sometimes, however, in a free piece of writing,
Before students start a piece of work, prepare them students try to use language that has not been taught.
orally. Make sure they understand what they have got This effort should be applauded and not penalised,
to do and that they have got all the elements they although the correct form should also be given.
need to carry out the task. Ask yourself the following Always take into account the effort the student has
questions: made and the progress he/she is making.
Do students understand the language needed Pieces of work that are good in terms of effort as
to complete the task? well as the final result can be displayed around the
Do students understand the mechanics of the task classroom. This is very motivating for students and leads
(gap-fill, matching, completing, etc.)? to greater care in the presentation of their work.
Do students understand the communicative purpose Tips to improve writing
of the task (letter, survey, story, personal questions)? 1 Planning the work. This phase can include oral
brainstorming of ideas as a group activity.
Have students got enough information (or access
to information) in order to be able to carry out the 2 Working in pencil. This allows the work to be
task? This is especially important for project work. corrected at a later stage, thereby ensuring a cleaner
final draft.
Written work should always be carefully checked by the
teacher. Students will be more motivated to do a good 3 Peer correction. Once a first draft has been produced,
job if they know that their teacher is going to read their let students exchange their work with a classmate.
work carefully and comment on it. Students should try to identify their classmates
mistakes and suggest corrections.
When checking the work, it is important to correct
language mistakes. A careful analysis of the types of
mistakes a student (or group of students) is making
shows the areas that need reinforcement.
Unit 5 Mother Earth 73
EP-T3-U5-0073-0086.indd 73 29/7/08 12:04:13

Students Book Page 52 Student b tries to remember which stand the food is on.
Monitor students and correct the use of there is/there
are where necessary.
Grammar: There is a/There are some + singular and
plural nouns: There is a watermelon. There are some Controlled practice
oranges.
Vocabulary: Pineapple, orange, banana, tomato, Look and match.
peach, potato, grape, watermelon. On the board, draw two columns with the headings
One/More than one.
Materials: Index cards (2 per student), tape.
Students look at the illustration again. Ask How many
bananas are there? Students respond. Write the word
bananas in the column More than one. Repeat for the
Warm-up rest of the food items.
Play Fruit categories. Students look at activity 3 and match the food items
Divide the class into small groups. with There is/There are.
Write yellow fruit and vegetables on the board. Give Ask for volunteers to read their answers out loud.
students 30 seconds to write a list of yellow fruit and Look and complete.
vegetables.
Ask for volunteers to read their lists out loud: banana, Students complete the sentences.
yellow pepper, grapefruit, lemon Make a list on
Wrap-up
the board.
Repeat with red fruit and vegetables (apple, strawberry, Can you remember?
cherry, watermelon), orange fruit and vegetables Give two index cards to each student. Students draw
(carrot, orange, peach), green fruit and vegetables a fruit or vegetable on each card. Ask them to draw
(cucumber, apple, spinach). one singular item and one plural item. Collect the
cards. Tape some of the cards onto the board.
Grammar presentation Use both singular and plural cards.
Listen and number. 42 Give students 30 seconds to memorise the items.
Cover the cards with a piece of paper.
Students look at the illustration on Students Book Students use There is a.../There are some... to describe
page 52. the items on the cards.
Point to each type of food and ask Whats this?
What are these?
Play Track 42. Students number the food on the stands. Optional activity
Track 42 Counting fruit
Look at Marys stand. Invite a volunteer to the front. Ask him/her to select four
Number 1. There is a pineapple. cards with fruit or vegetables drawn on them.
Number 2. There are some grapes. He/She describes the food on the cards: There is an
Number 3. There are some oranges. apple. There are some grapes.
Number 4. There are some bananas. Repeat with other students.
Look at Sams stand.
Number 5. There are some tomatoes.

Number 6. There are some peaches.
Number 7. There are some potatoes. Answer Key
Number 8. There is a watermelon. From left to right: Mary: 2, 1, 3, 4; Sam: 8, 6, 5, 7
Text 1: There is: a watermelon, a pineapple; There are:
Say Theres a pineapple. What number is it?
some bananas, some peaches, some oranges, some potatoes,
Repeat with the other foods, emphasizing each time
some grapes, some tomatoes
is/are and a/some.
Text 2: pineapple, oranges, watermelon, potatoes
Draw students attention to the Look at grammar! box.
Grammar practice
Play The memory game.
Give students a minute to look at the illustration on
page 52. Then tell them to close their books.
Divide the class into pairs.
Ask two students to read the model dialogue in the
Students Book.
Student a keeps his/her book open and says a sentence
that describes the food on the stands.
74 Unit 5 Mother Earth
EP-T3-U5-0073-0086.indd 74 7/30/08 5:31:51 PM

Students Book Page 53 Invite students to attach the labels in the corresponding
boxes on the poster.
Students make sentences about the poster using There
Grammar: There is/are some + uncountable and are some.../There is some...
countable nouns: There is some juice. There are some
Display the Food cutouts and ask Can you count
carrots.
(sugar)?
Vocabulary: Oil, pasta, cheese, carrot, juice, pea, rice, Invite volunteers to place the cutouts on the
milk, broccoli, onion, sugar, water. corresponding side of the table on the poster.
Materials: Optional: A selection of countable and
uncountable foods. For example: grapes, peas, sugar, Optional activity
water; a bowl.
Multiple intelligence:
Mathematical intelligence
Place a bowl on a table (see Preparation). Ask
Warm-up a student to come up and hold his/her hands over the
Game: Things I like! bowl. Drop some grapes slowly into his/her hands.
Ask Can you count the grapes? Repeat with peas,
Say I like (grapes).
water and sugar.
Encourage a student to continue the chain.
Remind students that when we cannot count
S1: I like grapes and (ice cream).
a quantity, we use There is some
Continue around the classroom. Each student
Repeat the experiment several times with
adds a new word.
different students.

Listen, point and repeat. 43 Read the quiz and circle.
Point to the illustration on page 53. Draw students attention to the Look at grammar! box.
Ask students if they can identify any of the food. Students read and circle the correct name.
Play Track 43. Students listen and point.
ake your own quiz and swap with
M
Track 43 a classmate.
Look at Kims stand.
Number 9. There is some broccoli. Students write similar sentences about the two stands
Number 10. There are some onions. in their books. Check the use of There is some.../There
Number 11. There is some sugar. are some...
Number 12. There is some milk.
Number 13. There is some rice. Wrap-up
Number 14. There is some water.
Number 15. There is some cheese. Game: Spelling competition.
Now look at Jacks stand.
Number 16. There are some carrots.
Number 17. There are some peas. Say a food word, for example: watermelon.
Number 18. There is some pasta. The members of Team a spell the word, saying one
Number 19. There is some oil. letter each: S1: W, S2: A, S3: T, etc.
Number 20. There is some juice. Repeat with a different word for Team b.
Award a point to each team when a word is spelled
Play Track 43 again. Students listen and repeat.
correctly.
Look and number the words. Answer Key
Students number the words according to the From top to bottom : Kims, Kims, Jacks, Kims
illustration. Students check their work in pairs.
Activity Book
Grammar presentation Page 52, activities 1 and 2.
There is/are + countable and uncountable nouns
Key
Poster 5 Page 52 rice, carrot, pasta, oil, water, cheese, pineapple,
Point to the carrots in Poster 5. Say There are some orange, watermelon, peach, tomato, banana, onion, juice,
carrots. Can we count the carrots? How many carrots broccoli; potato, grapes, cake, pear, milk
are there? Repeat with the other countable items. 1. Broccoli; 2. A carrot; 3. A banana; 4. A pea; 5. A grape
Point to the oil. Say There is some oil. Can we count Page 53 I can count: carrots, potatoes, onions, peaches,
apples, bananas, watermelons, tomatoes; I cant count: juice,
oil? Repeat with the other uncountable items. water, sugar, pasta, ice cream, rice, broccoli, oil
If necessary, explain that the container (for example, 2. are; 3. is; 4. are; 5. are; 6. are; 7. are; 8. is
the bottle or bag) can be counted. 5, 2, 7, 3, 4, 8, 6
Display the Label cutouts. Read out the labels: Things
I can count; Things I cant count.
EP-T3-U5-0073-0086.indd 75 7/30/08 5:31:52 PM

Countable and uncountable nouns
Grammar: Is/Are there any...? + uncountable and Students silently read the story in their books.
countable nouns: Is there any water? Are there Ask students to underline all the nature words
any trees? in the story: water, sky, clouds, trees, mountain, grass
Vocabulary: Water, rain, cloud, sky, mountain, grass, and rain.
village, path, well. Write the headings I can count/I cant count
Materials: Paper. on the board. Ask a student to classify a nature word
from the story. Repeat with other words until there is a
Preparation: Prediction sheets: Write the following list on the board.
sentences on a piece of paper:
1. The plants die and the villagers are hungry. Read and circle the correct answers.
2. The villagers move their houses near the river. Students silently read the questions and circle the
3. Anita gets angry at the villagers and runs away. options. Remind them to use pencil in case their
4. The clouds follow Anita to the village. answers need to be changed.
5. The villagers sing with Anita and it rains. Read the first question out loud. Students call out
Make photocopies (1 per student). the answer.
Continue with the rest of the questions.
Warm-up
Play Find the word. Optional activity
Write the following words on the board: well, water, Memory game
cloud, rain, flower, grass, mountain. Ask students to look carefully at the illustrations on page
In pairs, students look for pictures for each word 54.
on Students Book pages 54 and 55. Students close their books.
Ask questions about the story and the illustrations. Use
Critical thinking a mixture of singular, plural and uncountable nouns: Is
there any water in the old well? Are there any clouds
Story: Anitas rain song, part 1 44 near the village? Are there any trees in the village? Are
Point to the first picture on page 54. Ask Is this a hot there any clouds on top of the mountain? Are there any
or cold country? How can you tell? Does the boy look trees on top of the mountain? Are there any flowers in
happy? What do you think the problem is? the village? Is there any grass in the village?
Point to the picture of the villagers and ask Do the
people look happy? How you do think they feel?
Point to the picture of the two men digging and ask Wrap-up
What are they doing? Why do you think theyre
digging a hole? Predicting
Now point to the picture of the girl and ask Whats Distribute the Prediction sheets (see Preparation).
the girl doing? Does she look happy? Why do you think In pairs, students predict what will happen
shes happy? in the second part of the story and write Yes or No
Accept all logical answers and encourage students next to each sentence.
to make predictions about the story. Students write their names on their work and collect
the sentences for the next lesson.
Developing reading Answer Key
Story: Anitas rain song, part 1 44 1. No, there isnt, 2. No, there arent, 3. No, there arent,
Play Track 44. Students follow the story in their books. 4. No, there isnt .
Pause the recording after each paragraph to ask Activity Book
general comprehension questions:
Is there any water in the well? What do the children Page 54, activities 1 and 2.
do every morning? Wheres Anita? Key
Why are the people worried? What are the men doing? village, river, rain, grass, cloud, mountain, sun
Are there any clouds? No, there arent. Are there any
Track 44 snakes? Yes, there are. Is there any grass? Yes, there is. Are
Anitas rain song, part 1 there any animals? No, there arent. Are there any flowers?
(See Students Book page 54.) Yes, there are.
Ask for volunteers to take turns reading the story out
loud. Help them with the difficult words.
EP-T3-U5-0073-0086.indd 76 29/7/08 12:04:16

There isnt/arent any
Grammar: There isnt/arent any: There isnt any rain. On the board, write the following sentences: There is
There arent any clouds. some rain. There are some flowers. There isnt any rain.
Vocabulary: Rain, cloud, village, flower, grass, plant, There arent any flowers.
worried, hungry, wet, dying, sing. Draw students attention to the use of some/any.
Materials: Prediction sheets from the Wrap-up
Controlled practice
activity in the previous lesson, paper.
Read and rewrite the sentences.
Read the first sentence out loud.
Warm-up Ask for a volunteer to correct the sentence.
Story: Part 1 review Repeat with the other sentences.
Write the following sentences on the board: Students write the correct sentences in their books.
There isnt any in the well.
The children collect water from the . Optional activity
Anita walks to the top of the .
She sings and the falls. Play True or false?
The people in the village make a new . Make true/false statements about the story using there
There water in the new well. is/isnt/are/arent:
In pairs, students complete the sentences. Theres some water in the well. There are two wells
Check answers with the whole class. in the village. There isnt any grass on top of the
mountain. There arent any wells in the village. There
Developing reading arent any flowers in the village. There isnt any rice.

At the beginning of the story, there arent any clouds.
Story: Anitas rain song, part 2 45 Students call out True or False.
Distribute the Prediction sheets (see Materials).
Encourage some students to read their sentences
out loud. Wrap-up
Play Track 45, pausing the recording after each
Story reflection
paragraph. Students follow along in their books.
Ask questions after each paragraph: Title:
Are the people in the village hungry? Why are the Characters:
plants dying? Where does Anita go? Who goes with Setting:
Anita? When does it start raining? Opinion: I think this story is .
Do the villagers believe Ram? Do the clouds and the
rain follow the children? Do the clouds like Anitas rain Go over the vocabulary and make sure students
song? At the end of the story, who sings with Anita? understand what they should write (title: the name of
the story; characters: the people or animals participating
Track 45 in the story; setting: where and when the story takes
Anitas rain song, part 2
place).
Students copy the headings onto a piece of paper and
Students look over their predictions and see how many complete the information. Underneath, students draw
things they predicted correctly. a picture of their favourite part of the story. Collect the
Ask for volunteers to take turns reading out loud. story reflections and keep them.
Help them with the difficult words.
Ask general comprehension questions about the story:
Answer Key
1. There arent any clouds and there isnt any rain; 2.
Why does it rain? Are the people happy at the end
There arent any flowers and there isnt any grass; 3. The
of the story? Why are they happy?
people are hungry because there isnt any rice.
Connecting to students experiences Activity Book

Write the word drought on the board. Explain that Page 55, activities 13.
a drought is a long period of time when there isnt any Key
rain. Ask students if they can remember a time when 3, 5, 2, 4
there was a drought in their region. Let them share 2. arent any; 3. isnt any; 4. arent any; 5. arent any;
their ideas. Ask them to suggest what people can do 6. isnt any
to save water when there is a drought. there isnt any water; to the top of a mountain; they dont
believe her; make a new well; any water in the new well; the
rain song with Anita
EP-T3-U5-0073-0086.indd 77 29/7/08 12:04:16

Students clear their desks. Divide the class into pairs.
Grammar: Countable and uncountable nouns. Tell partners to choose their roles. One is the
Functional language: Have you got...? How much is shopkeeper; the other is the shopper.
that? Here you are. The shopkeeper selects 10 cutouts and sets up his/her
shop by displaying the selected cutouts on his/her desk.
Vocabulary: Food vocabulary, containers. Students practise the dialogue in activity 2, substituting
Materials: Cutout 1, tape, paper. different food items.
Pairs change roles and practise again.
Warm-up
Optional activity
Game: Can you count it?
Shop role-play
Divide the board in half. Write a heading on each half
Set up a shop at the front of the class.
of the board: I can count this/I cant count this.
Choose pairs to come to the front and act out
Divide the class into two teams. Ask them to form two
the role-play using the cutouts from the Craft activity.
groups at the back of the classroom.
Encourage students to add to the dialogue.
Call out a food word, for example: oil.
A student from team a writes the word on the
corresponding half of the board (I cant count this). Wrap-up
Repeat with team b.
Award a point for each correctly spelled and My favourite food shop
categorised word. Students draw a picture of their favourite food shop,
Continue until all students have played. real or imagined.
Students write four sentences describing the food
Craft activity for sale in the shop using There is/isnt and There are/
arent.
Make a food shop.
Students look at activity 1 on Students Book page 56. Activity Book
Read the instructions out loud. Students follow along Page 56, activities 1 and 2.
in their books. Key
Students colour and cut out the food and money 1. bottle; 2. packet; 3. carton; 4. box; 5. bunch; 6. bag
in Cutout 1. you, have got
They cut out small squares of paper (one for each food
cutout) and write prices.
Students use tape to attach the price tags to the
cutouts.
Controlled practice
Role-play: Going shopping. 46
Ask What fruit can you see? How much are the
(bananas)? What do you think the people are doing?
Accept all logical answers.
Play Track 46. Students point to the characters as they
are speaking.
Track 46
Divide the class into two groups. One group
is the shopkeeper and the other group is the shopper.
Read the lines of the dialogue one at a time. Groups
repeat chorally.
Repeat the activity with different food items from
the cutouts.
EP-T3-U5-0073-0086.indd 78 29/7/08 12:04:17

Students Book Page 57 Describe your picture.
Students write a description of their picture in their
Grammar: There is a/some, There are some: notebooks.
There is a rainbow. There is some rain. There are some Ask individual students to come to the front of the
clouds. class, display their pictures and describe them.
Vocabulary: Raindrop, cloud, lake, sea, rainbow, sky,
mountain, ground, sun, waterfall, tree, path, house, Optional activity
village, evaporate. Game: Whose picture is it?
Materials: Cutout 2. Collect the nature scenes and hand them out
to different students.
Students walk around and ask each other questions to
Warm-up try to find the owner of the nature scene they have
been given: Is there (a house) in your picture? Are there
Vocabulary review: Back to nature. any (clouds) in your picture?
Divide the class into groups of four.
Write Nature on the board. Give the groups a few
minutes to make a list of all the nature words Wrap-up
they know. Ask the groups to read out their lists.
Game: Hangman.
Make one big list on the board.
Choose a vocabulary word from this lesson. On the
Vocabulary presentation board, draw a line for each letter of the word and draw

the hangmans scaffold.
Listen and number the pictures. 47 Students take turns calling out letters. If the letter is
Say Lets learn some more nature words. part of the word, write it in. If it is not, draw part of the
Students look at activity 1 on Students Book page 57. body and write the letter on another part of the board.
Play Track 47. Stop after the first line. Say Look at the Continue until students guess the word or until the
picture. Where are the raindrops? hanged man is complete.
Students point to the illustration and answer. Repeat with other words from this lesson.
Continue with the recording, stopping after each line
and asking each time: Where are the raindrops now?
Answer Key
Counter-clockwise: 1, 2, 3, 4, 5, 6, 7.
Students number the pictures.
Read what the frog says out loud. Students number Activity Book
the rainbow. Page 57, activities 1 and 2.
Track 47 Key
The raindrop song clouds, lake, sea, raindrops, evaporate
Listen and sing the song.

Play Track 47 again. Invent gestures for the song.
For example:
Line 1: Point to sky.
Line 2: Wiggle fingers imitating falling rain.
Line 3: Indicate a circle on the ground.
Line 4: Move hands to imitate waves.
Line 5: Move hands upward to imitate rising vapour.
Line 6: Move hands to make cloud shapes.
Students sing and make the corresponding gestures.
Controlled practice
Make a nature scene.
Students look at activity 2 on Students Book page 57.
Read the list of materials.
Read the instructions line by line.
Students use cutout 2. Students colour and cut out the
scene and the pictures. Make sure that they glue only
six of the small cutouts onto the scene.
EP-T3-U5-0073-0086.indd 79 29/7/08 12:04:17

Students Book Page 58 Environmental education
The pollution we create: Where does it go?
Grammar: Present simple: An elephant is 70 Draw students attention to The raindrop song
percent water. on Students Book page 57. Explain that it illustrates
Vocabulary: Percent, liquid, ice, snow, vapour, steam, the water cycle.
gas, solid, dissolve; recognition of numbers 1100. Ask students to name some everyday substances
we use that pollute water: detergents, home cleaning
Materials: Bottles of water; small quantities of sugar,
liquids and chemicals, non-biodegradable soap, paint,
salt, rice, tea, coffee, pepper; plastic teaspoons and
fluid from old batteries, oil, etc. Encourage students to
plastic glasses (one teaspoon and six glasses per group
reflect on where all these substances go. Explain that
of four students). Optional: objects that float, objects
just like the raindrops, these poisonous substances go
that dont float, one bowl per group of students.
into the ground, lakes, rivers and, finally, the sea.

The raindrop song Experiment: What floats on water?
Repeat the experiment in the Students Book but
Divide the class into seven groups and assign a line
focusing on materials that float and dont float. Possible
from the song to each group.
objects: a metal pencil sharpener, a piece of chalk,
Play Track 47.
plasticine, pencil shavings, a plastic bottle cap, a paper
Students join in with the song and mime the actions
clip... You will also need a large bowl.
that correspond to their line.
Students should record their predictions before doing
the experiment.
Developing reading
Read and answer the questions.
Wrap-up
Write WATER on the board in large letters.
Explain that the next two lessons are all about water. Word dictation
Students look at activity 1 on Students Book page 58. Dictate the following words: ice, steam, tea, coffee,
They silently read the text. Tell them to underline any pepper, spoon, glass.
words they dont understand. Students write the words in their notebooks and draw
Divide the class into pairs. Students work together pictures to illustrate their meanings.
to try to guess the meanings of the words. Write the words on the board for students to check
Go over the new words with the class. their spelling.
Read the text out loud, stopping after each paragraph.
Clarify language where necessary. Answer Key
Read the questions out loud. 1. Because it has got a lot of water; 2. Its called ice or
Students answer the questions individually. snow; 3. Its called vapour or steam.
Read the text again and match. Activity Book

Point to each picture and ask Whats this? Page 58, activities 1 and 2.
Read the first label out loud and ask Whats Key
90% water? ice, snow, steam, earth, liquid
Students match the label with the picture.
Students match the remaining labels.
Do the experiment.
Say Lets do an experiment.
Write on the board What dissolves in water?
Students silently read the description of the experiment.
Explain that when something dissolves in water, it forms
part of the liquid and you cannot see it.
Divide the class into groups of four.
Hold up the different foods (sugar, salt, rice, tea, coffee,
pepper) and ask Whats this? Does it dissolve in water?
Students record their predictions on the chart.
Distribute the materials.
Students do the experiment and record the results.
Check the results. Ask Does (pepper) dissolve in water?
Are your predictions the same as the results?
EP-T3-U5-0073-0086.indd 80 29/7/08 12:04:17

Students Book Page 59 Copy the following table onto the board:
140179 litres
Functional language: How much/many?: How 180219 litres
many times do you flush the toilet? How much water 220259 litres
do you use?
260299 litres
Vocabulary: Have a shower, flush the toilet, wash
300350 litres
your hands, brush your teeth, litres; numbers 1100.
Materials: Paper. Ask a student How much water do you use every day?
The student comes to the board and writes his/her
Warm-up name next to the corresponding range. Continue with
the other students in the class.
Game: Number fun!
Call out the numbers 10 to 100 by tens: 10, 20, 30, Optional activity
100. As you say each number, write it in a random
place on the board. Health education

Call out one of the numbers. Ask a student to come to Ask students When do you drink water? How many
the board, find the number and rub it out. Continue glasses of water do you drink every day?
with the other numbers until they are all erased. Students write the number of glasses in their notebooks.
Call out one of the numbers and ask a student to come Write on the board 1 glass of water = 0.15 litre.
to the board and write it down. Continue until all the Ask students How much water do you drink every day?
numbers have been written again. Show students how to calculate the amount.
Explain to students that they should drink at least 1.5
Controlled practice litres of water a day.

Say We use water every day.
Mime a series of daily activities. As you mime, ask Developing writing
students if you are using water. Possible actions:
washing your hands, brushing your teeth, getting The Printers Project
dressed, reading a book, having a shower, sweeping Write on the board Saving water. Elicit ways of saving
the floor, etc. water. Provide vocabulary as needed.
Write students ideas on the board in note form.
Listen and complete. 48 Provide other ideas: Save used water (from the bath
Students look at activity 1 on Students Book page 59. or shower) for plants. Save used water for flushing
Say We use water for all of these activities. the toilet.
Students silently read the text. Divide the class into small groups. Students choose two
Play Track 48. Students complete the text with the or more ways of saving water. They illustrate their ideas
corresponding numbers. by making a collage with pictures or magazine cutouts.
Ask for volunteers to read the completed sentences Then they think of slogans.
out loud. Display students work around the classroom. Invite
Track 48 groups to present their posters to the rest of the class.
These are the quantities of water we use for daily activities.
Flushing the toilet uses 20 litres of water. Wrap-up
A five-minute shower uses 100 litres of water.
Washing your hands uses 2 litres of water. Play Bleep.
Brushing your teeth uses 5 litres of water. Divide the class into pairs.
(Note: These figures refer to when you leave the water Explain the rules of the game: Players take turns saying
running.) a sentence about water with the word bleep instead
Complete the chart. of a verb: I bleep water every day.
Partners repeat the sentence, substituting an
Divide the class into pairs. appropriate verb: drink/use.
Show students how to calculate their daily water
consumption for the four activities and then how Activity Book
to calculate the total amount of water they use Page 59, activities 1 and 2.
every day.
Key
1. 8 litres; 2. 14 litres; 3. 85 litres; 4. 43 litres
1. toilet; 2.teeth; 3. hands; 4. shower
EP-T3-U5-0073-0086.indd 81 29/7/08 12:04:18

Students Book Page 60 Students look at activity 2. Say Now you can draw your
ideal cupboard.
Read the first line of instructions.
Grammar: There is/are some, There isnt/arent While students are drawing, draw a cupboard with
any: There is some water. There isnt any milk. There some food items on the board.
are some oranges. There arent any carrots. When students finish drawing, say Now complete List a
Vocabulary: Food. with the food in your cupboard.
Materials: Optional: Paper, tape. While students are completing their lists, walk around
and check spelling.
Preparation: Optional: Dictation lists: Write the
following list on a piece of paper. Make 8 copies: sk a classmate about his/her picture and
A
There is a big green watermelon. complete List B.
There is a bag of biscuits.
Ask a student to read the first line of the dialogue out
There is some pineapple juice and milk.
There are some pears and peaches. loud. Referring to the drawing of the cupboard on the
There isnt any rice. board, answer using the dialogue as a model: In my
There arent any tomatoes or potatoes. cupboard, there is.../are...
In pairs, students ask each other about their cupboards
and complete List B.
Warm-up Ask students Whats in your classmates cupboard? Elicit
responses around the class.
Game: Alphabet food.
Tell students to think of a food or drink for every letter
Optional activity
in the alphabet. Running dictation
Give students two minutes to write as many words as Tape up the Dictation lists (see Preparation) around the
they can. Tell them that some letters are very difficult: classroom. Turn the lists over so that the writing is facing
apple, banana, carrot, doughnut, egg, fish, grapes, the wall.
hamburger, ice cream, juice, kiwi, lemon, milk, nuts, Divide the class into eight groups.
onion, peach, rice, sugar, tomato, watermelon, yogurt. One student in each group runs to the list, reads
Ask students to read their lists out loud. a sentence and runs back to his/her group. He/She then
whispers the sentence to his/her group members, who
Grammar practice write it down.
The first group to write the list correctly wins.
L ook in Jills cupboard and complete Optional: Group members can take turns running to the
the quiz. list and dictating the food items.
Ask What food is there in the cupboard? Let several
students provide the answers: Theres a watermelon. Wrap-up
Students silently read the sentences and circle T (True) In my cupboard.
or F (False).
Ask for a volunteer to read the first sentence out loud. Make a list of food on the board including singular,
Ask Is that true or false? plural and uncountable items. Put a 3 or 7 next to
Continue with the remaining sentences. each item. Say These are the things I have got in my
Draw students attention to the use of some and any. cupboard (3) and these are the things I havent got (7).
Ask Is the verb positive or negative when we use any? Students describe the contents of the cupboard using
There is/isnt/are/arent with a/some/any.
rite your own quiz about Jills cupboard
W Answer Key
and swap with a classmate. 1.T, 2. T, 3. F, 4. T, 5. F, 5. F
Students write five additional statements describing
the contents of the cupboard. Explain that they must Activity Book
use There is/are and There isnt/arent. Page 60, activities 1 and 2.
When students finish, they write their names at the top Key
of the page and exchange quizzes with a classmate. Sams basket: rice; Marys basket: there is some sugar and
The partner completes the quiz and hands it back. there are some peaches; Jacks basket: there is some oil and
Collect the quizzes at the end of the activity to check there are some bananas
the use of some/any. (Note: Some foods may be listed in more than one
category.) milk, pasta, cake, fish, cheese, chicken, grapes, rice,
broccoli; Bread and cereal: pasta, cake, rice; Fruit and
Free practice
vegetables: grapes, broccoli; Milk and eggs: milk, cheese,
Play Whats in the cupboard? butter; Meat and fish: fish, chicken; Sugars and oil: cake, butter
EP-T3-U5-0073-0086.indd 82 29/7/08 12:04:18

Optional activity
Pronunciation focus: /eu/ snow, /Au/ cow. Pass the bag
Write green = go, red = cow on the board.
Vocabulary: Market, river, houseboat, fruit, Put the paper squares (see Preparation) in a bag.
vegetables, flower, float, sell, colourful. Students pass the bag around the class. Clap a rhythm
Materials: Optional: Red and green paper, bag. or use a tambourine. Stop clapping. The student with
Preparation: Optional: Cut the paper into 26 small the bag takes a paper square. He/She says a word
squares, 13 red and 13 green. containing one of the key sounds according to the
colour of the square. Repeat the activity until most
students have participated.
Warm-up
Vocabulary review omplete the sentences before you read
C
Draw six columns on the board. the text.
Write words containing the key vowel sounds studied
Point to the photo in activity 3. Say This is a boat
so far in this book: flute, drum, green, red, mice, wing.
in Thailand. If there is a world map in the classroom,
Divide the students into pairs. Students write as many
locate Thailand on the map.
words as possible containing each vowel sound.
Divide the class into pairs. Students circle one of the
Call students to the board to write a word from their
options to complete the sentences.
list in the correct column.
Check the activity by asking students to read the
sentences out loud.
Listen and connect the rocks. 49
Students look at activity 1 on Students Book page 61. Say Lets read about Thailand. Students silently read
Play Track 49. Students listen and point to the words the text.
on the rocks. Ask if there are any difficult words. Write the words
on the board and discuss their meanings.
Track 49 In pairs, students complete the post-reading tasks.
Snow, /eu/, grow, /eu/, go, /eu/, cold, /eu/, nose, /eu/, toes, Go over the answers with the class.
/eu/. Cloud, /au/, mouse, /au/, cow, /au/, ground, /au/,
mouth, /au/, brown, /au/, house, /au/.
Read the text out loud. Then ask for volunteers to read
it out loud.
Play the track again. Students draw a line from rock
to rock connecting the words with related sounds. Wrap-up
Read the words out loud. Game: Lipreading!
Say snow. Model the vowel sound /eu/. Students Point to the poem in activity 2. Say Guess which line
repeat. Repeat with the words that have got the of the poem Im reading.
/eu/ sound. Lip-read one of the lines of the poem. Do not make any
Say cloud. Model the vowel sound /au/. Students sounds but exaggerate all mouth movements. Students
repeat. Repeat with the words that have got the /au/ guess which line is being read. Repeat with other lines.
sound. In pairs, students read the words out loud Divide the class into pairs and let them lip-read to
to each other. each other.
Answer Key
Developing reading Pre-reading: 1. a, 2. b.
Read the poem out loud. 50 After-reading: 1.fruit, vegetables, flowers; 2. watermelon,
Play Track 50. Students follow the poem in their books. soup, yellow cakes; 3. People live and travel on the river. They
also sell fruit, vegetables and flowers.
Track 50
The cold snow Activity Book
(See Students Book page 61, activity 2.) Page 61, activities 1 and 2.
Make two columns on the board with the headings go Key
and cow. brown, cold, ground, toes, house
Read the poem out loud very slowly. Students raise their cloud, nose, toe, cow, mouse
hands when they hear a word containing one of the Sounds like brown: cloud, cow, mouse
key sounds. Sounds like cold: nose, toe
Stop reading and ask a student to come to the board
and write the word in the corresponding column. Start
reading again and repeat.
Ask for volunteers to read the poem out loud.
EP-T3-U5-0073-0086.indd 83 29/7/08 12:04:18

Students Book Page 62 cards. They choose six of the cards and write the names
of the foods they have chosen on the squares of the
game board in their Students Book.
Grammar: There is a..., There are some..., Is there Divide the class into groups of four. Groups put all
any...?, Are there any...?: There is a watermelon. There their cards together and then deal out six cards to each
are some biscuits. Is there any juice? Are there any student. The remaining cards are spread out face down
grapes? on the table.
Vocabulary: Food. Explain the object of the game: students collect cards
Materials: Cutout 3, magazines, tape, index cards. for the six food items written on their squares.
Preparation: Food picture cards: Cut out photos Students look at the cards in their hand and place any
of different types of food from magazines or food corresponding cards on their squares.
advertisements and glue them onto index cards. Be S1 asks Have you got any...?
sure to include singular, plural and uncountable food If S2 has got the card, he/she gives it to S1, who places
words. it on the corresponding square on his/her board.
If S2 hasnt got the card, S2 says Go to the market. S1
Optional: Bring magazines or food advertisements to picks a card from the table.
class and ask students to cut out and glue the photos. The winner is the first player to complete his/her board.
Finally, students glue the six cards onto their boards.
Warm-up
Optional activity
Categorising words
Game: Collective memory.
Make three columns on the board with the headings Tape the Food picture cards (see Preparation) onto
Singular/Plural/Uncountable. the board.
Divide the class into groups. Distribute the Food picture Divide the class into two teams. Allow students
cards (See Preparation) between the groups. a few seconds to look at the cards and memorise them.
Groups decide which category each card belongs to. Turn the cards over. Students from each team take turns
Choose groups to come to the board and tape the trying to recall the foods: There is a/some.../There are
cards in the correct column. some...
Then get students to copy the categories and Award a point for each correct answer. Repeat the
corresponding food words into their notebooks. activity several times.
The team with the most points wins.
Grammar review
Look and complete the sentences.
Wrap-up
Point to the illustration and ask Whats on the picnic Play Guess the food.
blanket? Draw a large triangle with five parts on the board
Students answer: Theres a pineapple. (see Activity Book page 60, activity 2).
Students complete the sentences in their books. Students help you to reconstruct the food pyramid,
using the pyramid on Activity Book page 60 as a guide.
Draw five items from the list.
Give a Food picture card (see Preparation) to a student.
Students look at the two lists of words in activity 2. Tell the remaining students to ask yes/no questions
Ask individual students to read the words out loud. about the food: Is it in the (bread and cereal category)?
Correct pronunciation where necessary. Is it (green/small/big/round)? The student holding the
Students draw five of the food items. card answers questions until someone correctly guesses
Ask different students Is/Are there any... in your picture? the food.
A
sk a classmate about his/her picture and Give a Food picture card to a different student and
mark the lists. repeat the activity.
Divide the class into pairs. Students ask each other about Answer Key
their pictures and tick or cross the items on the lists. 2. bananas, 3. pineapple, 4. watermelon, 5. juice
When students have completed the activity, choose
a few students to describe their classmates pictures Activity Book
to the class: In Sophias picture, there is/are... Page 62, activities 1 and 2.
Key
Controlled practice 2. Is; 3. Is; Yes, there is. 4. Are; No, there arent.
5. Is, juice; Yes, there is. 6. Are, bananas; Yes, there are.
Make and play a language game. 2. T; 3. F; 4. F; 5. T
Students look at activity 3.
Read the instructions out loud. Students cut out all the
EP-T3-U5-0073-0086.indd 84 29/7/08 12:04:18

names Students Book Page 63 Say Theres some broccoli. What colour is the box?
he Ss: Yellow!
Grammar: Review of There is/are... with countable In pairs, students take turns making statements and
and uncountable food words. saying the corresponding colour.
each
down Vocabulary: Key vocabulary from the unit.
Wrap-up
rds The raindrop song 47
Warm-up Students look at the song on Students Book page 57.
any Divide the class into seven groups.
Vocabulary review
Assign a line to each group.
Elicit food words from this unit and write them on the
Play Track 47. Students sing and mime the actions for
places board. There should be a selection of words of different
their line.
lengths.
t. S1 Clap out one of the words, clapping once for each
syllable. Ask a student to come to the board and find Grammar module: There is/are...
oard. a word that corresponds to the claps. The student says We use There is a/an with singular nouns.
ds. the word as he/she rubs it out on the board. We use There is some with uncountable nouns.
Continue until all the words have been erased. We use There are some with plural nouns.
In negative sentences, we change some to any:
Review There arent any grapes. There isnt any milk.
The Printers Quiz In questions, we generally change some to any:

Write about your classroom. Are there any potatoes? Is there any water?
Students look at the first illustration on Students Book To answer a question, we use Yes or No, followed by
page 63. there is or there are.
Make true/false statements about the illustration: There
are some children. There arent any desks. Students Positive Negative
answer True or False.
There is an apple. There isnt an apple.
Students complete the sentences about their classroom.
There are some grapes. There arent any grapes.
Students read the complete sentences out loud.
There is some bread. There isnt any bread.
Check their answers.
Optional activity
My perfect classroom Is there an apple? Yes, there is./No, there isnt.
Encourage students to use their imagination and write Are there any grapes? Yes, there are./No, there arent.
five or six sentences about their perfect classroom Is there any bread? Yes, there is./No, there isnt.
using There is/isnt..., There are/arent: In my perfect
d, classroom, there are lots of computers and a big TV.
guide. There is a sweet machine. There arent any clocks. Answer Key
Then students draw pictures of their perfect classroom Complete: top: peaches, watermelons, tomatoes, onions,
dent.
based on their sentences. grapes
s
gory)? Finally, students can show their drawings to the class and Bottom: pasta, sugar, rice, oil
the talk about them.
Activity Book
esses Page 63, activities 1 and 2.
d Complete the table. Key

pineapple, broccoli, pasta, grapes, rice, peas, juice, sugar,
Start a word chain with countable food items: I can peach
count apples. S1: I can count apples and grapes. a, is, some, any, arent, any, Are
S2: I can count apples and grapes and tomatoes.
Repeat with uncountable food items: I cant count oil.
S1: I cant count oil or juice.
Students complete the table with countable and
uncountable food words.
Students read their lists out loud.

Play a game.
Students look at the coloured food chart and name the
food they can see.
EP-T3-U5-0073-0086.indd 85 9/9/08 3:16:51 PM

es
ti
ti
vi
ac
r
Cr la
oss-cur ricu
two long, thin rope-like shapes.

Science: Healthy eating
Then mold them into spring shapes and put them into
Copy the food pyramid from Activity Book page
your tube.
60, activity 2 onto the board. Write the number of
recommended servings for each food group:
Bread and cereal: 611 servings
Fruit and vegetables: 59 servings
3. Pour some grains of rice or dried beans into your
Milk and eggs: 23 servings
tube. The tube should only be about 1/10 full.
Meat and fish: 23 servings
4. Wrap the other round piece of paper (see step 1
Sugars and oil: very little
above) over the other end of your tube and tape it on,
Students make a list of the food they have eaten in the
sealing the tube shut.
last 24 hours. Show them how to calculate the number
5. Make designs on paper with crayons or marker pens.
of servings they have had from each food group.
Wrap the paper around the tube and attach with glue.
In pairs, students check how healthy their diet is
6. Turn your rain stick upside down and hear the sound
comparing their lists to the food pyramid.
of falling rain!
Science: Snack food
Materials: For each student: 1 brown paper bag,
scissors; for the class: cooking oil, crisps, apples, pieces
of cheese, carrots, pieces of chocolate.
Directions:
Give each student a brown paper bag. Students cut out Project: Alfalfa sprouts
six squares from the paper bag. Demonstrate how to
put a drop of oil on a square and label it oil. Materials: For each student: 510 alfalfa seeds,
Students write the names of the other food items a paper towel, stapler, plastic zip-lock bag, half a cup
on the remaining squares and rub each one with the of water.
corresponding food.
Directions:
Students hold up each food square to the light and
Ask students if they have ever eaten alfalfa sprouts. Tell
compare it to the square with oil. They order the snacks
them they are going to grow some. Help them to do
from the oiliest to the least oily.
the following activity:
Music: Rain sticks 1. Fold a paper towel so that it will just fit inside
Materials: For each student: 1 kitchen paper tube or a plastic bag. Moisten the towel with water and put
long cardboard tube, masking tape, aluminum foil, it into the bag.
paper, crayons or marker pens, glue, grains of rice or 2. Put a horizontal row of staples three inches from
beans. the top of the bag to make a mini-pocket. Open the
folds of the paper towel.
Directions: Remind students of the story in the unit: 3. Put the seeds in the mini-pocket and close the paper
Anitas rain song. Tell students that people in lots of towel so that they stay between the folds.
countries have got different traditional ways of making 4. Place the bag in a dark place.
it rain. Rain sticks are musical instruments made by the 5. Moisten the paper towel
people who live in the desert in northern Chile. They once a day.
are made of dead cactus tubes filled with small stones. 6. After a few days, you
When rain sticks are turned upside down, they make should be able to see the
a sound similar to falling rain. Rain sticks are used roots and stems. Your seeds
to call the rain spirits. have germinated! Open the
Give students the following instructions: paper towel and put the
1. Cut two round pieces of paper bigger than the plastic bag in the sun so that
diameter of the tube. Cover one end of the tube with the sprouts turn green. Pour
one of the pieces of paper and attach it with masking water into the plastic bag
tape. Put the other piece of paper aside. to ensure that the paper
2. Cut two long pieces of aluminum foil (1 1/2 times towel is always moist.
the length of the tube). Twist the aluminum foil into
EP-T3-U5-0073-0086.indd 86 29/7/08 12:04:20

My
f a m il y
Vocabulary Grammar
Home: Verb to be, present tense:

flat, house, houseboat, tent My mothers in the attic.
Rooms: Are you in the hall? Yes, I am./No, Im not.
attic, balcony, basement, bathroom, bedroom, dining Present simple:
room, garage, hall, kitchen, living room, stairs I cut the grass.
Family: Harry makes the beds.
aunt, brother, cousin, father, grandad, mother, sister, uncle He/She lives in a tent.
He/She doesnt live in a house.
Daily activities:
Do you wash the dishes? Yes, I do./No, I dont.
do homework, eat breakfast/lunch, get up, go shopping/
swimming, go to bed/school, play, have a shower, visit, Present continuous:
wake up, walk the dog, watch TV Whats Harry doing?
Hes washing the car.
Chores:
Harry isnt cleaning the bathroom.
clean the kitchen, cook the food, cut the grass, make the
beds, sweep the floor, take out the rubbish, wash the Adverbs of frequency:
dishes/clothes/car (always, usually, sometimes, rarely, never)
Nina always plays football. She never washes the car.
Time:
eight oclock, quarter past eight, half past eight, Contrasting present simple and present
quarter to eight continuous:
Do you?/Are you?
Other words:
invention, inventor, robot

What time is it? Its time to (wake up). Its (six) oclock. Interpersonal intelligence (page 89)
Teaching tip Information gap activities

Using role-plays, information gap activities Students feel more motivated to communicate with each
other when they feel there is a real need for communication.
and acting in the classroom By doing information gap activities, students must
Role-plays, information gap activities and acting all communicate in order to obtain missing information.
provide a valuable source of oral work with controlled Information gap activities should be done in pairs.
language. They give students the opportunity to speak
within a structured framework and, at the same time, Acting
with a communicative purpose. Acting out stories and scenes is an effective way to engage
students in the language learning process. You will be
Role-plays surprised how many quiet students suddenly come alive
Almost any dialogue can be used for a role-play, when they have got to act.
although shorter dialogues that focus on the target
structure are usually more effective. Acting tips:
Work in small groups.
Role-play tips: Assign the roles.
Make sure students hear a model dialogue for the At the beginning of the school year, dont force students
role-play before practising it. who dont want to act. Let them observe several acting
Let students choose their roles. activities to allow them to get accustomed to the idea
Insist on correct pronunciation and voice expression. before insisting that they participate.
Let students practise the role-play first in its original Make sure students think about their characters and
form and then encourage them to try substituting decide on voice expression.
certain words and expressions. When preparing Encourage students to move around as they act.
your classes, identify any language that could be Encourage students to make or bring in props for their
substituted, for example: names, places or times. performances.
Unit 6 My family 87
EP-T3-U6-0087-0100.indd 87 29/7/08 12:10:28

Students Book Page 64 Play Track 51 again. Divide the class into two groups.
Group 1 stands up and sings when the family words
are mentioned. Group 2 stands up and sings when the
Grammar: Verb to be, present tense: My mothers in rooms are mentioned.
the attic. Are you in the hall? Yes, I am./No, Im not.
Vocabulary: Grandad, mother, father, brother, sister, Lauras family tree
uncle, aunt, cousin, basement, living room, dining Draw the lines of a family tree for Laura on the board
room, kitchen, bedroom, bathroom, hall, stairs, (see Activity Book page 64, activity 1).
attic, garage. Hold up Lauras family poster cutouts. Students place
Materials: Game counters (1 per student). the family members in their correct places. Go over
Lauras family tree with the students: Look, this is Laura.
This is her grandad. Hes called Ted.
Play Track 51. Students help you place the family
Warm-up members next to the matching House label
poster cutouts.
Reviewing family words
Draw your family tree on the board. Include mother, Optional activity
father, sisters, brothers and grandparents.
Your dream house
Write the names and the relationships of all the
Students draw a picture of their dream house.
family members.
Encourage them to be imaginative and tell them they
Point to each family member and explain who he/she is:
can include all the features they wish: tree house,
This is (Holly). Shes my mother.
swimming pool, apple trees, garden, etc. Students write
sentences about their dream houses underneath their
pictures.
Match the family members with the rooms.

Students match the family members with the correct
rooms in the house.
Students draw their own family trees following the
Ask questions: Is Lauras grandad in the basement?
model on the board.
Is Aunt Agatha in the garage?
Collect the family trees, shuffle them and take one.
Hold up the family tree. The owner comes to the front
and explains his/her family tree to the class. Controlled practice
Repeat with other trees. Play Hide and seek.
Distribute game counters.
Demonstrate the game with a student: The student
Extended family conceals his/her book and places his/her counter on one
Point to your family tree on the board and add uncles, of the rooms in the house. Ask questions until you guess
aunts and cousins. where the student is: Are you in the living room?
Students complete their own trees by adding uncles, Students play the game in pairs.
aunts and cousins.
Ask students about their families: How many (uncles/ Wrap-up
aunts/cousins) have you got? What are their names?
Poster 6
Rooms in the house
Word dictation
Poster 6 Dictate the following words: attic, basement, stairs,
Attach Poster 6 to the board. kitchen, dining room, garage, living room, bathroom,
Point to the places in the house and ask students bedroom, hall. Students write the words in their
if they remember how to say them in English. notebooks.
Distribute the House label poster cutouts. Attach the House label poster cutouts to the poster
Call out a place. The student holding the matching for students to check their spelling.
cutout attaches the word to the place.
Repeat with the remaining places. Activity Book
Key
Play Track 51. Students follow along in their books. 1. grandad, father; 2. mother, uncle; 3. cousin, aunt;
Track 51 4. granny
Lauras family song 2. kitchen; 3. attic; 4. living room; 5. garage; 6. stairs;
(See Students Book page 64, activity 1.) 7. bathroom; 8. basement; dining room
88 Unit 6 My family
EP-T3-U6-0087-0100.indd 88 29/7/08 12:10:58

Students Book Page 65 Play Track 52 again and stop after each speaker. Ask
students to repeat the chore: He/She (sweeps the floor).
Students correct their work.
Grammar: Present simple: I cut the grass. Do you
wash the dishes? Yes, I do./No, I dont. Controlled practice
Vocabulary: Wash the dishes, make the beds, sweep Complete the chart about yourself.
the floor, cut the grass, wash the car, take out the
rubbish, cook the food, clean the kitchen. Students look at Students Book page 65, activity 2.
Go over the chart with students:
Materials: Slips of paper (1 per student). Point to a student at random and ask Do you (wash the
Preparation: Sentence slips: Write a verb and an dishes)?
object on each slip of paper, for example: clean the Continue asking students about their chores at home.
kitchen, wash the dishes. Make various combinations Students complete the chart about themselves.
using the following verbs: clean, wash, cut, make, take
out, sweep. Cut the slips of paper so that you have Ask three classmates and complete the chart.
got the verb on one half and the object on the other. Each student asks three other students and completes
the chart with their answers.
When students have completed their charts, ask
Warm-up questions about different students in the class: Does
(Juan) wash the dishes?
Poster 6
Review the members of Marys family.
Attach Poster 6 to the board. Place the Marys family
Optional activity
poster cutouts in different rooms.
Describe the location of a family member and Memory game
ask students to guess who you are describing: Divide the class into pairs. Give students one minute to
Im in the bedroom. Who am I? study the information about Lauras family on Students
Ask for a volunteer to choose a family member Book page 65.
and describe the location. The class guesses the Students take turns testing each other:
family member. Student A: Who washes the dishes?
Change the location of the family members. Students Student B: Uncle George.
continue to play in pairs. Students get one point for each correct answer.
Ask students if they help do the chores at home. Optional activity
Mime the chores on page 65, activity 1, and describe
Multiple intelligence: Interpersonal intelligence
them: In my home, we (wash the dishes).
Mime the actions again. This time students name Explain that at school we all help with the chores or jobs,
the chores. such as cleaning the board and collecting the notebooks.
Explain that we should also help with the chores at home.
Listen and match the family members Students make a chore chart for their homes.
with the chores. 52 They write the days of the week and a family members
Students look at Students Book page 65, activity 1. name for each day. Students take home their chore
Play Track 52. charts.
Students listen and match the family members with
their chores. Wrap-up
Track 52
Hello! Im Lauras mother. I cut the grass. Match the chores.
And I clean the kitchen. Distribute the Sentence slips (see Preparation).
Hi! Im Lauras father. I cook the food. Students walk around the classroom looking
Im a very good cook. for another student with either the verb or the object
Hello, there! Im Grandad Ted. I sweep the floor. to complete the phrase.
Im Aunt Agatha. I wash the car.
And Im Uncle George. I wash the dishes. When students find their match, they sit together.
Im Cousin Maggie. I take out the rubbish. Activity Book
You know who I am! Im Laura, and I make the beds.
Key
2. floor; 3. car; 4. food; 5. beds; 6. rubbish; 7. grass
Unit 6 My family 89
EP-T3-U6-0087-0100.indd 89 29/7/08 12:11:00

Critical thinking
Technology in our lives.
Grammar: Present simple: Harry makes the beds. Divide the class into small groups.
Vocabulary: Huge, tired, shiny, new, robot; chores. Students make a list of 10 important items
Preparation: Prediction sheets (1 per student): Write of technology that we use in our everyday lives:
the following sentences on a piece of paper: telephone, computer, car, TV, etc.
1. Marys father invents another robot to help Harry. They read their lists to the class. Write the words on the
2. Harry gets angry and runs away. board.
3. Harry is very tired and cooks the clothes. In their groups, students choose the five most important
4. Harry falls on the floor. objects and then number them from the most important
5. Mary calls the doctor because Harry is sick. (1) to the least important (5).
Groups present their lists to the class. Encourage
students to give reasons for their answers.
Warm-up
A robot
Vocabulary recognition
Write the word robot on the board.
Briefly discuss with they class how they would use Read and complete Harrys list of chores.
a robot if they had one. Students complete the list of Harrys chores.
Check the activity and underline the chores
Story: Harry the robot, part 1 53
on the board so that students can correct their work.
Read the title of the story out loud.
Point to pictures 2 and 3 and ask Whats this? Whats Expanding vocabulary
he doing here? Why has the family got a robot? Write the following words on the board: easy, up,
Students make predictions about the story. old, dull and short.
Play Track 53. Students listen and follow along. Students find the opposites of these words in the
Pause the recording after each paragraph and story: hard, down, new, shiny and long. They write the
ask general comprehension questions: opposite pairs in their notebooks.
Is the Nobels house clean and tidy?
What does Marys father make? Wrap-up
Whats the robots name?
Can you remember all the things that Harry does? Predicting
Is Harry tired at the end of the day? Distribute the Prediction sheets (see Preparation).
Track 53 In pairs, students predict what will happen in the
Harry the robot, part 1 second part of the story and write Yes or No next
(See Students Book page 66.) to each sentence.
They write their names on their work and collect the
Developing reading sentences for the next lesson.
Students silently read the story in their books. Answer Key

clean the bathroom, cook the food, wash the dishes,
Ask students to underline all the chores.
sweep the floor, cut the grass
Ask volunteers to call out the chores and write them
at random on the board.
Ask a volunteer to come to the board and number
Activity Book
the first chore.
Continue until students have numbered the chores Page 66, activities 13.
in the correct order.
Key
Ask for volunteers to take turns reading out loud. sweep the floor, cut the grass, cook the food, make
the beds, wash the dishes, take out the rubbish, clean the
Optional activity bathroom
1. washes. 2. makes. 3. washes. 4. cleans. 5. makes.
Design your own robot. 6. cleans.
Students desing their own robot. They draw a picture makes the beds (Tuesday to Saturday), washes the dishes
and write a list underneath of the things it can and (Tuesday to Saturday), cleans the bathroom (Tuesday), washes
cant do. the car (Wednesday), sweeps the floor (Thursday), cleans the
Encourage them to name their robots. bathroom (Friday), washes the car (Saturday)
Answer to question: Thursday
90 Unit 6 My family
EP-T3-U6-0087-0100.indd 90 29/7/08 12:12:01

Read, look and answer the questions.

Grammar: Present continuous: Whats Harry doing? Read the questions out loud. Elicit the answers
Hes washing the beds. and write them on the board.
Vocabulary: Make a mess, fall, feel well, crazy, Clean the board. Students write the answers
workshop, laugh; chores. in their books.
Materials: Prediction sheets from the Wrap-up
activity in the previous lesson, paper. Optional activity
Game: Guess what Im doing!
On the board, write out the list of funny actions from
Warm-up the second part of the story: washing the beds, cooking
the clothes, etc.
Predicting Divide the class into groups.
Distribute the Prediction sheets (see Materials). Students take turns choosing a funny action from the list
Encourage some students to read their sentences and acting it out for the other members of the group.
out loud. The student that guesses correctly chooses and acts out
Story: Harry the robot, part 2 54 the next action.
Students look at Students Book page 67.

Point to picture 5 and ask Whats Harry doing?
Play Track 54, pausing the recording after each Connecting to students experiences
paragraph. Students listen and follow along Ask questions to help students relate the story to their
in their books. own experiences: Who does the chores in your house?
Ask questions after each paragraph: Who makes a mess in your house? Should we clean
Is the family happy with Harry? up our own mess? Should somebody else clean up our
Why isnt Harry happy with the family? mess? Whose job is it to keep the house clean?
Is Harry cooking the food?
Is Harry sweeping the floor?
Is he cleaning the car? Wrap-up
Why does Harry fall on the floor?
Story reflection
Track 54
Harry the robot, part 2
(See Students Book page 67.) Title: ____________________
Characters: ____________________
Students look at their Prediction sheets again Setting: ____________________
and see how many things they predicted correctly. Opinion: I think this story is _________________.
Share answers with the class.
Go over the vocabulary and make sure students
Developing reading understand what they should write (title: the name
of the story; characters: the people or animals
Students silently read the story in their books participating in the story; setting: where and when
and underline all the words that end in ing. the story takes place).
Students call out the words and write them Students copy the headings onto a piece of paper
on the board. and complete the information. Underneath, students
Point to the words one by one. Say Washing. Whats draw a picture of their favourite part of the story.
Harry washing? Collect the story reflections and keep them.
Students answer: Hes washing the beds.
Shake your head and say Harrys really gone crazy. Answer Key
Continue with the other verbs. 5. Harry is cooking the clothes; 6. Harry doesnt feel
well and falls on the floor; 7. Yes, he is happy now because
everybody can help with the chores.
Activity Book
Grammar presentation
Illustrate the differences between the two present
Key
tenses. Ask students Do you make your bed in the
dishes, wash the car, cook the food, make the beds, cut
morning? Are you making your bed now? the grass, clean the kitchen. Answer: I work a lot!
Continue asking questions using the chores from Hes washing the bed. Hes cooking the clothes. Hes
the previous page in the story. cutting the car. Hes cleaning the rubbish. Hes sweeping the
grass. Hes taking out the dishes.
Unit 6 My family 91
EP-T3-U6-0087-0100.indd 91 29/7/08 12:12:02

Complete the timetable.
Functional language: Telling the time: What time is Tell students to look at the list of activities.
it? Its time to (wake up). Its (six) oclock. Ask What time do you wake up?
Vocabulary: Oclock, quarter past, half past, quarter Elicit answers around the room. Elicit information about
to, go to bed/school, do homework, eat breakfast/ students daily timetables for other activities on the list:
lunch, wake up. What time do you eat breakfast/go to school/eat lunch?
Materials: Cutout 1. Students complete the timetable with the actions from
the list. Answers should be logical.
Check answers: What do you do at (six) oclock?
Warm-up
Ask a classmate questions.
The tick tock rhyme Demonstrate the role-play with a student.
Teach students the following rhyme. Say it rhythmically Divide the class into pairs.
so that it sounds like a clock ticking. Move your head Students choose their roles and do the role-play.
from side to side like a pendulum.
Tick tock, tick tock,
One oclock. Optional activity
Tick tock, tick tock, Game: What time is it, Mr Wolf?
Two oclock. One student is Mr Wolf. He/She stands facing the board.
Continue until you reach Twelve oclock. The rest of the class lines up along the back wall of the
classroom.
Craft activity The students walk slowly forward asking: What time is it,
Mr Wolf?
Make a clock. The wolf turns around suddenly and answers: Its (one)
Read the instructions. Students follow line by line. oclock.
Practise telling the time with the clocks. If the wolf sees anyone moving when he/she turns
Call out a time: Its (three) oclock. Move the hands around, that student is out.
on your clock and show the class. The first student to touch the board without getting
Show students how to move the hands on the clock caught by Mr Wolf wins.
to quarter past (three), half past (three), and quarter Then he/she becomes Mr Wolf, and the game begins
to (three). again.
Listen and move the hands on your
clock. 55
Play Track 55. Students move the hands on their clocks Wrap-up
and hold them up for you to see.
Correct any clocks before you move to the next time. Game: What time is it?
Students play in pairs using their clocks.
Track 55
1. Its two oclock. Student A demonstrates a time using his/her clock
2. Its half past six. and asks What time is it?
3. Its quarter past twelve. Student B answers: (Six) oclock.
4. Its quarter to eleven. Change roles and continue playing.
5. Its quarter past three.
6. Its nine oclock. Note: Tell students to keep their clocks for the
next lesson.
Listen again and number the clocks.
Answer Key
Demonstrate a time on your clock: quarter past six. 6, 2, 3, 4, 1, 5.
Write the time on the board as if it were a digital clock. From top to bottom: eat breakfast, go to school, eat
Explain that some clocks have got hands and others lunch, do homework, go to bed
have just got numbers. We call these clocks digital
clocks. Activity Book
Ask how many students have got digital watches and Page 68, activities 1 and 2.
how many have got watches with hands for the hour Key
and minutes. 6:15 = quarter past six, 11:45 = quarter to twelve,
5:15 = quarter past five, 3:30 = half past three
Play Track 55 again.
Students number the clocks in their books.
92 Unit 6 My family
EP-T3-U6-0087-0100.indd 92 29/7/08 12:12:35

Students Book Page 69 Model the dialogue with a student.
In pairs, students ask and answer questions about what
Harry is really doing at the different times.
Grammar: Present simple v present continuous: Harry
makes lunch every day. Harrys making lunch now.
Optional activity
Functional language: Telling the time: Its (four)
oclock. Competetion: Harry the robots protest song.
Divide the class into groups.
Vocabulary: Oclock, quarter past, half past, quarter Explain that they should discuss how they are going to
to, rest, help, read, play, football, computer games, act out Harry the robots protest song.
paint, watch TV, clean, mess; chores. They can use their clocks to illustrate the times, and they
Materials: Slips of paper, cutout clocks from previous should choose one student to be Harry.
lesson. Give the groups five minutes to practise.
Preparation: Time slips (1 per student): Write a time Play Track 56 and get the groups to perform.
in the form of a digital clock (6:15) on a slip of paper The class votes on the best performance.
and the same time in words (quarter past six)
on another. Repeat with different times.
Health education
A healthy timetable
Warm-up Talk with students about a healthy timetable. Discuss
Game: What time is it? with them how many hours they think they should
Distribute the Time slips (see Preparation). spend sleeping, eating, playing and studying.
Ask for a volunteer holding a slip of paper with a digital Ask students to suggest ways in which they can
clock on it to call out the time. organise their timetables better.
The student holding the slip of paper with the same Students make up a timetable for themselves and write
time written in words stands up and reads the time. it in their notebooks.
Continue until all the times have been read out.
Wrap-up
Functional language Game: The blackboard game
Listen and sing the song. 56 Divide the blackboard in half.
Write a selection of times (digital) on each side
Tell students to look at the pictures and say what Harry
of the board (the same set of times on both sides).
is doing in each picture.
Remind students that Harry is not happy about all this
Get each team to stand in front of their side
work. Say This is Harrys protest song.
of the board.
Tell students to have their cutout clocks from the
Call out a time. The first member of each team runs to
previous lesson ready.
the board, rubs out the time and runs back to his/her
Play Track 56.
team.
Students listen to the song and move the hands
The first student to get back after correctly rubbing out
on their clocks to demonstrate the times they hear.
the time wins a point for his/her team.
Track 56
Harry the robots protest song Note: Keep at least one cutout clock for Students Book
(See Students Book page 69, activity 1.) page 72, activity 1.
Divide the class into six groups. For each group, assign Answer Key
a specific time from the song. From left to right: 8:00, 10:30, 1:15, 4:45
Play the track again. When each group hears its
Activity Book
designated time, its members stand up, hold up their
clocks and join in with the words. Page 69, activities 1 and 2.
Key
Write the times on the clocks. make the beds, half past ten, quarter past one, clean the
Students read the words of the song and write mess, quarter to five
the times in the clocks under the pictures.
Controlled practice
Read the song again. Then look and ask
a classmate.
Tell students to look at the pictures at the bottom
of the page of Harry doing different things.
Read the dialogue at the bottom of the page out loud.
Unit 6 My family 93
EP-T3-U6-0087-0100.indd 93 29/7/08 12:12:36

Students Book Page 70 Optional activity
My home
Grammar: Present simple: He/She lives in a tent. He/ Students draw a floor plan of their home.
She doesnt live in a house.
Vocabulary: Mongolia, Egypt, Canada, nomad,
house, tent, blanket, goat, flat, balcony, flower,
garden, bed, travel; family members, rooms in a
house.
Materials: Magazine pictures of different houses,
flats and rooms in houses (1 picture for every
2 students).
Warm-up
Warm-up
Tell students to write about their homes. They should
use the texts in their books as a guide.
Describing homes Collect the floor plans and texts.
Divide the class into pairs. Tape the pictures to the wall. Hand out the texts.
Hand out magazine pictures (see Materials). Tell students to read the texts and tape them under the
Tell students theyve got three minutes to decide how corresponding picture.
they are going to describe their picture to the rest Students look at the results and correct
of the class. the position of the texts and the pictures.
One student in each pair holds up the picture, and both
students take turns describing it: Its a bedroom. Wrap-up
Its got two windows.
Game: Stand up, sit down.
Developing reading
Make some statements about your family and your
Read the texts and number the pictures. home: Ive got two dogs. I live in a small house. My
Say Raise your hand if you live in a flat. Raise your hand bedroom is very big. There are three bathrooms
if you live in a house. Ask students questions about in my house.
their homes: Has your home got (an attic/ Students decide if the statements are true or false.
a basement/a garage/a garden)? How many (bedrooms/ If they think the statements are true, they remain
bathrooms) are there in your home? seated. If not, they stand up.
Explain that in different parts of the world, people live Students who guess incorrectly are out of the game.
in different kinds of houses. Ask them if they can think Make sure some of the sentences are deliberately
of any unusual houses. Write some examples on the humorous, for example: Ive got a monkey called
board (igloo, tent, houseboat, caravan, etc.) and draw George.
pictures next to the words to illustrate them. The last student left is the winner.
Ask for a volunteer to read the first text in the book. Activity Book
Help him/her with the difficult words.
Ask students to look at the pictures and point Page 70, activities 1 and 2.
to Balden. Students number the pictures. Key
Continue with the other two texts. attic, bedroom, bathroom, stairs, bedroom, living room,
hall, kitchen, garage, basement
Make sentences about the texts and test
a classmate.
Students look at Students Book page 70, activity 2.
Get different pairs of students to read the short
dialogues out loud.
Make true/false statements about the children from the
texts, for example: Baldens tent is very small. Sorayas
flat has got three bedrooms. Ninas dog is called
Blackie.
Students listen and call out true or false.
In pairs, students take turns making sentences
and saying true or false.
94 Unit 6 My family
EP-T3-U6-0087-0100.indd 94 29/7/08 12:12:37

Students Book Page 71 the fire.
Interviewer: After you make the fire, do you go to school?
Balden: Oh, no! I never go to school. I study at home with my
Grammar: Adverbs of frequency: Nina always plays mum.
football. She never washes the car. Interviewer: Really? Do you help with the chores?
Balden: Well, sometimes I make the tea and I usually
Vocabulary: Always, usually, sometimes, rarely, never, clean the tent.
watch, make, go, clean, wash, play, walk, visit; chores. Interviewer: And how often do you wash the dishes?
Materials: Large pieces of coloured paper Balden: Errr I rarely wash the dishes.
(1 per student). Play Track 57 again. Students correct their work.
Students write sentences about Balden in their
notebooks: Balden never goes to school.
Warm-up
Game: A busy week. Optional activity
Students stand in a circle. Start a chain. Say On Monday, A different lifestyle
I (play football). Tell students to imagine they are from a different part
Point to the first student in the circle. He/She continues of their country. For example, if they live in a city, they
the chain by saying On Monday, I (play football). On should imagine life in a rural area.
Tuesday, I (clean my room). If they live in a rural area, they should imagine life
Students continue adding to the chain until somebody in a big city.
makes a mistake. Start the chain again. Students write sentences about their imaginary daily
lives and draw a picture of themselves in this new place.
Grammar presentation Display the texts and drawings around the classroom.
Explain that we can learn a lot from studying different
Adverbs of frequency
ways of life.
On the left-hand side of the board, write always,
usually, sometimes, rarely and never in a column.
Say I always make my bed. I make my bed on Monday,
Tuesday, Wednesday, Thursday, Friday, Saturday and Controlled practice
Sunday. For each day, draw a tick () on the board next
to the word always, so that there are seven ticks Talk about Ninas routine poster.
on the board. Tell students to look at Ninas routine poster. Ask
Now say I usually make dinner. Draw five ticks next to questions: What does Nina (always) do?
the word usually. Ask students if their routines are similar: Nina always
Say I sometimes visit my mother. Draw three ticks next plays football. Do you always play football?
to the word sometimes.
Say I rarely go to the cinema. Draw one tick next to the Craft activity
word rarely.
Finally, say I never cut the grass. Draw an X next to the The Printers Project
word never. Students draw small pictures to represent their daily
Say I clean my bedroom. Ask a student to say the same routine. They glue the pictures onto a piece of coloured
sentence, but explain that he/she must add the adverb paper (see Materials) using Ninas poster as a model.
that corresponds to his/her situation: I (sometimes)
clean my bedroom. Wrap-up
Repeat with different students.
My daily routine poster
Listen and complete the chart. 57 Arrange a class display of the work for The Printers
Remind students of Balden, the boy who appears on Project. Each student explains his/her daily routine
page 70. Elicit more information about him: Wheres to the rest of the class.
he from? Where does he live? Tell students to choose two classmates and write about
Tell students that they are going to listen to Balden their daily routines.
talking about his daily routine.
Play Track 57. Students listen and tick the chart. Activity Book
Interviewer: Good afternoon. We are here with Balden.
Balden is from Mongolia. Now, Balden, tell us about your
routine. How often do you watch TV?
Balden: I never watch TV. We havent got electricity.
Interviewer: No electricity? So how do you cook the food?
Balden: Weve got a fire. In the morning, I always make
Unit 6 My family 95
EP-T3-U6-0087-0100.indd 95 29/7/08 12:12:39

Students Book Page 72 Students work in pairs. They take turns asking and
answering questions about the actions. Then they
complete the clocks with the answers.
Grammar: Adverbs of frequency: Tina always plays
football on Saturday.
Writing practice
Functional language: Telling the time: What time
do you (get up)? I (get up) at (seven) oclock. Play Pair dictation.
Vocabulary: Get up, go to school/bed/swimming, Students cut out the texts in Cutout 2 and decide
have a shower, go, have, visit, karate lesson, orchestra which role they are going to play (A or B). They put
practice, library. the cutout they are not using aside.
Materials: Cutout 2, paper. Explain the rules of the game: Students should read
their cutouts out loud slowly and clearly.
Preparation: Dictation lists: On a piece of paper write
Student A dictates the sentences on his/her cutout.
a list of the following times and actions:
Student B listens and completes the sentences, asking
Wake up at 6:45.
Student A to repeat as necessary.
Eat breakfast at 7:00.
Students change roles: Student B dictates while
Go to school at 7:45.
Student A completes his/her cutout.
Have English class at 9:30.
When they have finished, tell students to look
Eat lunch at 11:30.
at the other half of the cutout and correct their work.
Go home at 2:45.
Go to the park at 3:15.
Do my homework at 5:00. Optional activity
Eat dinner at 6:30. Running dictation
Go to bed at 9:00. Tape up the Dictation lists (see Preparation) around the
Make six copies of the list. classroom. Turn the lists over so that the writing is facing
the wall.
Divide the class into equal groups.
Warm-up One student in each group runs to the list, reads
a phrase and runs back to his/her group. He/She then
The robot game whispers the phrase to the group members, who write it
Students stand up. down.
Tell them to pretend they are robots. Demonstrate how The first group to write the list correctly wins.
a robot moves. Optional: Group members can take turns running to the
Give students commands. They should follow the list and dictating the times and actions.
commands like robots: Stand up! Jump! Dance! Stop!
Go to sleep!
Wrap-up
Controlled practice Digital clocks
Clock dictation: What time is it? Tell students to draw six digital clocks in their notebooks
Write a list of 10 different times, but do not show the with different times.
list to the class: 8:00, 9:45, 12:30, 6:00, 11:15, 2:30, Then tell them to draw another six digital clocks but
4:15, 7:00, 3:45, 4:00. with no times.
Students write the numbers 1 to 10 in their notebooks. In pairs, students take turns dictating their times
Use one of the cutout clocks from Students Book to their partners and completing the clocks.
page 68, activity 1. Students correct their work.
Move the hands on the clock to demonstrate the times Activity Book
on the list, but do not say the time. For each one ask
What time is it?
Students write down the times in their notebooks, next Key
to the corresponding numbers. 2. usually; 3. sometimes; 4. never; 5. always; 6. never;
7. sometimes; 8. rarely
Ask a classmate about the activities.
Then complete the chart with his/her
information.
Model the dialogue at the top of the page and students
repeat.
Ask students at random about the times they do
the actions listed.
96 Unit 6 My family
EP-T3-U6-0087-0100.indd 96 29/7/08 12:12:39

Students Book Page 73 Track 59
Pronunciation focus: /w/ white, /r/ write. Make two columns on the board. Write wet and runs
as a heading for each column.
Vocabulary: Rabbit, write, river, read, rock, winter, Read the tongue twisters out loud very slowly. Students
window, houseboat, bathroom, restaurant, rubbish, raise their hands when they hear a word containing one
kitchen, dish; chores. of the key sounds. Ask a student to come to the board
Materials: Music cassette or CD, white paper, and write the word in the correct column.
coloured paper.
Developing reading
Optional activity the text.
Silent letters Point to the picture of the boat. Say This is a boat.
Tell students that some letters in words are very shy! We Its a houseboat. Point to the picture of Henry.
cant hear them. Write some examples on the board: Say This is Henry. Hes a sailor.
(Silent gh) eight, night, light Students complete the sentences individually.
(Silent k) know, knee
(Silent w) write, wrong Read the text and complete the sentences.
(Silent h) what, when, why, where Students silently read the text.
(Silent l) walk, talk Ask if there are any difficult words. Write the words
Say the words as you write them on the board. Ask on the board and discuss their meanings.
individual students to come up and circle the silent In pairs, students complete the activity.
letters. Go over the answers with the class.
Rub out the words on the board. Randomly dictate the
words. Students write the words in their notebooks. Wrap-up
They circle the silent letters in red. Check answers around
Game: Shape poems.
the class.
Draw a simple outline of a boat on the board.
Encourage the class to say things about the boat:
Warm-up The boat is on the water. Its Henrys boat.
Write the sentences on the board.
Game: Pass the picture. Tell students that they can write around the shape
Students draw something that begins with the of the boat. Demonstrate by writing a few sentences
letter r: rabbit, rat, rug, rice, ring, river, radio, rock. around the outline of the boat.
Students stand in a circle. Play music while students Students choose an object from this unit to make a
pass their pictures around the circle. shape poem, for example: house, tent, robot, clock.
Pause the music and ask pairs of students to stand Distribute white paper. Students draw their object and
together. Each pair identifies the objects in the pictures write simple sentences about it around the shape.
they are holding: Its a rock. Its a radio. Students glue their shape poems onto coloured paper
and display them on the walls.
Answer Key
Listen and connect the words. 58 Pre-reading: 1. b, 2. c
Play Track 58. Students listen and point to the words as After-reading: 1. washes the dishes, sweeps the floor; 2. takes
they hear them. out the rubbish; 3. cooks, 4. eats in a restaurant

white, wash, where, water, walk, watch, why Page 73, activities 1 and 2.
red, run, rabbit, write, read, wrist, wrong
Key
Play Track 58 again. Students draw a line from word rabbit, wrong, run, river, why, writes, reads, window,
to word as they hear them. Pause after speaker 1 winter, water, rock; window, winter, rabbit, writes, river,
and tell students to use a different colour to connect reads, rock
the words which speaker 2 says. From top to bottom, left to right: kitchen, bathroom,
table, rubbish, dishes, river, restaurant
Read the tongue twisters out loud. 59
Play Track 59. Students listen and follow the
tongue twisters.
Unit 6 My family 97
EP-T3-U6-0087-0100.indd 97 29/7/08 12:12:55

Students Book Page 74 T: Are you an inventor?
Ss: Yes, I am./No, Im not.
Write the possible answers on the board.
Grammar: Contrasting the verb to be and verbs Students read the questions in their books and match
in the present simple: Are you an inventor? Do you them with the correct answers.
invent a lot of unusual things?
Functional language: Telling the time: Its four Role-play the interview with a classmate.
oclock. 61
Vocabulary: Inventor, robot, egg, juice, breakfast, Play Track 61. Students listen to the interview
invent, every day/morning/night, right now; chores. and follow along in their books.
In pairs, students do the role-play.
Materials: Cutout 3, index cards (1 per student).
Preparation: Optional: Question and answer cards (1 Complete the answers.
card per student): Write questions on one set of cards: Write Do you? Are you? on the board.
Are you happy? Is he Spanish? Is she sad? Are they Ask students to suggest answers to the question
inventors? Do you sweep the floor every day? Does starters. Students complete the answers in their books.
he wash the car? Does she watch TV every night?
Do they eat biscuits? On another set of cards, write Optional activity
positive or negative answers: Yes, I am. No, Im not.
Which question?
Yes, he is. No, he isnt. Yes, she is. No, she isnt. Yes,
Distribute the Question and answer cards (see
they are. No, they arent. Yes, I do. No, I dont. Yes, he
Preparation).
does. No, he doesnt. Yes, she does. No, she doesnt.
Explain that some students have got questions and
Yes, they do. No, they dont.
the others have got answers. If a student is holding
Make sure there is exactly one answer per question.
a question card, he/she should find a student with a
corresponding answer, and vice versa.
Warm-up When students find their partners, they sit down.
Game: What time is it?

Play Concentration.
Divide the class into two teams and get a member from
each team to come to the board. Read the instructions out loud.
Say a time on the hour, half-hour or quarter-hour, for Students cut out the cards in Cutout 3.
example: half past three. The first student to write In pairs, they place all of their cards face down together
the correct time in numerals wins a point for his/her on a desk.
team: 3:30. Students take turns turning over two cards. They must
match a word card with a picture card. If the cards
Review
match, they keep them. If not, they turn them over
again. The student with the most cards at the end
Listen and write the times. 60 of the game is the winner.
Play Track 60. Students listen and write the times
in their books. Wrap-up
Track 60 Interview the teacher.
1. Its five oclock.
2. Its half past eight. Write the following question starters on the board:
3. Its quarter to twelve. Are you? Do you?
4. Its half past two. Students prepare interviews in groups. They should ask
5. Its seven oclock. you six questions, three with Are you? and three with
6. Its quarter past four. Do you?
Write the times on the board for students to correct Sit in the middle of the classroom. Groups take turns
their work. asking you their questions. A member of each group
writes the answers.
From top to bottom: do, dont, am, m not
Match the interview questions with the
answers. Activity Book
Ask students if they recognise the man in the picture Page 74, activities 1 and 2.
(he is Marys father from Harry the robot). Remind Key
them that he is an inventor. Its quarter past five. Its one oclock. Its quarter to eight.
Read the questions out loud one by one. Ask students Its half past nine. Its quarter past twelve. Its half past four.
to suggest possible answers:
98 Unit 6 My family
EP-T3-U6-0087-0100.indd 98 29/7/08 12:12:57

Students Book Page 75 Activity Book
Grammar: Review of time expressions, adverbs Key
of frequency, present simple v. present continuous. sweep the floor, make the beds, clean the garage, clean the
Vocabulary: Key vocabulary from the unit. kitchen, clean the living room, wash the car, wash the dishes,
wash the clothes, make breakfast, make lunch, cut the grass
From left to right: usually, sometimes, rarely, never
Warm-up
Grammar module:
Game: Hangman Present simple v. present continuous
Remind students of the household chores: sweep the In this unit, the present simple is used to talk about
floor, make the beds, wash the dishes, etc. routines and habitual actions.
Play hangman with this words.
Positive Negative
Review I drink. I dont drink.
The Printers Quiz You drink. You dont drink.
He drinks. He doesnt drink.
Look and complete. She drinks. She doesnt drink.
Ask questions about Sarahs timetable. It drinks. It doesnt drink.
T: Does Sarah make her bed every day? We drink. We dont drink.
Ss: Yes, she does. They drink. They dont drink.
T: Thats right, she always makes her bed.
Students complete the sentences using adverbs from
the box and the times.
Complete the table. Do I drink? Yes, you do./No, you dont.
Do you drink? Yes, I do./No, I dont.
Students call out more words for each category. Does he drink? Yes, he does./No, he doesnt.
Students write as many words as they can to Does she drink? Yes, she does./No, she doesnt.
complete the table. Does it drink? Yes, it does./No, it doesnt.
Do we drink? Yes, we do./No, we dont.
Optional activity Do they drink? Yes, they do./No, they dont.
Joining words In this unit, the present continuous is used to talk about
Draw three columns on the board with the following actions going on right now.
headings: Family, Rooms, Chores.
Students come up and write words in the columns until Positive Negative
there at least five words in each one. Demonstrate how
the words can be joined together to make sentences I am drinking. Im not drinking.
either in the present simple or the present continuous: You are drinking. You arent drinking.
My aunt is in the attic. Shes sweeping the floor. My aunt He is drinking. He isnt drinking.
sweeps the floor in the attic every day. In pairs, students She is drinking. She isnt drinking.
write as many combinations as they can. It is drinking. It isnt drinking.
We are drinking. We arent drinking.
They are drinking. They arent drinking.
Wrap-up
Music competition 51 / 56
Divide the class into groups. Remind the class of the Am I drinking? Yes, you are./No, you arent.
two unit songs (pages 64 and 69). Are you drinking? Yes, I am./No, Im not.
Each group decides which song they want to perform Is he drinking? Yes, he is./No, he isnt.
for the rest of the class. The groups perform their Is she drinking? Yes, she is./No, she isnt.
songs along with the CD tracks. Vote for the best Is it drinking? Yes, it is./No, it isnt.
performance. Are we drinking? Yes, we are./No, we arent.
Are they drinking? Yes, they are./No, they arent.
Answer Key
Text 1: 1. always, 2. never, 1 oclock; 3. rarely, quarter past Adverbs of frequency (always, usually, sometimes, rarely,
five; 4. sometimes, 7 oclock; 5. usually, half past nine never) are used to clarify how often we do something.
Text 2: family members: uncle, mother, father, grandad,
cousin, sister, brother; rooms in a house: basement, garage,
hall, living room, bathroom, bedroom, kitchen: chores: wash
the dishes, make the beds, cut the grass, take out the rubbish
Unit 6 My family 99
EP-T3-U6-0087-0100.indd 99 29/7/08 12:12:58

es
ti
i
vi
t
ac
r
Cr la
oss-cur ricu
Social studies: Who does the chores? materials to design and build a robot.
Display the robots on a table in the classroom.
Materials: Paper, string, stapler.
Language link: Students describe their robots to the
Preparation: Cut some paper into strips (several per
class and explain what they can do.
student).
Directions: Project: Workers quilt
Students look at the chores and the family members Materials: Card, marker pens or coloured pencils, hole
on Students Book page 65. Point out that all the puncher, wool.
members of the family do the chores at home, not
just the women. Directions:
Ask students if their mums work harder at home than Take students on a walk around the school and ask
any other member of the family. them to notice the people working there.
Students make a list of the chores that they and other Back in the classroom, students name the workers.
members of their family could do to share the chores Write a list on the board: nurse: Jody, caretaker:
more equally. Tom Cut some card into squares (15 x 15 cm)
Students write sentences explaining how they can help and distribute them.
at home: I can make my bed. My dad can take Students draw a picture of one of the workers and
out the rubbish. write his/her name below.
Staple all the pieces of paper to a string to make Help them punch a hole in the four corners of the
a banner. squares and tie the squares together with the wool to
Hang the banner across the classroom. make a quilt.
Make a sign to hang above the quilt: Thank you,
Language arts: Household chore dialogues workers! Display the quilt in or outside the classroom.
Materials: Card, paper. Ask questions about the workers: Does the nurse water
the plants? Who waters the plants?
Directions: Students write a sentence about what one of the
On a piece of card, students draw and colour a picture workers does. The rest of the class guesses who it is.
of themselves doing an everyday household chore. Optional: Students make thank-you cards and give
They draw a speech bubble on a piece of paper and them to the workers.
cut it out.
Students write a sentence in the speech bubble to go
with their pictures, for example: I make my bed. They
write their names on the back of the speech bubble.
Display students pictures around the room and
redistribute the speech bubbles. Students attach the
speech bubbles to the corresponding pictures.
Finally, students come up to the front of the class with
their own pictures. Encourage the class to ask:
What do you do every day? Students respond: I (make
my bed) every day.
Art: Rubbish robots
Materials: Rubbish that has been collected by
students from home and cleaned or rinsed (paper towel
rolls, toilet paper rolls, empty cardboard boxes,
empty egg boxes, string, cans, card, cloth, etc.),
glue or tape, paint.
Directions:
Tell students that for this activity they will need a great
deal of imagination.
Display the rubbish on a table. Students use the
100 Unit 6 My family
EP-T3-U6-0087-0100.indd 100 29/7/08 12:13:18

Lo
ng, lo ng ago
Vocabulary Grammar
Adjectives: Verb to be, past tense:

angry, bad, big, bored, careful, cold, crazy, excited, fat, He was lazy.
frustrated, handsome, happy, hot, important, lazy, long, They were small.
pretty, responsible, sad, short, small, strong, surprised, tall, He wasnt ugly.
thin, ugly, weak, wide, worried They werent tall.
Numbers: Was Creb 11 years old? Yes, he was./No, he wasnt.
20100 Were the people cold? Yes, they were./No, they werent.
Family members: There was/were:
aunt, brother, cousin, father, mother, sister, uncle There was a school. There werent any houses.
Continents: How + adjective
Africa, Antarctica, Asia, Europe, America, Oceania How tall was the diplodocus?
How long is your foot?
Oceans:
How wide is his hand?
Arctic, Atlantic, Indian, Pacific
Time expressions:
a long time ago, last week, now, today, yesterday
Other words:
ashes, cave, chief, continent, dinosaur, eagle, fire, gift,
million, protection, spark, stone, tribe, volcano

How old are you? Whats your address? Whats your Visual/spatial intelligence (page 109)
telephone number? Visual/spacial intelligence (page 109)
Teaching tip
Effectively managing games
Games provide an opportunity to practise language in
It is especially useful to establish a sign or key word that
an informal, child-centred manner. However, in order
indicates students must finish the game, stop talking
to make an activity successful and maximise language
and return to their seats if necessary. A spoken word or
practice, it is important to have a well-controlled class.
phrase can easily get lost in the general noise, so often
If you need to divide the class into small groups, choose a body gesture that is clearly visible to students works
the students in each group with care. Try to avoid better. For example, before you start the game, explain
grouping all the noisiest and most disruptive students to the class that when you place your hands on your
together. Also, make sure there is a mix of abilities in head, they must stop playing the game and copy you
each group. Games provide an ideal opportunity for peer by placing their hands on their heads. Once one or
teaching, as the more able students help the weaker two students have seen and copied you, they will start
members of their team. encouraging the rest of the class to do the same.
Before starting a game, remind students of the classroom
rules for playing games. Stress that they must wait their
turn and speak in English. Students will find it easier to
speak English if they are clear about the language they
need to use. Make sure the target language is clear, and
remind the class of some basic functional language for
games: Its my/your turn. Thats right/wrong. Here you
are. Throw the dice. Dont cheat! Were the winners.
Discourage students from shouting but accept that
a certain level of noise is inevitable.
Unit 7 Long, long ago 101
EP-T3-U7-0101-0114.indd 101 29/7/08 12:26:00

Students Book Page 76 Match the names with the adjectives.
Read the adjectives out loud and ask students
Grammar: Verb to be, past tense (he/she/they): He to do a mime for each adjective.
was lazy. They were small. Students match the names with the adjectives.
Vocabulary: Cold, thin, crazy, fat, lazy, ugly, tall, To explain the use of the past tense of the verb to be
weak, small, strong, handsome, pretty. (was/were), say The children lived during the Stone
Materials: Optional: Reproduction of old portraits Age. Point to the grammar box. Say Tum-tum was fat.
and/or photos. Repeat with a plural subject.
Play True or false?
Warm-up Write the names of the six Stone Age children
on the board.
Opposites Divide the class into pairs.
Write the following words on the board: big, weak, Student B closes his/her book.
hot, tall, happy, fat, young, ugly. Student A keeps his/her book open and makes true/false
Call out one of the words: big. Elicit the opposite statements about the Stone Age children: (Baba) was
adjective: small. Repeat with the remaining adjectives: (thin). True or false?
weakstrong, hotcold, tallshort, happysad, fatthin, Student B answers true or false. Students change roles.
youngold, uglyprettyhandsome. (Note: Explain that
pretty is used for girls and women, and handsome is
used for boys and men.) Optional activity
Represent an opposite pair with mime: bigsmall. People from the past
Students imitate your actions as they repeat the words. Show old photos and portraits to students. Explain
Students write the opposites in their notebooks. that these are people who lived a long time ago. Hold
up one of the images and make true/false statements
Grammar presentation about it: Her hair was red. She was thin.
Repeat with other images.
Listen and sing the song. 62 Divide the class into pairs. Give an image to each pair.
Tell students about the Stone Age: It was thousands Students write sentences describing the person in the
of years ago. Humans lived in caves. The caves were big image.
and comfortable. They had animal skins and dry grass Students show the image to the rest of the class and
on the floor. These beds were soft and warm. There read their sentences out loud.
was a fire in the cave, for protection and for cooking. Collect the images and the written work and display
Students look at the illustration on page 76. them on the wall.
Read the introduction to the song out loud.
Play Track 62. Students follow along in their books.
Wrap-up
Track 62
(See Students Book page 76, activity 1.) Anagrams
Point to the children in the illustration. Ask What were On the board, write anagrams of the adjectives used
their names? in this lesson: a-l-t-l (tall), g-n-r-o-s-t (strong), etc.
Play Track 62 again. Students underline the names In pairs, students solve the anagrams.
in the text of the song. Answer Key
Clarify the meaning of crazy and lazy. Left: Kiki, Tum-tum, Flip-op; Right: Baba, Bim-bam, Coco
Divide the class into five groups. Assign a line from
the middle of the song (the part with the names) Activity Book
to each group. Page 76, activities 1 and 2.
The groups make up mimes for their line.
Play Track 62. Students sing and mime the song. Key
1. was; 2. was; 3. was; 4. were; 5. was; 6. were
Label the pictures. From left to right, top to bottom: 1, 6, 2, 5, 3, 4
1. tall; 2. weak; 3. cold; 4. crazy; 5. happy; 6. pretty;
Describe one of the children in the song: (Tum-tum) 7. thin; 8. ugly; 9. strong; 10. fat; 11. lazy; 12. handsome
was fat. Say Point to (Tum-tum).
Continue with the rest of the children.
Students complete the labels with the names
of the children.
102 Unit 7 Long, long ago
EP-T3-U7-0101-0114.indd 102 29/7/08 12:27:20

Students Book Page 77 cousin, aunt, uncle, Kiki. In the second column,
write short, tall, big, small, fat, thin, handsome, ugly,
Grammar: Verb to be, past tense (he/she/they): She pretty, strong, weak.
was short. He wasnt ugly. They were happy. They Now ask questions about Kikis family using the words
werent tall. on the board: Was Kikis mother tall? Was Kiki fat?
Was Kikis cousin ugly?
Vocabulary: Mother, father, brother, sister, cousin, Students look at the illustration on page 77 in their
aunt, uncle, monster; adjectives of physical description.
books and answer the questions.
Materials: Cutout 1, paper clips. Optional: a bag. Ask students to close their books and divide the
class into pairs. Students ask each other questions
about Kikis family. If they disagree, they can check in
Wrap-up their books.
Family members vocabulary review
Draw a family tree on the board with circles to indicate Optional activity
the people. Identify one of the circles (representing the Cartoon characters
daughter) with a name (Fiona). Students draw a Stone Age character. Tell them they can
think of the characters in the cartoon The Flintstones.
Collect their drawings and put them in the bag (see
Materials).
Ask a student to take a picture from the bag
and describe it, using both negative and positive
statements: He wasnt tall. He was fat. Repeat with other
students.
Fiona
Make and play a language game.
Ask individual students to come to the board and label
Fionas family members: father, mother, uncle, aunt, Students look at Students Book page 77, activity 2.
brother, sister, cousin. Distribute the materials. Read the instructions line by
line. Divide the class into pairs.
Students follow the instructions and form positive or
Grammar presentation negative sentences according to the information on the
Read and tick () or cross (). spinners. They can use their books as a reference.
Ask students if they remember who Kiki is. Ask them
to identify Kiki on page 76. Wrap-up
Students look at Students Book page 77, activity 1. The Stone Age song 62
Students silently read the text. Students look at Students Book page 76, activity 1.
Ask for volunteers to read sentences from the text Divide the class into five groups. Assign a line from
out loud. the middle of the song (the part with the names)
Write the following on the board: to each group.
mother = m, father = f, brother = b, cousin = c, Play Track 62.
aunt = a, uncle = u Students sing and mime The Stone Age song.
Students read the text again and write the Track 62
corresponding letters next to each character (See Students Book page 76, activity 1.)
in the illustration.
Make a negative statement about a character: Kikis Answer Key
mother wasnt tall. top: , , , , , ; bottom: , ,, , ,
Invite individual students to make similar statements. Activity Book
Students fill the boxes below the text following
the key.
Key
Check your answers with a classmate. Happy: Lazy: Fat: Tall:
Students compare answers with a partner. Bad: Strong:
Glup, Glab, Glim, Glob
1. was; 2. wasnt; 3. wasnt; 4. was; 5. were; 6. were;
Grammar practice 7. werent; 8. were
Make two columns on the board. Write the following
words in the first column: mother, father, brother,
EP-T3-U7-0101-0114.indd 103 7/30/08 5:36:16 PM

Students Book Page 78 name was Creb./He went to play with his friend in the
river./When he returned, the fire was out!/He was
very angry.
Grammar: Verb to be, past tense: Was Creb 11 years Students select the relevant cutouts and place them
old? Yes, he was./No, he wasnt. on the poster. (When necessary, they remove
Vocabulary: Fire, cave, chief, gift, ashes, tribe, the cutouts that are already there.)
protection, careful, important, angry, bored, cold,
responsible, cook, keep warm, hunt, run, fish. Grammar recognition
Preparation: Story sentences (1 per student): Write
Write the following words from the story on the board:
the following sentences on a piece of paper:
gave, precious, fire, cave, careful, protected, child,
The fire was ____________.
watch, important, went, bad, angry, cold, ashes.
The people of the tribe were __________.
Elicit what a verb, an adjective and a noun are
Creb was _______________.
(verb = an action, adjective = a word that describes
Creb wasnt _______________.
a noun, noun = a person, animal, place or thing).
His father was _____________.
Students read the story, underline the words and
Make photocopies. classify them into verbs, nouns or adjectives.
Warm-up Connecting to students experiences

Briefly discuss with students if fire is important
Critical thinking: The Stone Age in our daily lives. Ask them if we could live without fire
and if they think fire is more important today than it was
Ask the class questions about the Stone Age: Were there during the Stone Age.
houses/cars/cities in the Stone Age? Where did people
live? What did they eat? What did they do? Was fire
important in the Stone Age? Were animals important?
Why? Read and circle the correct answers.
They read the questions and circle the options.
Predicting
Go over the answers with the whole class.
Students look at the illustrations on Students Book pages
78 and 79 and predict what the story will be about.
Optional activity
Developing reading Fun with letters
Write responsibility on the board. Discuss the meaning of
Story: Creb, the fire maker, part 1 63
the word with the class.
Point to pictures of Creb and his father and say This is Divide the class into pairs. Tell students they have
Creb. This is Crebs father. got three minutes to make words using the letters in
Write on the board: fire, cave, ashes, chief. responsibility: person, pet, boy, line, pen, yes, no, one,
Students find the illustrations for these words on page 78. son, ten, tiny, sit, toy, etc.
In the first picture, point to Creb, and ask Is he happy? The pair with the most correct words wins.
Repeat with the second picture.
Point to the man and ask Is Crebs father angry?
Play Track 63. Students listen and follow along in Wrap-up
their books.
Pause the recording after each paragraph. Ask students Writing about the story
comprehension questions: Where was the fire? Was the Distribute the Story sentences (see Preparation).
fire important? Were the people careful with the fire? In pairs, students complete the sentences.
Who was the son of the chief? Was Creb responsible Ask students to read their sentences out loud.
at first? Was Creb happy inside the cave? Was he Accept all logical sentences.
bored? Was he responsible later? Was the fire out?
Answer Key
Track 63 1. No, it wasnt; 2. Yes, it was; 3. No, he wasnt; 4. No, he
Creb, the fire maker, part 1 wasnt; 5. Yes, he was.
Poster 7 Activity Book

Display Poster 7 and the poster cutouts.
Play Track 63 again. Pause the track after the first Key
paragraph. Ask students to find an appropriate cutout cave, chief, fire, gift, cook, run, ashes, tribe, fish, hunt
1. careful; Yes, they were. 2. bored; Yes, he was.
and place it on the poster. Continue, stopping after His
3. responsible; No, he wasnt. 4. happy; No, he wasnt.
5. cold; Yes, he was.
EP-T3-U7-0101-0114.indd 104 29/7/08 12:28:58

Students Book Page 79 Ask for volunteers to take turns reading the story out
loud.
Grammar: Verb to be, past tense (he/she/they): Was Ask general comprehension questions about the story:
Creb frustrated? Yes, he was./No, he wasnt. Were the Why was fire important? What was the mystery of fire?
people cold? Yes, they were./No, they werent. At the end of the story, was Creb a hero? Why?
Vocabulary: Eagle, volcano, stone, spark, leaves,
frustrated, angry, worried, excited, surprised. Controlled practice
Materials: Slips of paper (7 slips per 2 students).
Make questions and ask a classmate.
Grammar presentation Read the adjectives in the boxes out loud. Ensure that
all the students understand them.
Review: Story summary On the board write At the beginning, In the middle
Write the following sentences on the board: and At the end.
The people were very careful with the fire. Ask students to make questions about the end
Crebs father said, Come and watch the fire. of the story: At the end of the story, was Creb happy?
Creb was bored inside the cave. At the end of the story, were the people cold?
The fire was out! Students ask each other the questions.
Crebs father was very angry. Repeat the activity with questions about the beginning
Mother Earth gave people the gift of fire. and the middle of the story.
Creb went to play with his friend.
Divide the class into pairs and distribute the Optional activity
slips of paper.
Students copy the sentences onto slips of paper Play True or false?
(1 sentence per slip of paper). Students write five true/false statements about different
Students put the slips of paper in order to make moments in the story in their notebooks. Ask students at
a summary of the first part of the story. random to read their statements out loud: At the end of
Various students read their summaries out loud. the story, Creb was bored.
The rest of the class says true or false.
Developing reading
Story: Creb, the fire maker, part 2 64 Wrap-up
Play Track 64, pausing the recording after each Story summary scramble
paragraph. Students follow along in their books.
Ask questions after each paragraph: Did the eagle help Students close their books. Write the following
Creb? Who knows the mystery of fire? Were the stones on the board:
hot? Was Creb frustrated? Was there a spark of fire? 1. worried/very/was/Creb
Were the people angry? Why? Were the people happy 2. eagle/saw/Creb/an/nest/in/its
at the end? 3. stone/He/the/threw
4. spark/a/There/was
Track 64 5. collected/leaves/some/He
Creb, the fire maker, part 2 6. leaves/were/The/on/fire
7. surprised/people/were/The
Poster 7 8. people/The/cold/never/were
Display Poster 7 and the poster cutouts. In pairs, students unscramble the sentences.
Play Track 64 again. Pause the track after the first Check answers around the class. Then ask one student
paragraph. Ask students to find an appropriate cutout to read the complete story summary.
and place it on the poster.
Continue, stopping after He picked up a stone, but it
Activity Book
was cold./He hit one stone against another, and there
was another spark./He collected some leaves./They were Key
very happy. Creb was not careful with the fire.
Students select the relevant cutouts and place them The fire was out and Crebs father was angry. Creb was very
worried. Creb was very excited. The people in the tribe were
on the poster. (When necessary, they remove the very happy. They were never cold again.
cutouts that are already there.) 2. Were; Yes, they were. 3. Were; No, they werent.
4. Was; No, he wasnt. 5. Was; Yes, he was. 6. Were;
Read the second part of the story. Yes, they were.
Students silently read the story in their books and
underline all sentences with was or were.
EP-T3-U7-0101-0114.indd 105 29/7/08 12:29:33

Game: Secret messages
Functional language: Numbers. Divide the class into pairs. Students invent a code by
Vocabulary: Numbers 1100. assigning numbers to all the letters of the alphabet.
Students write a secret message using their code. They
Materials: Two soft balls.
dictate the numbers in the message to another pair of
students and give them a copy of the code. Students
decode the messages and read them to each other.
Warm-up
Review: Numbers 120.
Ask students to stand up and form a circle. Critical thinking: Numbers
Explain that you are going to count to 20 as a group. Write the following numbers on the board:
The person with the ball must say the next number. 03 30.3
Say One! and throw the ball to a student. 30 3.30
S1: Two! (Throws the ball to S2.) 33 3
S2: Three! 3.3 .3
Students continue around the circle. Students classify the numbers from biggest to smallest.
Divide the class into two groups. Students play Go over the answers with the whole class.
the game in their groups.
Wrap-up
Listen and circle the numbers. 65
Students look at Students Book page 80, activity 1. Game: Buzz-fizz!
Say Look at the numbers in the white column. Students stand up.
Say the numbers out loud, pointing to each number Write the number 5 on the board. Explain the rules
as you say it. of the game. Each student says a number, counting
Repeat with the red column. up to a hundred. Multiples of five should be replaced
Play Track 65. Students circle the numbers they hear. by the word buzz.
S1: One.
Track 65
One, seven, twelve, twenty-four, thirty-six, forty-eight, S2: Two.
fifty-two, sixty-five, seventy-three, eighty-nine, ninety-one, S3: Three.
one hundred. S4: Four.
S5: Buzz.
Play with a classmate. Repeat the game, using the word fizz for multiples
Say G, green. Whats the number? Show students how of three.
to locate the number by locating the letter and colour Repeat, replacing the multiples of five and the of three.
coordinates: Sixty-three. It may be necessary to say both words: fifteen becomes
Repeat with other numbers. buzz-fizz.
Divide the class into pairs. Students play the game in pairs.
Answer Key
The re is in the stone.
Grammar practice
Look at the code and discover Crebs Activity Book
secret message.
Key
Point to the code and explain that the numbers eleven11, seventeen17, twenty-five25, thirty30,
represent letters. thirty-nine39, forty40, fifty-eight58, sixty-two62,
Ask What letter is forty-six? (Answer: F) Ask about seventy-one71, eighty-four84, ninety-three93,
a few more letters to test understanding. one hundred100
Students decipher the code individually. 25 + 32 + 43 = 100
Check answers with the whole class: Whats the + + +
(first) word? 41 + 12 + 47 = 100
+ + +
34 + 56 + 10 = 100
= = =
100 100 100
The three missing numbers: 47, 34, 10
The magic number: 100
EP-T3-U7-0101-0114.indd 106 29/7/08 12:29:34

Students Book Page 81 Make sure that students notice the use of were
for plural nouns.
Grammar: There was/were: There was a school. Invent a Stone Age village.
There werent any houses. Elicit items from the Stone Age. Write students ideas
Vocabulary: River, hill, cave, path, rock, house, on the board: caves, trees, a fire, a mountain, etc.
supermarket, eagle, village, bridge. Divide the class into pairs and give a piece of paper
Materials: White paper. to each pair.
Read the instructions to the class.
Warm-up Once students have completed their picture, they write
sentences on their posters about their Stone Age village
Play Guess the room.
using There was/There were...
Write There is/There are... on the board. Collect the finished work and display it on the walls.
Describe the classroom and write the sentences
on the board: Theres a door. There are three windows.
Theres a rubbish bin. There are a lot of chairs. Optional activity
Divide the class into pairs. A place I remember.
Students think of a place in the school and write three Ask students to think of a place they have visited. It
sentences describing it. could be a place they went to on holiday or a place they
Collect students work. visited for just a day or a few hours.
Read one of the descriptions out loud. The rest Students write the name of the place in their notebooks
of the class guesses the place. and write as much as they can remember about that
Continue with other descriptions. place, using There was/were and There wasnt/werent:
In (name of place), there was a bus station.
Vocabulary presentation There were lots of trees.
There was a lake.
Poster 7 There wasnt a swimming pool.
Display Poster 7. Point to the cave. Say There There werent any shopping centres.
was a cave. Students draw a picture of the place.
Attach the fire and eagle cutouts to the poster Then they read their sentences to the rest of the class.
and say There was a fire in the cave. There was
an eagle.
Attach the rock cutout to the poster and say There
were some rocks. Wrap-up
Now write sample sentences with was and were
Picture dictionary
on the board.
Make negative statements about the scene: There Write the following words on the board: cave,
wasnt a school. There werent any cars. river, fish, path, bridge, eagle, rock, village, fire,
Write sample sentences with wasnt and werent nest, volcano.
on the board. Students write the words in their notebooks in
Elicit more sentences using There was/were, alphabetical order. Then they draw a small picture
There wasnt/werent: There was a (river/volcano). to represent the meaning of each word.
There were some (trees/plants/birds). There wasnt a Answer Key
(house/shopping centre). There werent any (bookshops/ Text 1: Were, werent, wasnt, wasnt, was, were, was,
telephones). wasnt, werent, was, wasnt, were
Text 2: there was: a river, a path, an eagle; there were: caves,
Controlled practice sh, rocks, trees
Look and circle the correct options. Activity Book

Students look at Students Book page 81, activity 1. Page 81, activity 1.
Point to the illustration and say This is Crebs village. Key
Make true/false statements about the village: There My grannys classroom: was, one, were, four, were,
was a school. seven, were, two, wasnt, werent; My classroom today:
Ss: False. three, are, ten, is, one, is, one, are, three, isnt, arent
Students read the text and circle the correct options.
Complete the chart.

Students complete the chart listing the things
in Crebs village.
EP-T3-U7-0101-0114.indd 107 29/7/08 12:29:52

Map jigsaws
Grammar: There was/were: Were there any plants? Divide the class into pairs.
Was there one ocean? Distribute the world map photocopies (see Preparation).
Vocabulary: Million, year, continent, ocean, plant, Students cut up their map to make 20 or 30 jigsaw
human, dinosaur, ago; continents (Europe, America, pieces.
Africa, Asia, Oceania, Antarctica); oceans (Pacific, Students exchange jigsaws with another pair.
Atlantic, Indian, Arctic) Pairs reconstruct the map of the world.
Materials: A map of the world.
Preparation: Optional: Photocopy a world map Wrap-up
(1 copy for every 2 students).
Game: North, South, East, West.
Label the four walls of the classroom with
Warm-up the cardinal points.
Point to each wall and say the cardinal point.
Our world Ask students to stand up. Teach them
Display the map of the world (see Materials). the following rhyme:
Ask a student to come to the map and find North, South, East, West,
his/her country. Turn to the place I like best.
Elicit the continents: America, Europe, Africa, Asia, Then call out a cardinal point: North.
Oceania and Antarctica. Students turn and face the corresponding wall.
Help students distinguish between a country, Repeat with different cardinal points.
a continent and an ocean: Is (Africa) a continent or Finally, looking at their world maps, students name
an ocean? Is (Spain) a country or a continent? a country situated in each of the cardinal points.
Answer Key
Developing reading No, there werent. Yes, there was. No, there werent. Yes,
Students look at Students Book page 82. there were. Yes, there were.
Point to the first map. Ask Is this the world today?
Repeat with the second map. Activity Book
Point to the first map again. Say 150 million years ago Page 82, activities 1 and 2.
our planet was very different. Key
Students silently read the first text and underline Continents: Antarctica, Africa, America, Asia, Oceania,
any words they dont understand. Europe; Oceans: Atlantic, Pacific, Arctic, Indian
Divide the class into pairs. Students work together werent, were, was, were, were, wasnt, werent
to deduce the meaning of the new words.
Read the text out loud. Clarify language
where necessary.
Ask students to guess where their country was
on the map.
Repeat the procedure with the second text.
Students mark their country on the map.
Read the texts and answer the questions.

Read the first question out loud.
Write on the board Yes, there were./No, there werent.
Ask a student to come to the board and circle
the correct answer.
Students complete the activity individually.
EP-T3-U7-0101-0114.indd 108 29/7/08 12:29:53

Multiple intelligence: Visual/spatial intelligence
Grammar: How long/tall/wide...? How tall was the Draw a box on the board.
diplodocus?
Vocabulary: Dinosaur, neck, tail, metre; numbers.
Materials: Reference books about dinosaurs.
Draw an arrow to indicate the height. Ask How tall is the
box?
Warm-up
Draw two more arrows for the width and the length. Ask
Those amazing dinosaurs! How wide/long is the box? Provide possible answers.
Write the word Dinosaurs on the board. Divide the class into pairs. Each student draws two boxes
Ask students what they know about dinosaurs. Write and labels the boxes: My box/My friends box. Each
their ideas as a mindmap on the board. student writes measurements on his/her box. Then pairs
ask each other questions and write the measurements of
their partners box.
dangerous extinct
Developing writing
plant eaters Dinosaurs meat eaters The Printers Project
Provide reference books about dinosaurs or write
big different colours the following information on the board:
reptiles
Tyrannosaurus: Carnivore, 12m long, 5.6m tall,
60 sharp teeth (10cm long!), walked on two legs.
Listen and circle the correct options. Triceratops: Herbivore, 9m long, 3m tall, three horns
on the head, walked on four legs.
66
Coelophysis: Carnivore, 3m long, 2m tall, walked
Point to the diplodocus. Say This was the diplodocus. on two legs.
It was very big. (Note: The Natural History Museum has got a website
Read the questions out loud. called The Dino Directory with detailed information on
Play Track 66. Students circle the correct options. dinosaurs: http://flood.nhm.ac.uk/jdsml/dino/)
Play the track several times if necessary. Divide the class into pairs. Each pair chooses a dinosaur.
Track 66 Ask students about their dinosaurs: Was your dinosaur
Interviewer: Hello and welcome to our show. Today Annie a herbivore? Was it a carnivore? Was it big? Was it
Stevenson from the Dinosaur Museum is going to talk about dangerous? Write herbivore and carnivore on
the diplodocus. The diplodocus was a very big dinosaur. How the board.
tall was it, Annie? Read the instructions out loud. Students draw their
Annie: Oh about 9 metres tall.
Interviewer: Wow! And how long was the diplodocus?
dinosaur and write its measurements.
Annie: It was 27 metres long. It was a big dinosaur! Students write sentences about their dinosaur following
Interviewer: Yes, it certainly was! And how wide was the the model in their books.
diplodocus?
Annie: It was 2 metres wide. And the diplodocus neck was Wrap-up
very long.
Interviewer: Really? How long was its neck? Presenting your work
Annie: About 8 metres long. Pairs present their work on the dinosaur they selected
Interviewer: And what about its tail? How long was its tail? to the rest of the class.
Annie: Its tail was 14 metres long and it was very strong.
Interviewer: Thank you very much, Annie. I hope I dont meet
a diplodocus in the street today! Answer Key
was; was; was; was; was; was, were; were
Write the measurements in the boxes.
Students label the picture of the dinosaur with Activity Book
the information from activity 1. Page 83, activities 1 and 2.
Complete the text. Key

Ornitholestes: was, was, was, were, was, were; Allosaurus:
Ask questions about the diplodocus: Was the was, was, was, were, were, were; Brachiosaurus: was, was,
diplodocus dangerous? Was it strong? was, was, were
Students complete the text using was/were. goodbad, tallshort, happysad, youngold, strongweak,
bigsmall
EP-T3-U7-0101-0114.indd 109 29/7/08 12:29:54

Students Book Page 84 Critical thinking: Measuring
Ask students to imagine they have got to measure
Grammar: How + adjective: How long is your foot? a table but they havent got a ruler. But they
Functional language: How old are you? Whats have got a paper clip that they know is exactly 3cm long.
your address/telephone number? Divide the class into pairs.
Students think of at least three different things they can
Vocabulary: Body parts, numbers.
do to measure the table.
Materials: Cutout 2, tape measures, rulers (1 per Possible answers:
pair). Optional: Students photographs of themselves. 1. Use a piece of string to measure the table. Then
calculate how many paper clips the string measures and
multiply accordingly.
Warm-up 2. Use the paper clip to mark off 3cm intervals and count
the intervals.
Play Simon says.
3. Use your hand to measure the table. Then calculate
Students stand up. Give commands using known body how many paper clips your hand measures and multiply
parts vocabulary. Students respond accordingly.
to instructions only if they are preceded by the phrase
Simon says: Simon says touch your (arm).
Students who respond to instructions not preceded
by the phrase are out. Wrap-up
Optional: Play the game adding left and right
to the instructions: Simon says touch your (left foot). Family Facts
Allow the winner to call out the instructions. Dictate the following questions for students
to take home:
Controlled practice 1. How tall is your mother?
2. How long is her arm/leg/nose?
Listen and sing the song. 67 3. How wide is her hand/foot?
Students look at Students Book page 84, activity 1. 4. How tall is your father?
Play Track 67. Students listen and follow along in 5. How long is his arm/leg/nose?
their books. 6. How wide is his hand/foot?
Track 67 7. How tall is your brother/sister?
The happy dino song 8. How long is his arm/leg/nose?
(See Students Book page 84, activity 1.) 9. How wide is his hand/foot?
Ask students to find out the answers to the questions
Make up mimes for each line with the class.
and bring them to the next class.
Play Track 67 again. Students mime the actions
and sing along.
Optional activity
Answer the questions. Measure the classroom.
Read the questions out loud. Divide the class into small groups.
Students underline the answers in the song. Then Students choose three pieces of furniture or objects in
they write the answers in their books. the classroom.
Students measure the items and write down their
Craft activity dimensions. Then they draw the items and label them.
Encourage group members to ask each other questions
Make a Medical form. about their drawings: How wide is the table? How long
Ask individual students questions using how and is your maths book?
an adjective: How tall are you? How old are you?
Read the instructions out loud. Answer Key
1. Twelve metres long; 2. Five metres long;
Students cut out the medical form in Cutout 2, and
glue a photoor draw a picture in the space provided. 3. Tyrannosaurus rex.
Divide the class into pairs and hand out tape
Activity Book
measures and rulers.
Students ask each other questions to complete the
personal information section of the form: Whats your Key
name? How old are you? Whats your address? 1.45m, 35cm, 3cm, 8cm
Students measure each other to complete the rest
of the form.
Ask individual students about their forms: Pablo, who did
you interview? How old is Lucas? How long is his foot?
EP-T3-U7-0101-0114.indd 110 29/7/08 12:29:55

Complete the sentences before you

Pronunciation focus: /T / three, /t/ tree
read the text.
Vocabulary: Three, thing, thin, tortoise, thirty,
Divide the class into pairs. Students circle one
theatre, tree, tribe, tent, tail, tomato, tea.
of the options to complete the sentences.
Materials: Students answers from the Wrap-up Check the activity by asking students to read
activity in the previous lesson. the sentences out loud.
Circle the correct pictures to answer

Warm-up the questions.
Measurements review Students silently read the text.
Ask students to take out their questions and answers Ask them if there are any difficult words. Write
from the Wrap-up activity in the previous lesson. the words on the board and discuss their meanings.
Go over the answers with the whole class. Go over the small pictures with students: Point
to Europe/America. Point to the boat that is
15 metres/30 metres long. Point to the Viking. Point
to Christopher Columbus.
Listen and colour the boxes. 68 Read the questions out loud. Students circle the
Students silently read the words. correct pictures.
Make sure students have got yellow and blue coloured Go over the answers with the whole class.
pencils. Read the text out loud. Ask for volunteers to read
Play Track 68. Students listen and colour the boxes. the text out loud.
In pairs, students compare their work.
Warm-up
Track 68
Listen to these words: Three, thin, thirty, theatre. Tongue twister competition.
Listen again and colour the boxes blue: Three, thin, Have a class competition. See who can say the tongue
thirty, theatre. twister in activity 2 the most times in one minute
Now listen to these words: Tail, tomato, tortoise, tent. without stumbling over a word.
Listen again and colour the boxes yellow: Tail,
tomato, tortoise, tent. Answer Key
Listen to these words: Thing, thanks, Thursday, thirty-three. Pre-reading: 1. a, 2. b.
Listen again and colour the boxes blue: Thing, thanks, After-reading: 1. Europe ; 2. 30 m; 3. Viking
Thursday, thirty-three.
Now listen to these words: Tuesday, tribe, tree.
Listen again and colour the boxes green: Tuesday, tribe, tree.
Activity Book
Write th and t on the board. Pronounce the sounds Key
carefully. Students repeat. 1. Ive got thirty thin tortoises and two tigers in my tent.
Write three and tree on the board. Read out the words, 2. The chief of the tribe drinks tomato tea and eats mouse
emphasizing the initial sounds. tails for breakfast. 3. This thing is three metres tall and two
Students repeat. metres wide. It lives in a tree.
Ask students to choose a blue word, a yellow word and Who were the Vikings?; Viking homes; Vikings on the
a green word. Choose volunteers to say their words. water; Viking food
Say the tongue twister. 69

Play Track 69. Students listen and follow along
in their books.
Track 69
Read the tongue twister out loud with the class.
Divide the class into pairs. Students take turns reading
the tongue twister to each other.
Ask for volunteers to read the tongue twister
to the whole class.
EP-T3-U7-0101-0114.indd 111 29/7/08 12:30:10

Number pairs
Grammar: Verb to be, present and past tenses (is/ Write the following pairs of numbers on the board:
are, was/were): A long time ago, there were lots of 1330, 1440, 1550, 1660, 1770, 1880, 1990.
dinosaurs. There arent any dinosaurs today. Say a pair of numbers, emphasizing the different
Vocabulary: Today, long ago, yesterday, last week,
now; numbers 1100. stress patterns: fif-teen, fif-ty. Clap the different stress
patterns.
Materials: Cutout 3.
Repeat with the remaining number pairs. Call out one
of the numbers. Ask a student to come to the board
and point to it. Continue with more numbers. Ask for
Warm-up
volunteers to call out the numbers.
Play Today and yesterday.
Divide the board into two sections. Write Today and
Yesterday as headings. Controlled practice
Write a sentence about yourself for each section: Make and play a language game.
Today I am happy. Yesterday I was tired.
Read the instructions to the class.
Write a sentence about the weather for each section:
Show students how to cut out the slits in the dinosaur
Today it is hot. Yesterday it was cloudy.
picture in Cutout 3. Demonstrate how to insert the
paper strips through the slits.
Students take turns saying sentences for each heading.
Students cut out and assemble the game.
For each correct sentence, they win a point for
Divide the class into pairs. Students take turns forming
their team.
sentences by moving the paper strips.
Rub out the heading Yesterday and write Last week.
Students write the sentences in their notebooks.
Students make more sentences.
Check sentences around the class at the end
of the activity.
Grammar review
Complete the tasks. Wrap-up

Read the instructions and make sure that each student More number fun!
has got a blue and a red pencil. Invent a number series and write the numbers on the
Read the first sentence out loud: A long time ago board in words: four, eight, twelve, sixteen, twenty.
there were lots of dinosaurs. Ask for volunteers to continue the series up to 100.
Students say past and hold up their blue pencils. Divide the class into pairs.
Continue with the other sentences. Students make their own number series, giving just
Students underline the verbs and circle the time the first four numbers. Students then exchange their
expressions. number series with a partner and complete their
Write Past/Present on the board. partners series.
Ask students to come to the board and classify
the time expressions. Answer Key
Blue: 2. were, 3. was, 4. were, 6. werent , 7. was. Red: 1.
arent, 5. am, 8. are. Circle: 1. today, 2. A long time ago, 3.
Environmental education Yesterday, 4. Last week, 5. now, 6. years ago, 7. Long, long
ago; 8. right now.
Take this opportunity to talk with students about
1. ninety-nine, 2. twenty-eight, 3. seventy-ve, 4. twenty,
extinction. Explain that once an animal is extinct, it 5. twenty-eight.
disappears forever.
Ask why they think dinosaurs became extinct. Activity Book
Explain that the main theory of scientists is that a Page 86, activities 13.
meteor crashed on Earth and many plants died, so the
Key
herbivores died and then the carnivores died. 44forty-four, 76seventy-six, 37thirty-seven,
85eighty-five, 12twelve, 58fifty-eight
Complete the number series.

Students complete the number series, writing the
numbers in words.
Ask volunteers to read the series out loud.
EP-T3-U7-0101-0114.indd 112 29/7/08 12:30:11

Students Book Page 87 Students sing the songs. They can follow along
on pages 76 and 84 of their Students Book.
Grammar: Review of the verb to be, past tense; Answer Key

There was/There were; adjectives of physical Text 1. were, werent, was, wasnt, were
Text 2: 1. thin, 2.tortoise, 3. tree
description.
Vocabulary: Key vocabulary from the unit. Activity Book
Key
Warm-up was, was, were, were; I, werent, wasnt, She, wasnt,
werent, You, werent; I, Were, he, Was, it, we, Were, Were;
Vocabulary review was, you, you, he, No, was, wasnt, it, it, Yes, werent, were,
Give students five minutes to look through the unit and you, they, werent
write a list of the new words they have learned in their
notebooks. Grammar module: Was/were
Elicit the words and ask for volunteers to write them
on the board. Was/were is the past tense of the verb to be.
Positive
Review Was is used with I, he, she and it.
Were is used with you, we and they:
The Printers Quiz I was tired. They were happy.
Circle the correct options.
Negative
Students circle the correct options.
The negative of was is wasnt (was + not).
Ask for volunteers to read the sentences out loud.
The negative of were is werent (were + not).
Circle the word that starts with Question form
a different sound. To form a question, we switch the position of the subject
Divide the class into pairs. Students read the words and the verb:
to each other and decide which word in each set She was angry. Was she angry?
is different and circle that word. To answer a question, we use yes/no followed by the verb:
Read the words out loud. Was he sad? Yes, he was./No, he wasnt.
Students stand up when they hear the word that
is different. Positive Negative
Match the adjectives with the I was I wasnt

pictures. You were You werent
Students work individually to match the words with He was He wasnt
the pictures. She was She wasnt
In pairs, students compare their work. It was It wasnt
Point to each picture and ask students to form We were We werent
sentences using the adjectives: Shes old. Hes You were You werent
handsome. They were They werent
Optional activity Question form Short answers

Incredible monsters Was I? Yes, I was./No, I wasnt.
Tell students that they should use their imagination and Were you? Yes, you were./No, you werent.
draw a monster. Was he? Yes, he was./No, he wasnt.
Students colour their monsters and make a list of their Was she? Yes, she was./No, she wasnt.
characteristics: name, age, eye colour, height, length of Was it? Yes, it was./No, it wasnt.
foot/nose/teeth, width of hand/foot, number of teeth, etc. Were we? Yes, we were./No, we werent.
Students ask each other questions about their monsters: Were you? Yes, you were./No, you werent.
Whats your monsters name? How tall is it? How long is Were they? Yes, they were./No, they werent.
its (hand/foot)? How wide is its (foot/nose)? How many
teeth has it got? How old is it? What colour are its eyes?
Students present their monsters to the class. Note: There was/There were is the past tense of
There is/There are
Wrap-up
Time to sing 62 / 67
Play Tracks 62 and 67.
EP-T3-U7-0101-0114.indd 113 7/30/08 5:36:18 PM

es
ti
i
vi
t
ac
r
Cr la
oss-cur ricu
Language arts: Dinosaur bag Project: Dino-diorama

Materials: Paper bags, white paper, coloured pencils. Materials: Paper, thin cardboard, shoebox or slightly
larger box, crayons, glue, tape, cotton, reference books
Preparation: Cut the white paper in half.
with pictures of dinosaurs and plants of that period.
Directions: Optional: Glitter (for lava), cottonwool balls
Students draw a dinosaur on a paper bag. (for clouds).
Give students three pieces of paper each. Students
Directions:
write one thing about a dinosaur on each: They were
Display reference books about dinosaurs.
carnivores, herbivores and omnivores. They draw
Students choose some dinosaurs and prehistoric plants
pictures about their sentences on the other side of the
they like. Encourage them to choose flying dinosaurs
paper and put them all in the bag.
as well as walking ones.
Students exchange bags and look at each others
Students draw and colour pictures of their plants and
sentences and pictures.
dinosaurs using any colour they like.
Students cut out their pictures, glue them onto thin
cardboard and cut them out again.
Students decorate the inside of the box using crayons.
Remind students that when dinosaurs lived, the
Earth was very hot and there were a lot of volcanoes.
Students draw a volcano in the back of the box and
glue glitter on for the lava as well as cottonwool balls
for clouds.
Show students how to stand their dinosaurs up by
taping a cardboard triangle to the back of their picture.
Help them hang any flying animals from the top of the
box using tape and cotton.
Students write sentences about their scene: There was
a volcano. There was a big purple dinosaur. There were
a lot of plants.
Cooking: Ice-age ice cream

Materials: Ice cubes, whole milk (5 litres approx.),
rock or sea salt, sugar (2 kilos approx.), paper cups
(1 per student), large zip-lock bags (1 for every
2 students), small zip-lock bags (1 for every 2 students),
vanilla extract, plastic spoons, measuring jug.
Directions:
Divide the class into pairs and distribute the materials.
Give students the following directions:
1. Combine 24 tablespoons sugar, a few drops of
vanilla extract and 250 ml of milk in a small zip-lock
bag and zip it up.
2. Combine 2 cups of ice cubes and 1/2 cup salt
in a large zip-lock bag.
3. Insert the small bag inside the large bag and zip
it up.
4. Each student takes one end of the large bag and
shakes until ice cream is formed.
Distribute cups and spoons. Students serve and eat
their ice cream.
EP-T3-U7-0101-0114.indd 114 29/7/08 12:30:31

Fa le rs
m ou s t ra vel
Vocabulary Grammar
Verbs: Past simple:

buy, carry, cross, do, eat, give, go, have, live, make, meet, David wrote a diary.
run, say, see, sing, sleep, start, stay, take, talk, travel, visit, He made maps.
walk, write I went to the cinema.
Places: I didnt write a letter.
beach, desert, mountain He didnt go alone.
She didnt see a river.
Food:
Did he meet the Emperor of China? Yes, he did./
ice cream, pasta, pizza, rice, soup
No, he didnt.
Professions: Did they give them some food? Yes, they did./
clown, doctor, inventor, musician, sailor No, they didnt.
Animals: Did you make your bed? Yes, I did./No, I didnt.
camel, dog, dolphin, eagle, horse, kangaroo, penguin, rat,
snake, tiger
Other words:
bandit, book, diary, fork, guard, kite, letter, map, palace,
postcard, sandcastle, shepherd, silk, silkworm
Time expressions:
every day, every week, every year, last week, last year,
yesterday

Its my turn. Heres the dice. Throw the dice. Im the Linguistic intelligence (page 121)
winner.
Teaching tip
The nonparticipant
Not all students participate equally in the classroom.
In small-group work, select his/her group members
While most pupils are eager to answer questions and
carefully. Ensure that there arent any domineering
participate in small-group and whole-class activities,
characters who will automatically take control. Also,
inevitably some students are reluctant to join in. These
make sure that there are classmates he/she feels
students do not create any problems and are not
comfortable with, but preferably not close friends who
disruptive, but their contributions are minimal. They are,
might supply all the answers.
in some respects, invisible students.
In whole-class activities, call on the student by name
An effort should be made so that invisible students
to ensure you have got his/her attention. Ask the student
gradually increase their participation in class.
to participate instead of waiting for him/her to volunteer.
First, spend some time reflecting on the reasons for the At first, limit his/her participation to easy tasks in order
students passivity. Most commonly this passive attitude to build up confidence gradually.
reflects a lack of self-confidence or motivation, but in
If the problem stems from a chronic lack of motivation,
certain cases there could be an underlying problem.
try to find out about areas of interest to the student.
Then work on building up the students confidence Then look for simple materials related to that area. In this
gradually. Talk to the student individually during a time way, demonstrate the relevance of English to his/her own
of quiet work. Ask him/her simple questions in English particular interests.
that are easy to answer or listen to him/her reading out
Avoid letting the invisible student become accustomed
loud on his/her own.
to his/her passivity. Demand more and, with time,
the student should respond.
Unit 8 Famous travellers 115
EP-T3-U8-0115-0128.indd 115 29/7/08 12:41:39

Students Book Page 88 Number 3. He saw the Himalayas.
Number 4. He ate pasta.
Number 5. He wrote a book.
Grammar: Past simple (irregular verbs): He met the Number 6. He made maps.
Emperor. Check the activity. Say sentences from the track.
Vocabulary: Make, meet, go, see, eat, write, map, Students say the corresponding number:
kite, postcard, sandcastle, letter. T: He went to China.
Materials: Cutout 1. Ss: Picture 1.
Check your answers.
Warm-up
Divide the class into pairs. Student A says the number of
a picture. Student B replies with a sentence about the
Vocabulary: Verb review. picture.
Write the following verbs on the board: make, meet, Students change roles and continue.
go, see, eat, write.
Make sure that students understand their meanings. Play Holiday bingo.
To the left of the verbs write Every day Read the title of the activity and the incomplete
Divide the class into pairs. sentences out loud.
Students invent sentences starting with Every day Students cut out the pieces in Cutout 1.
using the verbs on the board: Every day I make my They choose a suitable picture for each space and place
bed. the pictures on the spaces. They put the remaining
Every day I meet new friends. They write the sentences cutouts away.
in their notebooks. Complete the sentences, alternating between the
Invite volunteers to read their sentences out loud. pictures from Cutout 1, for example: Jack went to
the beach.
Grammar presentation When the sentence corresponds to the card on the
students board, students turn over that card.
Poster 8 Continue until you have made sentences with all
Display Poster 8. the cutout cards.
Point to the left side of the poster. Ask What can you The first student to turn over all the cards on his/her
see? What time is it? Say Mr Cog normally does the board is the winner.
same things every day.
Display the poster cutouts on the board.
Make a sentence with the cutouts about the left-hand Optional activity
side of the poster: Mr Cog goes to the shop in the Holiday bingo in groups
morning. Before gluing the cutout cards into place, students play
Elicit more sentences about the poster. Holiday bingo in small groups.
Point to the right-hand side of the poster. Say
Yesterday was different.
Make sentences with the poster cutouts about Students glue their cutouts into place and complete
the right-hand side of the poster. Contrast them with the sentences.
the sentences on the left. Ask students to read their sentences out loud.
Remove the Verb cutouts from the sentences and
put them together in pairs on one side of the poster: Wrap-up
goeswent, buysbought, etc. Time for verbs!
Read the verb pairs out loud.
Go over the irregular past tense verbs from this lesson:
Listen and number the pictures. 70 made, met, went, saw, ate, wrote.
Call out the verbs in the present, one by one: make.
Point to the grammar box and read the verb pairs
Students write the past form of the verbs in their
out loud.
notebooks: made.
Say Lets learn about a famous traveller from the past:
Marco Polo. Activity Book
Ask students to identify the pictures in activity 1:
Point to China. Point to the pasta.
Play Track 70. Students number the boxes. Key
wrote, went, ate, made, saw, met; 1. went; 2. ate; 3. met;
Track 70 4. wrote; 5. made; 6. saw
Marco Polo was a famous traveller. He was from Italy.
He travelled to many places and had many adventures.
Number 1. He went to China.
Number 2. He met the Emperor of China.
116 Unit 8 Famous travellers
EP-T3-U8-0115-0128.indd 116 29/7/08 12:43:02

Students Book Page 89 Checking meaning
Write the following verbs on the board: buy, meet, see,
eat, write, visit.
Grammar: Past simple (irregular verbs): Bill went
Students copy the words into their notebooks and draw
to Oceania.
a small picture next to each one to illustrate their
Vocabulary: Click, clap, buy, visit; continents, oceans, meanings.
cardinal points.
Materials: A ball. Play The memory game.
Give students a few minutes to study the texts.
Say This person visited the rainforest.
Warm-up Students say the corresponding name: Pamela.
Repeat with other sentences: This person saw some
Play Verb toss. penguins/saw the Great Wall/bought a CD/ visited
Write the verbs used in the previous lesson on the the Eiffel Tower, etc.
board: make, meet, go, see, eat, write. Divide the class into pairs.
Review the past tense forms with the class. Student B closes his/her book. Student A reproduces
Ask students to stand up. Say a students name. Throw a sentence from the text, substituting the name or
the ball to the student as you say a present tense verb. pronoun with this person. Student A: This person saw
The student catches the ball and replies with some kangaroos.
the past tense. Student B responds with the name of the traveller.
Continue around the class. Students take turns making sentences and naming
the traveller.
Wrap-up
Say Lets click our fingers. Show students how to click
Game: Word chain.
their fingers. Repeat with clap our hands. Make a sentence using I went: I went to Europe.
Students look at Students Book page 89, activity 1. S1 repeats the sentence and adds another place: I went
Point to the illustration. Ask Whats this? Students to Europe and to Antarctica. Continue around the class.
respond: Its a map/the world.
Play Track 71. Students listen and point to the Critical thinking
places on the map. World travel
Track 71 Briefly discuss with students how modern means of
Around the world communication and transport have changed our lives.
(See Students Book page 89, activity 1.) Ask them Was travelling around the world more difficult
Play Track 71 again. Students join in with the names in the past? How did people in Marco Polos time travel?
of the continents and oceans. How do we travel today? Is it easier for us to know
about different cultures? Are we influenced by other
Grammar practice cultures? Is this good or bad?
Read and draw the routes on the map. Students discuss and write a list of the advantages and
First, students read about Pamela and underline all the disadvantages of modern means of communication and
continents named. Using a red pencil, students draw transport.
Pamelas route on the map.
Students read the text about Bill and underline all the
continents named. Using a blue pencil, students draw Answer Key
Pamela: Antartica-America-Europe-South America. Bill:
Bills route. Oceania-Asia-Africa.
Activity Book
Optional activity
A trip around the world
Students invent an imaginary route around the world. Key
First, they draw their route on the map in activity 1 using 1. Asia, Africa, Antarctica, America; 2. Europe;
a different coloured pencil. 3. Atlantic Ocean; 4. Arctic Ocean; 5. Indian Ocean; 6. West
1. Europe; 2. to Africa; 3. went to Antarctica; 4. went to
Divide the class into small groups. Students describe their America
route to the rest of their group. Encourage them to add
details about what they saw and what they ate.
EP-T3-U8-0115-0128.indd 117 29/7/08 12:43:17

Students Book Page 90 Grammar presentation
Write on the board Ahmet went to China. Ahmet didnt
Grammar: Past simple (irregular verbs, negative): go to Africa. Underline the verbs in each sentence.
Marco Polo started his journey to China. He didnt Write didnt = did not.
go alone. Point to the sentences and ask True or false?
Vocabulary: Start, travel, talk, give, take, say, journey, Focus students attention on the grammar box.
diary, carpet, silk, desert, camel, gold, shepherd, Students underline all the past tense verbs in the text
bandit, village, China; irregular verbs. using a blue pencil for positive verbs and a red pencil
for negative verbs.
Materials: Optional: A large world map, cotton,
drawing pins. Read and circle T (True) or F (False).
Preparation: Story sentences (1 per student): Write Students look at Students Book page 90, activity 1.
the following sentences on a piece of paper: Students silently read the sentences and circle
In 1271, Marco Polo started his journey to _______. the options.
Ahmet met ___________ in Baghdad. Read the first sentence out loud. Ask True or false?
Ahmet and Marco Polo travelled across ___________. Continue with the remaining sentences.
They met _________________.
At the top of the Himalayas, they saw __________. Optional activity
Make photocopies. Marco Polos route
Make a list on the board of the places that Marco Polo
travelled through on his journey to China: Italy, Iran, Iraq,
Warm-up Afghanistan, the Himalayas and China.
Who was Marco Polo? Display a world map (see Materials). Locate the places
Write Marco Polo on the board. listed on the board. Students place a drawing pin by each
Make a short presentation of Marco Polo: He was from place. Connect the drawing pins with cotton from Italy
Italy. He was a famous traveller. He lived in the 13th to China to show the route taken by Marco Polo.
century. He went to China. He was the first person from
Europe to visit China.
Developing reading
Story: Marco Polos journey, part 1 72
Students look at Students Book page 90.
Point to Marco Polo. Say This is Marco Polo. Point
to the boy, Ahmet. Say This is Ahmet. Point to the
pages of the diary. Say This is Ahmets diary.
On the board write camel, carpet, desert, mountain,
shepherd, snow. Students find the illustrations for these
words on page 90.
Encourage students to make predictions about
the story.
Play Track 72. Students listen and follow along Wrap-up
in their books.
Pause the recording after each paragraph. Make true/ Recalling the story.
false statements about the paragraph: Ahmet was Distribute the Story sentences (see Preparation).
from Mexico. Ahmets father had a carpet shop. Some In pairs, students complete the sentences. Ask students
bandits took their money. Some shepherds gave them to read their sentences out loud. Collect the sentences
food. They saw polar bears. They saw snow. for the next lesson.
Track 72 Answer Key
Marco Polos journey, part 1 1. T, 2. F, 3. T, 4. T, 5. F
Students silently read the story in their books. Activity Book
Students circle five words they dont understand. Page 90, activities 1 and 2.
Divide the class into small groups. Students go over Key
the words they have circled and try to clarify their seesaw, gowent, givegave, taketook, eatate, buy
meaning together. bought, havehad, meetmet; saw, bought, met,
Ask groups to share their ideas with the class. Clarify ate, went
the meanings of the words. 1. went; 2. didnt go; 3. didnt take; 4. took; 5. bought;
6. didnt buy; 7. saw; 8. didnt see
EP-T3-U8-0115-0128.indd 118 29/7/08 12:44:19

What did you do yesterday?
Grammar: Past simple (irregular verbs): We went to Distribute paper. Write the following verbs on the board:
the palace. I didnt see the little silkworms. atedidnt eat, sawdidnt see, wrotedidnt write,
Vocabulary: Sing, stay, remember, guard, oil, boughtdidnt buy, wentdidnt go. Students choose
emperor, palace, silkworm, silk, fork, song, letter, bag some of the verbs and write about what they did and
of gold, passport; irregular verbs. didnt do yesterday. Students illustrate their sentences.
Materials: Story sentences from the previous lesson,
slips of paper, paper (1 piece per student).
Critical thinking
Deducing feelings
Warm-up Ask students if they have ever been away from home.
Review: Story summary. Ask them how they felt. Ask them how long Ahmet
was away from his family. Ask them how they think he
Write the following sentences on the board: felt. Ask Do you think he missed his family? Was the
Marco Polo and Ahmet bought some camels. food different? Was the language different? What other
They arrived at the top of the Himalayas. things were probably different?
Some bandits took their horses and food.
Marco Polo talked to Ahmets father all night.
They ate lunch next to a river of ice.
Divide the class into pairs and distribute the paper slips. Connecting to students experiences
Students copy the sentences onto these. Write the word homesick on the board. Ask students to
Distribute the Story sentences from the previous lesson. guess the meaning. Explain that sometimes people feel
Students cut the Story sentences into strips. homesick when they are far away from their home for
Students put the new sentences from the board a long time. Explain that homesickness is not usually a
together with the sentences from the previous lesson. physical illness, but a feeling of sadness or depression.
Then they number all the sentences in order to make Ask students if they have ever been away from home for
a summary of the first part of the story. a long time and if they have ever felt homesick.
Ask for volunteers to read their summaries out loud.
Developing reading Wrap-up
Story: Marco Polos journey, part 2 73 Write a story summary.

Play Track 73, pausing the recording after each Write the following sentences on the board:
paragraph. Students listen and follow along Title: __________________
in their books. Main characters: _____________
Make true/false statements after each paragraph: Summary:
They didnt see any guards. Ahmet saw the silkworms. First, ________________.
Ahmet didnt remember his home in Baghdad. Marco Then ___________________.
Polo sang a song at the birthday party. Ahmet said After that, _________________________.
goodbye to the Emperor. Ahmet was 19 years old when Next, ____________________________.
he arrived home. Finally, ___________________.
Track 73 In pairs, students copy and complete the summary,
Marco Polos journey, part 2 choosing sentences from the Warm-up and adding
(See Students Book page 91.) others for the second half of the story. Collect the story
Students read the story again silently. summaries.
As they read, they underline all the past tense verbs Answer Key
using a blue pencil for positive statements and a red 1. silk for his fathers carpets; 2. a letter to the emperor; 3.
pencil for negative ones. an Italian song at the birthday party; 4. a passport and a bag
Ask for volunteers to take turns reading the story out of gold; 5. the silkworms.
loud. Help them with the difficult words.
Activity Book
Controlled practice
Read and match the phrases. Key
Students look at Students Book page 91, activity 1. diary, bandit, silkworm, palace, carpet, camel, emperor,
guards, fork, shepherd
In silence, students match the phrases.
6, 5, 4, 1, 3, 2
Ask for volunteers to read the phrases out loud.
EP-T3-U8-0115-0128.indd 119 29/7/08 12:44:20

Students Book Page 92 Students copy the story onto a piece of paper and draw
a picture to go with the story.
Students read their stories out loud to their partners.
Grammar: Past simple (irregular verbs, negative): Collect students work and display it around the
She didnt see a river. classroom.
Vocabulary: Go, eat, write, see; food, animals,
continents.
Optional activity
Materials: Optional: Paper (1 piece per pair of
Game: Consequences.
students).
Divide the class into pairs and distribute paper (see
Materials).
Tell pairs they are going to write a short story together.
Warm-up First, S1 writes a boys or a mans name at the top of the
Poster 8 paper (it can be a real person or an imaginary person).
Display Poster 8. S1 folds the paper over so that the text is hidden and
Point to Mr Cog. Ask Do you remember Mr Cog? passes the paper to S2.
What does he do every day? Next, S2 writes met and a girls or a womans name. He/
Make one positive and one negative sentence about She folds the paper and passes it back to S1.
Mr Cog using the cutouts: He goes to the shop in the S1 writes where the two people met (at the beach, in
mornings. He doesnt buy mangoes. New York, etc.), folds the paper again and passes it back.
Choose students to come up and make more sentences S2 writes He said and a sentence. Then he/she folds the
in the present simple. paper and passes it back.
Point to the right-hand side of the poster. Say Yesterday S1 writes She said and a sentence.
was different. Finally, S2 writes the consequences: At the end, they
Make a positive and a negative sentence in the past were...
tense using the cutouts: Mr Cog went to the shop Students open the sheet of paper and read the story out
in the afternoon. He didnt buy any bananas. loud.
Draw students attention to the verb forms.
Invite students to come up and make more sentences.
Note: Students will have to reuse some of the cutouts. Wrap-up
Poster 8
Controlled practice Display Poster 8 and all the poster cutouts.
Read and complete the chart. Write Yesterday on the board.
Using the cutouts as a guide, write a sentence
Students look at Students Book page 92, activity 1. on the board leaving out the verb:
Ask volunteers to read the texts out loud. Mr Cog ______ eat a banana for dinner.
Students underline the positive verbs in blue and the Students copy the sentence into their notebooks and
negative verbs in red. complete it. Ask for a volunteer to come to the board
In pairs, students complete the chart. and complete the sentence with one of the cutouts.
Complete the sentences. Repeat with other positive and negative sentences: He
________ to the shop. He ________ bananas.
Students work individually to complete the sentences.
Students swap books and compare their answers. Answer Key
Ask for volunteers to read the sentences out loud. Text 1: Tim: Africa, a river, snake, diary; Kim: a rat, rice,
Ask if there are any alternative sentences. postcards; Jane: Africa, a tiger, sh, postcards; Joe: Europe, a
river, rice, letters.
Developing writing Text 2: 1. Europe, Africa; 2. a rat, didnt, a tiger; 3. sh,
snake; 4. a diary, didnt, letters
Write a story.
Activity Book
Explain the activity. Students have got to choose a word
for each blank to complete the story. The choices for Key
each blank are on the right. 1. went; 2. ate; 3. made; 4. had; 5. saw; 6. bought
Make sure that students understand all the words
on the right.
Students complete the activity individually.
Draw a picture and read your story
to a classmate.
EP-T3-U8-0115-0128.indd 120 29/7/08 12:44:56

Students Book Page 93 Ask students to choose a blue word and a yellow word
from activity 2. Volunteers read their words out loud.
Write them in the appropriate columns.
Pronunciation focus: // sheep, /s/ sock.
Vocabulary: Shell, sheep, sea, sandwich, shirt, Optional activity
shoulder, sock, shoe, snake, camel, ship, desert, Multiple intelligence: Linguistic intelligence
dehydrated.
Invent a tongue twister.
With the class, brainstorm words beginning with sh or s.
Make two lists on the board:
Warm-up Sh: she, shoe, shirt, shiny, etc.
Pronunciation review: t and th S: sing, song, silly, sad, etc.
To review the pronunciation focus from Unit 7, write Invent a tongue twister using some of the words: She
t and th on the board. sings silly songs in her shiny shoes.
Tell students to touch their heads if they hear Divide the class into small groups.
the t /t/ sound and to touch their feet if they hear Students invent their own tongue twisters.
the th // sound. Ask for volunteers to read their tongue twisters to the
Call out a list of words with the key sounds: thin, tree, class.
three, ten, thirty, think, tortoise, top, thing, toe, etc.
Developing reading
Pronunciation presentation
Listen and say the tongue twister. 74
the text.
Play Track 74. Students listen and follow along Students look at Students Book page 93, activity 3.
in their books. Focus students attention on the illustration and the title
of the text. Ask Whats the text about?
Track 74 Divide the class into pairs. Students circle one of the
options to complete each sentence. Check the activity
Read the tongue twister out loud. Students repeat. by asking students to read the sentences out loud.
Isolate the two key sounds: sh // and s /s/. Repeat
them. Students repeat after you.
Answer the questions.
Divide the class into pairs. Students take turns reading Students silently read the text.
the tongue twister to each other. Ask if there are any difficult words. Write the words
Ask for volunteers to read the tongue twister to the on the board and discuss their meanings.
whole class. Read the text out loud.
Ask for volunteers to read the text out loud.
Listen and colour the boxes. 75 Read the first question out loud. Students answer orally.
Students look at Students Book page 93, activity 2. Repeat with the other questions.
Point to each picture and ask Whats this? Students write the answers in their books.
Make sure that each student has got a blue and Ask students to read their answers out loud.
a yellow coloured pencil.
Play Track 75. Students listen and make a small Wrap-up
coloured mark in the boxes.
Students compare their work in pairs.
Tongue twister competition.
Hold a class competition to see how many times
Track 75 students can say the tongue twister in one minute.
Use a blue pencil.
Look for shoe, shoe. Colour the box blue.
The student who can say it the most times without
Look for sheep, sheep. Colour the box blue. stumbling over a word is the winner.
Look for shirt, shirt. Colour the box blue. Answer Key
Look for shoulder, shoulder. Colour the box blue.
Now use a yellow pencil. Pre-reading: 1.a, 2. b.
Look for sandwich, sandwich. Colour the box yellow. After-reading: 1. Because they can travel for many days without
Look for snake, snake. Colour the box yellow. water, 2. 25 litres per day, 3. 100 litres in ten minutes.
Look for sock, sock. Colour the box yellow.
Look for sea, sea. Colour the box yellow. Activity Book
Play Track 75 again. Students adjust the colour if
necessary and colour in all the squares. Key
Write two columns on the board with the headings shoulder, sandwich, sheep, shoe, shirt, snake
sh: ship, sheep, shirt, shoes, shorts; s: socks, sandwich, sun, sea
Shoe and Sock. Say the words and underline the initial ships, sea, shells, sheep, seven, school, sun
sounds. Students repeat.
EP-T3-U8-0115-0128.indd 121 7/30/08 5:40:18 PM

Make a glossary.
Grammar: Past simple (irregular verbs, questions): Divide the class into pairs.
Did he run around the world? Yes, he did./No, he Ask students to look at the two texts in activity 1. Tell
didnt. Did they eat dehydrated food? Yes, they did./ them to choose six new words they feel are important to
No, they didnt. learn.
Vocabulary: Walk, run, start, cross, carry, take, travel, Students copy the words into their notebooks and draw
live, sleep. pictures to clarify the meanings.
Students keep their glossaries for later lessons
Materials: Optional: A world globe.
(see Teachers Book page 125).
Warm-up
Critical thinking
Write the answers.
Write the following words on the board: extra shoes,
rucksack, money, maps, passport, water, sleeping bag, Write two questions on the board: Did David have
diary, dog, camera and extra clothes. a dog? Did Picard and Jones take food and water?
Divide the class into pairs. Write the possible short answers on the board. Yes, he
Tell students to imagine they want to walk around did./No, he didnt. Yes, they did./No, they didnt.
the world. They number the objects on the board from Ask for volunteers to come to the board and match
the most important (1) to the least important (10). the questions with the answers.
Go over the list with the class, encouraging students Draw students attention to the grammar box. Draw
to give reasons for the way they numbered the words. their attention to the auxiliary verb did.
Read the questions of the activity out loud. Students
answer orally.
Developing reading Students write the answers to the questions.
Read the articles and write the headlines. Health education
Students look at Students Book page 94. Healthy travelling.
Read the title of the double page out loud: Famous Talk with students about the health and safety
travellers. precautions one should take when travelling: Make sure
Say These men travelled around the world. you drink clean water, use suntan lotion, do not talk to
Optional: Use a globe to reinforce the meaning strangers, always swim with a partner, etc.
of your words.
Students read the first text silently. Ask them which
Wrap-up
words they dont understand. Clarify the meaning
of words where necessary. Game: Hangman.
Read the text out loud. Choose one of the key words from this lesson. Draw
Write on the board:Yes, he did./No, he didnt. Ask a line for each letter of the word and draw the
comprehension questions about the text: hangmans scaffold.
Did Kunst start his adventures in the USA? Students take turns calling out letters. If the letter
Did Kunst cross five continents? is part of the word, write it in. If it is not, draw part
Did Kunst walk across the oceans? of the hanged mans body and write the letter on
Did Drifter like walking? another part of the board.
Did Kunst buy a lot of shoes? Continue until students guess the word or until the
Repeat the procedure with the second text. hanged man is complete.
Write on the board: Yes, they did./No, they didnt. Repeat with other words from this lesson.
Ask comprehension questions:
Did Picard and Jones travel around the world in a car? Answer Key
Did they live under the balloon? 1. No, he didnt; 2. Yes, he did; 3. No, they didnt; 4. No,
Was there a TV in the capsule? they didnt; 5. Yes, they did. Headlines: Thirteen countries and
Did they take food and water with them? 21 pairs of shoes. Around the world in 19 days.
Ask for volunteers to read the texts out loud. Activity Book
Students look at Students Book page 94, activity 1. Page 94, activities 1 and 2.
Read the headlines out loud. Key
Students match the headlines with the articles and write 1. No, she didnt. 2. No, she didnt. 3. Yes, she did.
them in place. 4. Yes, she did. 5. No, she didnt. 6. No, she didnt.
EP-T3-U8-0115-0128.indd 122 29/7/08 12:45:30

Interviewing David Kunst
Grammar: Past simple (irregular verbs): David wrote Divide the class into pairs.
a diary. Did David write a diary? Students think of three yes/no questions they would like
Vocabulary: Irregular verbs; places in the world. to ask David Kunst about his journey. Supply unknown
vocabulary where necessary.
Students write the questions in their notebooks.
Warm-up Ask them to read their questions out loud.
Speculate about possible answers.
Past tense review
Dictate the following list of verbs: write, meet,
give, go, see. Developing writing
Students write the verbs in their notebooks. Then they The Printers Project
write the past tense of each verb. Students look at The Printers Project at the bottom
Ask for volunteers to read the verbs out loud. of page 95.
Read the first instruction out loud. Students write a list
Grammar presentation of countries. They should limit themselves to three or
four. Help them with country names where necessary.
Listen and complete the sentences. 76
Ask What country did you visit first? And then?
Students look at Students Book page 95, activity 1. Students write a number next to each country to
Point to the picture of David Kunst on the previous indicate the order.
page. Tell students the texts give more information Read the second instruction out loud. Write a skeleton
about Kunsts journey. text on the board:
Students look at the map. Ask What continents First, I went to
can you see? Then I went to
Students silently read the incomplete sentences. In, I met/I saw/I ate/I bought
Play Track 76, pausing the recording after each section. After that, I went to
Students complete the sentences. Ask them to Finally, I went to
use a pencil. Students write sentences about their trip.
Track 76 Then they swap their papers with a partner and check
David Kunst was the first man to walk around the world. for spelling and other mistakes.
1. David wrote a diary. Students make a clean copy of their work and draw
2. David went across Europe with his mule. a picture of one of the places they visited.
3. David met a famous scientist in Italy. Divide the class into pairs. Students ask each other
4. In Croatia, a farmer gave David a dog called Drifter.
5. David saw some camels at a market in Iran.
questions about their trips.
6. In Australia, David met a woman called Jenni. Jenni went Collect the finished work and display it around
with David across the desert, and now she is his wife! the classroom.
Students compare their answers with a partner.
Play Track 76 again. Students correct their work Wrap-up
if necessary. Talk about your trip.
Interview a classmate and answer the Invite students to talk about their imaginary trips
questions. to the class: I went to Japan. I met a Japanese girl.
Refer students to the grammar box on page 94 and Answer Key
remind them how to form questions in the past. From top to bottom: Yes, he did, No, he didnt, No, he
Divide the class into pairs. Students take turns reading didnt, Yes, he did, No, he didnt
and answering the questions.
Activity Book
Students write the answers in their books.
EP-T3-U8-0115-0128.indd 123 29/7/08 12:45:31

Write about your day yesterday.
Grammar: Past simple (irregular verbs): Did you make Students look at Students Book page 96, activity 2.
your bed? I went to the cinema. I didnt write a letter. Ask What did you do yesterday?
Vocabulary: Do, make; irregular verbs. Students write about their day using the verbs
in the box. Encourage them to write both positive
Materials: Optional: Paper, bag.
and negative sentences. They should write about
Preparation: Optional: Sentence strips (1 per student): five or six sentences.
Strips of paper with a positive past tense statement on Supply additional vocabulary as necessary.
each one: I went to China. I saw a camel. I watched TV. Ask for volunteers to read their sentences to the class.
I made my bed. I did my homework. There should be
two identical strips for each statement.
Optional activity
Game: Find your partner.
Warm-up Place the Sentence strips (see Preparation) in a bag.
Each student takes a strip of paper and reads the
Kinesthetic intelligence: Miming adjectives
statement.
Write the following list of adjectives on the board: Students try to find another student with the same
curious, responsible, sociable, quiet, active, sporty, lazy, statement by asking yes/no questions: Did you (go to
artistic. China)?
Go through the words one by one and make sure Once a student finds his/her partner, they sit down
students understand their meanings. together.
Divide the class into pairs. Assign each pair one
of the adjectives from the list. Give pairs a few minutes
to develop a mime to represent their adjective. Wrap-up
Pairs take turns doing their mimes in front of the class.
The class tries to guess which adjective each Poster 8
pair is miming. Use the poster cutouts to make a positive statement:
Mr Cog bought a banana for dinner.
Controlled practice Ask students to transform the statement into a question
by changing the cutouts: Did Mr Cog buy a banana
Do the Personality survey. for dinner?
Review the list of adjectives on the right-hand side Continue with other statements.
of the page. Activity Book
Read out the first question. Ask students to raise
their right hands if the answer is yes and their left
hands if the answer is no.
Say Now draw the path. Students use a coloured pencil
to follow the path to the next question.
Students continue working on their own.
Ask a classmate and draw his/her path.
Focus students attention on the grammar box.
Say Now you ask the questions.
Students take turns asking each other the questions
and drawing a path for their classmate. Make sure
that they use a different coloured pencil from their
own path.
Go around the class asking for the results of the survey.
Students talk about their classmates: Shes artistic.
Hes quiet.
Equal opportunities
Ask students if they think that girls personalities are
different from boys. Take the opportunity to share the
idea that it doesnt matter if you are a boy or a girl; you
can have any kind of personality: sensitive, active, shy, etc.
Also reinforce the idea that we dont all need to be the
same, that we should respect all personality types.
EP-T3-U8-0115-0128.indd 124 29/7/08 12:45:33

Optional activity
Game: Elimination
Grammar: Past simple (irregular verbs): Did you eat Students stand by their chairs holding their Secret
frogs legs? Yes, I did./No, I didnt. travellers ID cards.
Functional language: Its my/your turn. Heres the Call out a completed sentence based on one of the lines
dice. Throw the dice. Im the winner. on the card: I went to Europe.
Vocabulary: Waterfall, dolphin, volcano, sailor, Students who have got the matching sentence sit down.
inventor, safari hat, swimsuit, camera, rat, frogs legs, Continue until there is only one student left standing.
rabbit.
Materials: Cutouts 2 and 3.
Vocabulary practice
Building a glossary.
Warm-up Students take out the glossaries they developed
Game: Word categories. in a previous lesson (see Teachers Book page 122).
They choose eight words from this lesson that they
would like to learn. They copy the words into their
Write one of the following word categories on the
glossaries and draw a picture next to each one
board: food, places, nature words, animals, professions.
to represent its meaning.
Give students one minute to think of and write
Students then write one true sentence with each word.
as many words as possible for the category.
Check the sentences.
Ask groups to read their lists out loud and get
Encourage students to share some of their sentences
a student to write the words on the board.
with the class.
Wrap-up
Craft activity
Secret traveller
Make a Secret travellers ID card.
Students take out their Secret travellers ID cards and
Students look at Students Book page 97, activity 1. copy the sentences on the card into their notebooks.
Read the instructions out loud. Each student writes three additional sentences about
Make sure that students understand all the words in the their traveller and his/her trip. Students glue their Secret
numbered boxes. travellers ID card under the text in their notebooks.
Students cut out the Secret travellers ID card from Students then share the information about their
Cutout 2. traveller with the class by reading their sentences
Students choose a character from the four characters out loud.
in the cutout.
Students make the Secret travellers ID card using one Activity Book
of the characters. They complete each blank on the Page 97, activity 1.
cutout with one of the options on page 97.
Key
They should keep this information a secret from 2. Yes, she did. 3. No, she didnt. 4. No, she didnt.
their classmates. 5. Yes, she did. 6. No, she didnt. Answers to complete the
paragraph: went, took, didnt take, bought, ate, didnt write,
Free practice took, didnt have
Play Secret identity.

Students cut out the board from Cutout 3.
Read the instructions out loud and demonstrate
the game using a students board.
Point to circle 1. Ask What word can you see? Ss: Go.
Students look at the Code box and find the question
with go. They complete the question with a word from
the boxes in activity 1: Did you go to Asia?
Ask a question with go: Did you go to Europe?
Students answer using the information they have
previously written on their ID card.
Divide the class into pairs and distribute materials.
Remind students of the language for games:
Its my/your turn. Heres the dice. Im the winner.
In pairs, students play the game.
EP-T3-U8-0115-0128.indd 125 29/7/08 12:45:33

Make and play a language game.

Grammar: Contrasting the past simple and the Students look at Students Book page 98, activity 2.
present simple: Yesterday, I went to the shop. I go to
Read the instructions out loud.
the park every day.
Students cut out the sentences in Cutout 4.
Vocabulary: Yesterday, every day, last year, every year, Divide the class into pairs. Students play the game
last week, every week, a long time ago. in pairs, matching past and present tense verbs
Materials: Cutout 4. in the sentences.
Optional activity
Warm-up
Game: Rub it out!
Yesterday and every day. Divide the board into two halves and write all the
Divide the board into two halves. Write Yesterday on irregular past tense verbs used in this unit on both
one half and Every day on the other half. halves: bought, ate, went, met, saw, did, made, sang,
Ask individual students questions to contrast the wrote, had, took, gave. Repeat the words if necessary so
present and the past: Do you go to school every day? that there is a word for every student in the class.
Did you go to school yesterday? Do you watch TV every Divide the class into two teams. Assign a number to each
day? Did you watch TV yesterday? Do you make your student so that there is a number 1 on each team, a
bed every day? Did you make your bed yesterday? number 2, a number 3, etc.
Say one of the following verbs: eat, make, go, see Say a verb in the present tense and call out a number.
or write. The students from each team go to the board, find the
Students make sentences about their everyday routines past tense of the verb and wipe it off the board.
using the verb. Then they write their sentences on the Assign a point to the fastest students team.
board: I eat lunch every day. Continue until the board is clean.
Students make sentences about the previous day using
the same verb. Then they write their sentences on the
board: Yesterday, I ate fish.
Repeat with other verbs. Wrap-up
Explain that the phrases yesterday and every day tell us Substitute a word.
if a sentence is about the past or the present.
Students choose three sentences from Cutout 4.
They change one word in each sentence.
Warm-up Students read their new sentences out loud.
Complete the tasks. Answer Key
Students look at Students Book page 98, activity 1. Text 1: red: 1. Yesterday, 3. Last week, 5. Last year. Green:
Read the instructions out loud. 2. every day, 4. every morning, 6. Every week, 8. Every year.
Students work individually, underlining the time Text 2: Past: bought, had, made. Present: go, buy, have,
expressions. make.
Ask for a volunteer to read the first sentence out loud. Text 3: Past: last year, last week. Present: every day, every year,
Students should respond by holding up the correct every week.
coloured pencil: red for the past and green for the
Activity Book
present.
Continue with the remaining sentences. Page 98, activity 1.
Key
Complete the chart with the verbs from the Past: yesterday, last month, a long time ago, last weekend,
sentences. last week
Students copy the verbs into the chart. Present: now, at the moment, every year, every day, every
summer, every week
Then they compare their work with a partner. 1. goes; 2. went; 3. met; 4. sings; 5. wrote; 6. bought;
Match the phrases. 7. buys; 8. saw
Students match the time expressions with the labels.

Divide the class into teams. Students take turns making
sentences using one of the time expressions. The
sentences should be logical and grammatically correct,
for example: Last year, I went to the mountains.
Give teams one point for every correct sentence.
The team with the most points wins.
EP-T3-U8-0115-0128.indd 126 29/7/08 12:45:34

Students Book Page 99 Answer Key
Circle: 1. bought, 2. bought, 3. went, 4. didnt go, 5,
went, 6. didnt see, 6. saw. Unscramble: 1. Did Lisa buy a
Grammar: Review of past simple irregular verbs.
hat? Yes, she did; 2. Did Simon see some mountains? Yes, he
Vocabulary: Key vocabulary from the unit. did; 3. Did Lisa go to Africa? Yes, she did. 4. Did Simon go to
Africa? No, he didnt. Complete: shirt-seven-shoes-socks-sun-
sheep.
Warm-up
Activity Book
Game: Create a word search. Page 99, activities 13.
On the board write buy, eat, see, meet, go, do, make,
Key
sing, write, have, take, give. Continents: Asia, Africa, Oceania, Europe, Antarctica,
Students make a grid of 8 x 8 squares in their notebooks. America; Oceans: Pacific, Atlantic, Arctic, Indian
They choose 10 verbs and complete the grid with the makemade, gowent, havehad, buybought, seesaw,
past form of the verbs, writing one letter horizontally dodid, meetmet, eatate, givegave, writewrote; ate,
or vertically in each consecutive square. When students wrote, did, met, gave
have written all the words, they fill in any empty squares Positive: saw, saw, saw, saw; Negative: didnt, see, didnt
see, didnt see, didnt see; Question: see, see, Did, Did,
with odd letters. Students swap their word searches with Did, see, Did, see; Short answers: Yes, No, did, didnt, Yes,
a partner and circle the hidden verbs. did, No, Yes, No, didnt, Yes, did, No, didnt, Yes, did, No
Review
Grammar module: Past simple
The Printers Quiz We use the past simple to talk about actions that
Circle the correct options. happened at a fixed moment in the past.
Point to the two characters in the illustration. Say This Positive
is Simon and this is Lisa. Students study the clues in the Was is used with I, he, she and it.
picture and circle the positive or negative verbs in the Were is used with you, we and they:
sentences. Ask students to read the sentences out loud. I was tired. They were happy.
Negative
Unscramble the questions and write To form the negative, we use didnt (did + not) and the
the answers. infinitive form of the verb:
Say These are questions about Simon and Lisa. I didnt go to school yesterday.
Students unscramble and write the questions. Question form
Divide the class into pairs. Students take turns asking To form a question, we use did. The subject goes
each other the questions. Students write in the between did and the main verb:
answers. Did you go to the park yesterday?
Complete the words with sh or s. To answer a question, we use yes or no followed by the
subject and the positive or negative auxiliary:
Students complete the words. Ask students to say the
Yes, I did./No, I didnt.
words out loud. Ask students to make a sentence using
Positive Negative
as many of the words as possible. Students read out
their sentences. I went I didnt go
You went You didnt go
Optional activity He went He didnt go
Poster 8: Making sentences She went She didnt go
It went It didnt go
Select the Unit 8 poster cutouts that are needed to make
We went We didnt go
past tense sentences. Place the poster cutouts face down
You went You didnt go
on a table. Ask a volunteer to turn over a cutout: didnt.
They went They didnt go
S1 stands with his/her cutout (didnt) in front of the class.
Ask a second student to turn over a cutout. If it can be
used to form part of a sentence with S1s cutout (buy),
he/she stands next to S1. If S2s cutout cannot be used Did I go? Yes, I did./No, I didnt.
(bought), S2 sits down. Once a sentence is formed, Did you go? Yes, you did./No, you didnt.
students sit together. Continue until there are no more Did he go? Yes, he did./No, he didnt.
cutouts. Did she go? Yes, she did./No, she didnt.
Did it go? Yes, it did./No, it didnt.
Wrap-up Did we go? Yes, we did./No, we didnt.
Did you go? Yes, you did./No, you didnt.
Time to sing 71 Did they go? Yes, they did./No, they didnt.
Play Track 71.
Students listen and follow the song on page 89.
Encourage them to sing along with the CD. Unit 8 Famous travellers 127
EP-T3-U8-0115-0128.indd 127 29/7/08 12:45:35

es
ti
i
vi
t
ac
r
Cr la
oss-cur ricu
Science: Making a compass the Internet, see National Geographics site:

Materials: Per pair of students: a magnet, a cup www.nationalgeographic.com/xpeditions/atlas
of water, a cork, a needle. Directions:
Directions: Write the date of Marco Polos journey on the board:
Write the following instructions on the board: 1271. Talk about Marco Polo with the class. Explain
1. Rub a magnet 50 times across a needle, always that the 13th century was a time of exploration and
in the same direction. discovery in Europe. Ask Why did Marco Polo go
2. Cut a piece of cork, so you have got a small circle. to China? Lead students to the conclusion that
3. Push the needle through the cork, from one end he was looking for goods to buy and sell.
of the circle to the other. Label the cork N, Ask What Chinese food did Marco Polo take back
S, E and W (the needle should go from to Europe? Supply the answer: Pasta and rice. Talk
S to N). about the importance of the exchange of goods, ideas
4. Put the cork and needle in a cup of and technology between different parts of the world.
water.
5. Place the compass on a table and
watch what happens!
(The needle should move and point to
the nearest magnetic pole either
north or south.)
Divide the class into pairs and distribute the materials.
Read the instructions with the class. Demonstrate
each step. Students follow the instructions and make
the compass.
Pairs write a route in their notebooks to follow: Walk
five steps north and then 20 steps east.
Two pairs exchange routes and use their compasses
to follow them.
Display a large world map on the board with a clearly
Art: Birds-eye view model marked trail of Marco Polos journey. Tell students that
Materials: Card, coloured modelling clay, paper scraps, Marco Polo travelled for 24 years around Asia and
paint, glue. the Middle East. Divide the class into pairs and make
sure each pair of students has got a small world map.
Directions: Students make a list of the modern names of the
Divide the class into pairs and distribute the materials. countries Marco Polo passed through on his way
Students imagine they are travelling in a hot-air to China: Israel, Turkey, Iraq (Baghdad), Iran,
balloon. Afghanistan and Tajikistan. (On his return trip from
Students draw an imaginary scene of what they can China, he passed through other countries including
see from the balloon on the card. Remind them that Vietnam, Sumatra, Sri Lanka and India.)
from high above, objects look very small. Explain that the Emperor of China gave Marco Polo
Encourage students to include natural landmarks a passport when he travelled back to Italy. Talk about
in their scene: a river, mountains, trees, etc. the purpose of passports: to identify yourself in another
Students make the landmarks with modelling clay and country; as a record of entering and leaving a foreign
scrunched-up paper scraps. country, etc.
Then they paint the background. Distribute paper. Students fold four sheets of paper in
Students describe their models to each other. half and staple them together to make a passport.
Display the models around the classroom. Ask students to imagine that they travelled with Marco
Project: The history of Marco Polo Polo. They fill one page with personal information:
name, date of birth, height and eye colour. They add a
Materials: Paper, photocopies of world maps (1 per photo or a picture. On the other pages, they can invent
pair of students), one large world map. entry stamps for different countries.
Note: To download photocopiable world maps from
EP-T3-U8-0115-0128.indd 128 29/7/08 12:46:12

s!
e
at
p ir
He e
re c ome th
Vocabulary Grammar
Regular verbs: Past simple (regular verbs):

attack, capture, clean, climb, cook, escape, jump, live, I sailed on a ship.
paint, rob, sail, shout, study, travel, walk, want, wash, He cooked his food.
watch, work They didnt work.
Irregular verbs: He didnt listen.
become, drink, eat, go, have, ride, sleep, wear Did the captain shout for his lunch?
Did the pirates jump into the river?
Pirate language:
captain, eye patch, earring, flag, gold, parrot, pirate, Past simple (Wh questions):
pistol, silver, ship, sword, treasure chest/map, wooden leg What did you call your ship?
Where did the pirates travel?
Countries:
What did you do?
Australia, Brazil, Canada, China, Colombia, Dominican
Republic, Egypt, England, France, India, Italy, Japan, Peru,
Russia, Spain
Words for physical description:
beard, black, blonde, brown, long, moustache, red, short,
strong, tall
Other words:
bone, brave, cabin, door, island, rope, silly

What does it mean? Come on! Hurray! Look! Linguistic intelligence (page 134),Spatial intelligence (page
135), Visual/spatial intelligence (page 139)
Teaching tip
day of the test, make sure that the class is quiet and
Assessment settled. Students shouldnt have anything on their desks
Throughout the course of a years work, we need to be other than a pencil, a rubber and a pencil sharpener.
continually evaluating our students progress. This kind Hand out the test papers. Read all the questions and
of evaluation is carried out in two different ways: make sure that everyone understands what they have
As you work through the language objectives in each got to do in each section. Point out that once the test
unit, it is important to take regular breaks, review the has started, you will not be answering any questions.
grammar and vocabulary taught, and get students to Tell students to leave nothing blank. Its always better to
practise on their own or with their classmates. It is try. When you make your final evaluation of students,
important to assess not just what the pupils do at this remember to take into account the results of their tests,
stage but how they do it. Do they work autonomously? their work in class and their homework.
Are they trying to use the language they have learned?
It is also important that they assess themselves.
Suggest that they look over the work they have done
in the unit and pick out their best and their worst
activities. Ask them to reflect on why they did something
well or badly.
At the end of this book, you will find photocopiable tests
for each unit. The tests are designed for the pupils
to work alone. Dont surprise them with these tests!
Tell them a few days before that you will be giving them
a test. Remind them of the main language points and
give them a list of the things they should study. On the
Unit 9 Here come the pirates! 129
EP-T3-U9-0129-0142.indd 129 29/7/08 12:58:52

Students Book Page 100 of the verb. Write examples on the board and give
sample sentences: Cleaned: Yesterday I cleaned
my house.
Grammar: Past simple (regular verbs): I sailed on Explain that the verbs they learned in Unit 8 were
a pirate ship. He climbed the ropes. irregular verbs, which means they change completely
Vocabulary: Sail, travel, shout, want, cook, wash, in their past form.
clean, climb, paint.
Materials: Slips of paper (1 per student), soft ball. Controlled practice
Preparation: Verb slips: On slips of paper write the Look and say what the captain did
infinitives of the following verbs: make, see, eat, write,
yesterday.
go, do and buy. Write the past simple forms on other
slips of paper. Repeat the verbs so youve got one slip Read the dialogue at the bottom of the page out loud.
per student. Ask students more questions about the captains chores:
What did he do yesterday at eight oclock?
Students ask each other questions about the captains
Warm-up activities using the pictures in their books as cues.
Grammar review game: Match the verbs.

Distribute the Verb slips (see Preparation). Optional activity
Students walk around the classroom looking for the Write a pirate diary.
verb that matches the one they are holding. Tell students to choose a pirate name for themselves.
Once students form a match, the student holding the Students imagine they are pirates and write about what
infinitive form asks a question: (What/Where) did you they did yesterday. To guide them, write these past forms
(eat) yesterday? The student holding the past form on the board: went, ate, saw, sailed, climbed, washed,
answers: I (ate) some (fish). cleaned.
Pairs write their question and answer in their Collect the diaries and display them around
notebooks. Invite some pairs to read their questions
the classroom.
and answers out loud.
Write the word pirates on the board. Wrap-up
Ask students what they know about pirates. Write their Game: Catch and say.
ideas in note form on the board. Students sit in a circle in the middle of the room.
Students look at Students Book page 100, activity 1. Stand in the middle of the circle. Throw the ball (see
Point to the picture of Roger as an old man. Say When Materials) to a student and say the infinitive of one
Roger was a young man, he worked on a pirate ship. of the verbs in Units 8 or 9 (regular or irregular). The
He worked very hard. Look at some of the things he did. student catches the ball and says the past simple form
Play Track 77. Students follow along in their books. of the verb. If he/she is correct, he/she stands outside
Track 77 the circle.
Rogers pirate song Continue until all the students have left the circle.
Draw a big compass on the board and write North,
South, East and West on the points of the compass. Say
Roger travelled all over the world. He travelled north, Ask students questions to help them relate the song to
south, east and west. their own experiences: Did Roger work very hard? How
Play Track 77 again. Students point to the points do you think he felt? How do you feel when you work
of the compass as they hear them. hard?
Encourage students to join in with the chorus.
Divide the class into two groups. Activity Book
Group 1 sings the first two lines of each verse. Page 100, activity 1.
Group 2 sings the chorus. Key
climbclimbed, paintpainted, washwashed,
shoutshouted, traveltravelled, wantwanted, cleancleaned,
sailsailed; 2. travelled; 3. cooked, washed, climbed, painted,
Past simple (regular verbs) cleaned; 4. shouted; 5. wanted
Get students to underline all the verbs in the song.
Explain that these are regular verbs. This means that
the past simple is formed by adding ed or d to the end
130 Unit 9 Here come the pirates!
EP-T3-U9-0129-0142.indd 130 29/7/08 12:59:58

Students Book Page 101 Call out one of the verbs from activity 1 and get
a student to come to the board and write the verb
in the correct column. Continue with the other verbs.
Pronunciation focus: Regular past endings: /d/
wanted, /t/ cooked, /d/ cleaned.
Vocabulary: Travel, work, shout, clean, cook, climb, Optional activity
paint, sail, wash, want, jump, gold, silver, treasure, New rhymes
pirate, stone, ship, diver. Students look again at the verse in activity 2.
Write shouted, cooked and cleaned on the board.
Students classify the verbs according to the ed
Warm-up pronunciation.
Students write their own versions of the rhyme by
Which verbs? 77 replacing the verbs with other verbs from the same
Write the following verbs on the board: had, did, sailed, sound group.
travelled, gave, bought, shouted, cooked, washed, Students write out their new verse. Collect the verses
went, cleaned, painted, ate, climbed. and display them around the classroom.
Tell students to copy the verbs into their notebooks
in a column.
Play Rogers pirate song, Track 77.
Reading practice
Students tick the verbs as they hear them.
Ask students which verbs they heard in the song. Complete the text.
Let them look at the words to the song on page 100 Students look at Students Book page 101, activity 3.
to check their work. Say This is a text about a real pirate called Black Sam
Bellamy. He lived in the 1700s.
Pronunciation Read the text out loud and stop at the blanks. Students
supply the missing words.
Listen and connect the words. 78
Students read the text on their own and write in the
Students look at Students Book page 101, activity 1. missing words.
Students will need blue, red and green coloured pencils.
Tell students that they are going to hear some verbs Complete the sentences.
and to listen carefully because although they all end Students read the text they have completed and write
in the same letters, they can be pronounced in three the missing subjects into the sentences.
different ways. Ask for volunteers to read the completed sentences
Play Track 78. Students listen and point to the words out loud.
as they hear them.
Track 78 Wrap-up
Use a blue pencil to connect the words: travelled, sailed,
cleaned, climbed. Whats wrong?
Now use a red pencil to connect the words: worked, washed, Tell students you are going to read the text about the
cooked, jumped. Whydah out loud but that every sentence will contain
Now use a green pencil to connect the words: painted,
a mistake. Students must listen carefully and stop you
shouted, wanted.
when they hear each mistake.
Play Track 78 again. Students connect the words with Read the text out loud and change something in each
the corresponding coloured lines. sentence, for example: Sam Bellamy was a rich boy.
When you make a mistake, students shout Stop! and
Pronunciation practice say the sentence correctly: Sam Bellamy was a poor boy.
Read the text out loud. 79 Answer Key

Text 1: pirate, ship, gold, silver, stones, divers, treasure
Text 2: 1. Black Sam Bellamy; 2. The Whydah; 3. Black Sam,
The Whydah; 4. Divers
in their books.
Ask for volunteers to read the text out loud. Activity Book
Key
Make three columns on the board. Write travelled, was, was, were, were; is, are, are, are
worked and shouted as headings for the columns.
Tell students that these are the three different ways
of pronouncing the ed endings.
EP-T3-U9-0129-0142.indd 131 29/7/08 13:00:27

Students Book Page 102 pronunciation of the ed ending:
/d/: shouted; /t/: asked, jumped, looked; /d/: sailed,
robbed, cheered, arrived.
Grammar: Past simple (positive and negative): Volunteers take turns reading the story out loud.
The pirates arrived at the island. They didnt work. Help them with the difficult words.
Vocabulary: Ship, treasure map, riddle, dust, gold,
stone, diamond, ruby, cheer, sail, rob, arrive, jump, Grammar practice
shout, run, wait for, find, look, silly, north, west.
Materials: Paper, slips of paper. Read and find three things that the
pirates didnt do.
Preparation: Make a sign for each of the cardinal
points: North, South, East and West. Put them up on Students read through the text again.
the corresponding walls of the classroom where they Tell them that in the text there are three things
are highly visible. the pirates didnt do.
Students underline the negative sentences in the text
and complete the sentences in activity 1.
Warm-up
Write the incomplete sentences on the board.
Volunteers come to the board to complete them.
Poster 9 Students correct their work.
Before students arrive, put up the four cardinal point
signs on the walls (see Preparation). Attach Poster 9 Connecting to students experiences
to a wall. Use the poster cutouts to dress the pirates Ask students questions to help them relate the story to
and complete their features. their own experiences: What did Roger find? Was the
Tell students to stand at the back of the classroom. captain excited about the map? What did he want to
Give them directions to get to the poster using the find? Would you like to find treasure? What would you
cardinal points: Walk five steps to the north. Now turn like to find?
and walk three steps to the east
When students are standing in front of the poster,
ask What can you see? Wrap-up
Ss: A pirate! Story sentences.
Write the following sentences on the board:
Developing reading Captain Cutlass and his pirates sailed ________.
Story: Roger and the treasure, part 1 80 One day, Roger found _________.
Read the title of the story out loud. Captain Cutlass and the pirates sailed _________.
Remind students who Roger is: he worked on a pirate The pirates ran to _________.
ship when he was a young man (see Students Book Students copy the sentences onto slips of paper.
page 100). In pairs, students complete the sentences.
Students look at the pictures on pages 102103. Ask students to read their sentences out loud.
Encourage them to make predictions. Collect the sentences for the next lesson.
Read the riddle out loud and ask students what is in the Answer Key
chest and where the chest is. work, listen to the captain, didnt wait for the captain
in their books.
Pause the recording after each paragraph and ask Activity Book
comprehension questions: Were the pirates bad? Did Page 102, activities 1 and 2.
they work? What did Roger find? What did the riddle
say? Where did the pirates sail? Did the pirates walk Key
north? What was there in the river? work, found, arrived, ran, shouted, listen, jumped
Track 80
Roger and the treasure, part 1
Write the following verbs on the board: find, cheer,
shout, look, rob, arrive, run, sail, ask and jump Students
go through the text and underline the past tense form
of the verbs.
Volunteers call out the past tense forms and write them
on the board.
Students classify the verbs into regular and irregular.
Then they classify the regular verbs according to the
EP-T3-U9-0129-0142.indd 132 29/7/08 13:01:03

Read and correct the sentences.
Grammar: Past simple (positive and negative): Students look at Students Book page 103, activity 1.
The captain didnt climb the trees. The pirates climbed Read the first sentence and encourage students to
the trees. correct it:
Vocabulary: Walk, climb, see, jump, open, watch, T: The captain climbed the trees. True or false?
look (at), think, run, shout, start, dig, wait for, Ss: False.
crocodile, river, bone, pirate, hat, hole, treasure chest, T: So who climbed the trees?
dust, stone, north, west, angry, lazy, around, slowly. Ss: The pirates.
Materials: Story sentences from the previous lesson, T: Thats right. The captain didnt climb the trees.
slips of paper. The pirates climbed the trees.
Continue with the other sentences.
Students write the complete negative sentences and
Warm-up corrected sentences in their notebooks.
Review: Story summary.
Write the following sentences on the board. Optional activity
The pirates jumped off the ship. Act out the story.
The pirates arrived at the island. Divide the class into groups of six. One student takes the
The riddle on the map said the treasure was under role of Roger, one student the role of Captain Cutlass
the pirates bones. and four students are the pirates.
The pirates jumped into the river. Give students a few minutes to decide how they can act
Divide the class into pairs. out the story: their movements, what props they need,
Students copy the sentences onto slips of paper. and so on.
Distribute the Story sentences from the previous lesson. Play Tracks 80 and 81. Students act out the story in their
Students put the new sentences from the board groups as they listen. They can speak along with the
together with the sentences from the previous lesson. recording or just mime.
They number all the sentences in order to make Choose the best group and ask them to act it out again
a summary of the first part of the story. for the rest of the class.
Volunteers read their summaries out loud.
Wrap-up
Developing reading
Write a story summary.
Story: Roger and the treasure, part 2 81
Write the following sentences on the board:
Play Track 81, pausing the recording after each paragraph.
Title: __________________
Students listen and follow along in their books.
Main characters: _____________
Track 81 Summary
Roger and the treasure, part 2 First, ________________.
(See Students Book page 103.) Then ___________________.
Ask questions after each paragraph: Did the pirates walk After that, _________________________.
east? Did they climb the trees? Did they think about the Next, ____________________________.
riddle? What did Roger see? What did Roger find in Finally, ___________________.
the hole? Was there treasure in the chest? What was In pairs, students copy and complete the summary,
in the treasure chest? Was Captain Cutlass happy? choosing sentences from the Warm-up and adding
Students silently read the story in their books. Ask who others for the second half of the story.
questions about the story: Who walked west? Who Collect the story summaries.
climbed the trees? Who saw a hat? Who started digging?
Ask for volunteers to take turns reading the story out Activity Book
loud. Help them with any difficult words. Page 103, activities 13.
Key
Grammar practice: past simple 1. for one kilometre. 2. an old pirates hat. 3. digging
a hole. 4. found a treasure chest. 5.the treasure chest very
Write the following verbs on the board: walk, run, slowly. 6. any treasure in the chest. 7. angry, and he jumped
climb, look, shout, see, start, open and watch. up and down.
Ask students to look at the story again and underline
the past form of these verbs.
Write the past forms on the board in random order.
Students choose five verbs and write five true
sentences: Yesterday I walked to the shop.
EP-T3-U9-0129-0142.indd 133 29/7/08 13:01:18

Students Book Page 104 Ask students at random about each others cartoons:
(Eva), tell me about (Lucias) cartoon.
Grammar: Past simple (Wh questions): What did you
call your ship? Where did the pirates travel? Optional activity
Vocabulary: Call, have, find, travel, ship, pirate, Linguistic intelligence
captain, pistol, eye patch, parrot, map, letter, drawing, Tell students to think about each frame of their pirate
tree, stone, cave, diamond, teeth, bone, angry, cartoon. Ask them to think of more information that they
surprised, happy, wooden. could give about each section of the story. For example, in
Materials: Cutout 1. frame 1 they could add a description of the ship.
Show students how to make a word map of words they
could add at each stage.
Warm-up
beautiful
Brainstorming.
Write the following categories on the board:
big Description of ship old
Names for a pirate ship
Things a pirate has got
Names for a captain wooden fast
Words to describe a ship
Words to describe a captain Students make their word maps and write a more
Students help you to build up a list of words complete description for each frame. Then they think of
under each category. a title for their cartoon.
In groups, students narrate their cartoons to each other.
Vocabulary practice
Write the following words on the board: parrot, pistol, Moral and civic education
eye patch, map, letter, drawing, tree, stone, cave,
diamonds, gold teeth, bones. Good or bad pirates?
Divide the class into pairs. Students work together to Explain that many famous pirates are now popular
see how many of the words they understand. Then they heroes, but in reality, they were robbers. Discuss how
draw a picture for each word. the stories about popular heroes often get changed and
Go over the meanings of the words with the whole class. distorted and that we must remember the truth about
these characters. Stealing is wrong, no matter who
Craft activity does it.
Make your own pirate cartoon. Wrap-up

Students look at Cutout 1. Show them how to cut out Bleep dictation.
the two strips and glue them together. Tell the class that you are going to dictate a text with
Students then complete the sentences in the comic some blanks in it. When they hear the word bleep, they
according to the numbered instructions on page 104. have got to leave a blank space.
Next, they complete and colour in the pictures. Dictate the following text:
Students cut out the TV screen and cut along the lines In the sea there was a bleep called Gold Sail. This ship
at the top and bottom of the screen to make two slits. travelled to bleep. The bleep was called John Smith. He
Then they thread the comic strip through the screen. was very bleep. One day, the bleep found some bleep.
Write the missing words on the board: captain,
treasure, ship, bad, France, pirates.
Reading practice
Dictate the text again. Students write the missing words
Read your cartoon to a classmate. in the corresponding blanks.
Students work in pairs. They thread their comic strips Activity Book
through the screens and read their stories to each other.
Controlled practice Key
pirate, bedroom, hat, wooden
Ask a classmate about his/her cartoon and 2. Where did Belinda see it? 3. Was Belinda scared?
write the answers. 4. What did Belinda say? 5. Was her mother happy?
6. Was the pirate real?
Students work in pairs. They ask each other questions 2, 3, 5, 6, 4
about their cartoons and write the answers in their
Students Books.
EP-T3-U9-0129-0142.indd 134 29/7/08 13:01:32

Students Book Page 105 Anna: Our favourite country was the Dominican Republic.
Radio host: Where did you go there?
David: We went to the zoo. There were lots of beautiful animals.
Grammar: Past simple (Wh questions): Where did you Radio host: Very interesting.
go? What did you do? Anna: And we rode horses on the beach.
Radio host: Horses! Thats great! And where did you sleep?
Vocabulary: Go, ride, sleep, eat, drink, see, do, Anna: We slept in a tent.
Canada, Colombia, Brazil, Peru, Spain, France, Radio host: What did you eat?
Dominican Republic, England, Italy, Egypt, India, China, David: We ate lots of fish and bananas. We cooked the fish
Japan, Russia, Australia; continents. on a fire.
Radio host: And what did you drink?
Materials: Paper. David: We drank milk.
Preparation: Optional: Continent maps: Ask 10 Radio host: What a wonderful adventure!
students to bring in simple country maps of Europe or
Ask questions about the pictures: Did they go to the
America.
(zoo)? Students check their answers.
Ask and answer with a classmate.
Warm-up Write the words what and where on the board.
Game: Where in the world? Students form questions about the pictures in activity 2:
Divide the board into two sections and draw three Where did they go? What did they eat?
columns in each section. Write Ocean, Continent and Divide the class into pairs. Students take turns asking
Country in the columns. each other questions about the pictures.
Divide the class into two groups. Each group lines up Students write the questions in their notebooks.
in front of their section of the board.
Name an ocean, continent or country. Free practice
A student from each group runs to the board and Invent a trip.
writes the word in the correct column. Ask students to choose a country and imagine they
Repeat several times. The group with the most correct went there last week.
answers is the winner. Students answer the questions individually.
Then they draw pictures of their imaginary trip and tell
Vocabulary presentation a partner about it.
Listen and tick () the countries
you hear. 82 Optional activity
Play Track 82. Students listen and tick in their books Spatial intelligence: Map jigsaws
the countries they hear. Divide the class into groups. Each group uses a Continent
map (see Preparation).
Track 82
Radio host: Hello, and welcome to todays show. We are here Students colour and cut out the countries. Each group
with Anna and David, two world travellers. Last year, they mixes up the puzzle pieces and swaps them with
travelled to eleven countries. Very impressive! Now tell us, another group. Shout Go! The groups reconstruct the
Anna and David, where did you go? continents.
David: Well, we started in Canada and from there we travelled
south. We visited Colombia, Brazil and the Dominican
Republic. Then we travelled to Spain, France and Italy. Then Wrap-up
we visited Egypt and saw the pyramids. Finally, we went to
China and Japan. Oh, and we also went to Australia! Game: Which country am I thinking of?
Radio host: Wow! What an incredible trip! Chose a country from activity 1. Say Im thinking about
Correct the answers with the whole class. a country, guess which one.
Students ask you yes/no questions: Is it in (Asia)? Does
Controlled practice it begin with the letter (J)?
Listen and tick () the correct Answer Key
photos. 83 Canada, Colombia, Brazil, Dominican Republic, Spain,
France, Italy, Egypt, China, Japan, Australia
Name the photos in activity 2 at random: horses,
camels, park, tent, zoo, beach, milk, etc. Activity Book
Students point to the photos. Page 105, activities 13.
Tell students that they are going to hear David and
Anna talking about the Dominican Republic. Key
America: Canada, Colombia, Brazil, Peru; Europe: France,
Play Track 83. Students tick the photos. Spain, England, Italy; Asia: Japan, China, India, Russia; Africa:
Track 83 Egypt; Oceania: New Zealand
Radio host: David and Anna, on your trip you saw 11 different Where did you go? What did you eat? What did you
countries... What was your favourite country? drink? Where did you sleep?
EP-T3-U9-0129-0142.indd 135 29/7/08 13:01:34

Students Book Page 106 the Caribbean.
Students look at the picture of Captain Morgan and
write a description. Ask for volunteers to read their
Functional language: Describing physical descriptions to the rest of the class.
characteristics: He wore a (black hat). She had (long)
(red) hair. He was tall.
Developing reading
Vocabulary: Long, short, blonde, black, brown, red,
moustache, beard, tall, strong, fast, brave, earring, Read and colour.
eye patch, parrot, hat, sword, pistol, belt, wooden leg, Students read the descriptions under the pictures
boot, vest, treasure chest, flag. and colour the faces and hair.
Materials: Optional: Old magazines, card.
Vocabulary review
Warm-up Game: Noughts and Crosses.

Draw a Noughts and Crosses grid on the board.
Game: Who am I describing? Number the squares on the grid from 1 to 9. Write
the following words in the squares: long, short, blonde,
Choose a student and describe him/her. After each
black, red, brown, moustache, beard and hair.
sentence ask students to guess who it is:
Divide the class into two teams: X and O.
T: Hes wearing glasses.
A student from team X chooses a number on the grid
S1: Is it Antonio?
and makes a true statement about someone in the class
T: No. Hes wearing glasses and hes got black hair.
using the word in the square, for example:
Repeat with different students.
Carlos has got short brown hair.
Optional: Individual students choose and describe other
If he/she does it correctly, put an X in the space.
members of the class.
Repeat with team O.
Continue, alternating teams. The first team to get
Vocabulary presentation three Xs or three Os in a rowhorizontally, vertically or
Poster 9 diagonallywins the game.
Attach Poster 9 to the board. Gradually build up the
missing elements of the pirates using the cutouts and Optional activity
pointing out elements that appear on the poster. Write A pirate photo album
the key words in a column to the left of the poster: hair Divide the class into groups. Distribute magazines and
(blonde, brown, red), nose, eyes, mouth, moustache, card. Students look through the magazines for pictures of
beard. people and cut them out (1 picture per group member).
Finish dressing the pirates using the cutouts. Again These characters are their pirates. Students can add
write the key words in a column to the right of the features like eye patches and moustaches to the pictures.
poster: wooden leg, eye patch, hat, vest, sword, pistol, Students write a description of their pirates
earring, boot, parrot, treasure chest, flag. and glue the pictures and descriptions onto card
Remove the cutouts. Ask for a volunteer to come to the to make their photo album.
board and complete one of the pirates. Ask the class
to describe the pirate.
Wrap-up
Developing reading Game: Stand up, sit down!
Read and label the pictures. Call out instructions as follows: Stand up if you have
Explain that the characters on this page were real got (black) hair. Sit down if you have got (blue) eyes.
pirates that lived in the nineteenth century. Continue naming features and encouraging students
Read the first text out loud. to stand up and sit down.
Ask for volunteers to read the other texts out loud. Answer Key
Help them with any difficult words. Text 1: Princess Alwilda, Barbarossa, Anne Bonny.
Students silently read the texts again and write the Text 2: long brown hair and a brown moustache. He had blue
names of the pirates under the pictures. eyes and he had one black tooth.
Check the activity: Who is the (first) pirate?
Note: For the next class, tell students to bring
Developing writing treasures for The Printers Project.
Write about Captain Morgan. Activity Book
Tell students that Captain Morgan was probably one
of the most famous pirates of all time. He lived in Key
Text 1: Tiny; Text 2: Smelly Mel; Text 3: One-eyed Jane
EP-T3-U9-0129-0142.indd 136 29/7/08 13:01:35

Students Book Page 107 their pirate craft.
Distribute face paint and dressing-up clothes. Encourage
students to dress up like pirates. They can make props
Grammar: Imperatives: Put special treasures in your for themselves: card, swords, eye patches, hats
chest. Groups come to the front of the class, display their
Vocabulary: Treasure map, chest, flag, tape, paint, crafts and costumes and introduce themselves using
paintbrush, paper, crayon, glue stick. their pirate names.
Materials: Craft materials: shoeboxes, tape, paint,
paintbrushes, paper, crayons, black and white paper,
wooden sticks; face paint or make-up, dressing-up Students look at The Printers Project at the bottom of
clothes; students treasures from home. page 107.
Optional: paper. Students take out the treasures they brought from
home (see Materials).
Write sentence starters on the board:
My treasure is
Warm-up
I like it because
Pirate spelling contest. I keep my treasure in
Write the word Pirates on the board. Students name Students write sentences about their treasures.
everything related to pirates that theyve learned to say Finally, they tell the class about their treasures.
in English so far in the unit. Write the words as a list
on the board: treasure, map, chest, ship, parrot, flag, Optional activity
earring, pistol, wooden leg, sword, eye patch, hat, My relative and I.
moustache, beard, etc. Distribute paper. Tell students to draw a picture
Students copy the list into their notebooks. of themselves and the family member they most
Explain that youre going to have a spelling contest and resemble.
that they should study the words and try to remember Next, they draw a Venn diagram
how they are spelled. Clean the board. and label the parts with the Me Both My dad
Divide the class into two teams. A student from each corresponding names
team comes up. Say one of the words. Students take and Both in the centre.
turns trying to spell the word correctly. The first student
with the correct spelling gets a point for his/her team.
Continue until every student has had a turn. The team Ask students to write a sentence in each part about the
with the most points wins. physical similarities and differences between themselves
and their relative.
Developing reading Finally, students share their work with the class: Uncle
Jim and I have both got brown hair. Hes got green eyes.
Read and label the texts. Ive got blue eyes.
Read the three titles out loud.
Students read the instructions for the crafts and write
the titles in the corresponding boxes. Wrap-up
Check answers: Whats craft number 1?
TPR activity: Commands Treasure words
Write the following verbs on the board: tape, cut out, Write the word treasure on the board.
paint, draw, colour. Read each verb out loud and act it Students use the letters in the word treasure to make
out in front of the class. words. For example: tree, eat, tea, sea, true, ear, Easter,
Students stand up. Call out the verbs and students sat, rat, sure, tear, etc. Set a five-minute time limit. The
mime them. student with the most correct words wins the game.
Divide the class into pairs: A and B. Answer Key
Student B says a verb for student A to act out. 1. Make a pirates treasure chest! 2. Make a pirates
Students change roles and repeat the activity. treasure map! 3. Make a pirates ag!
Read again and number the pictures. Activity Book
Students silently read the texts again and number Page 107, activities 1 and 2.
the photos. Check answers with the whole class.
Key
Have a pirate party. 1. eye patch; 2. hat; 3. parrot; 4. pistol; 5. beard;
6. earring; 7. wooden leg; 8. moustache; 9. treasure;
Divide the class into small groups. Distribute the 10. vest; 11. belt; 12. flag; 13. ship; 14. boots
craft materials. Groups decide which pirate craft they Mystery pirate: Captain Cutlass
want to make. Correct pirate: the third pirate
Students follow the instructions in their books to make
EP-T3-U9-0129-0142.indd 137 29/7/08 13:01:36

Students Book Page 108 Play Walk the plank.
Grammar: Past simple (Wh questions): Where did he Read the instructions. Students work in pairs and use
live? What did she wear? When did he escape? cutout 2. They finish the game boards by completing
the questions. They then each cut out their game
Vocabulary: Attack, escape, become, wear, rob, live, boards and glue them together to make one large
capture, wash, drink, travel, ride, sleep, cook.
board with four rows.
Materials: Cutout 2. Optional: Index cards (1 per Students play Walk the plank in pairs.
student).
Warm-up
Optional activity
Warm-up Make and play Verb dominoes.
Distribute index cards. Students cut their card into four
Pirate vocabulary review. equal rectangles. They draw a dotted line down the
Attach Poster 9 to the board. Hold up and elicit the centre of each rectangle to make dominoes.
vocabulary for each of the Pirate poster cutouts. Students place the dominoes in a line. Show them how
Place the cutouts on the board and select a student to to write on the dominoes beginning with the half on the
come to the board. He/She points to one of the pirates right-hand side of the first domino. They write a verb in
on the poster. Other students call out different cutouts: the infinitive form, and on the left-hand side of the next
big nose, pistol, green eyes, parrot, etc. The student at domino, they write the past form of the same verb.
the board finds the corresponding cutouts and places Students play in groups of six.
them on the selected pirate. They mix their dominoes together and each player takes
When the selected pirate is complete, another student four dominoes.
comes to the board and repeats the activity with The first student to play places a domino on the table.
a different pirate on the poster. The next student tries to match a past or infinitive form
When all the pirates on the poster are complete, or miss a turn.
students describe them out loud. The first student to place all four of their dominoes is the
Listen and circle the mistakes. 84 winner.
Tell students to look at the text about Anne Bonny. Elicit
information about her. (See Students Book page 106.)
Read the text out loud. Wrap-up
Tell students that some of the information in the text Invent a pirate.
is incorrect. Play Track 84, part 1. Students listen and
circle the mistakes in the text. Write the following text on the board and underline the
parts that students can replace:
Track 84, part 1 Captain Henry Morgan was from Wales. When he
Anne Bonny was from Ireland. When she was a little girl, she was a boy, some men captured him. He was a slave
lived in South Carolina. But she wasnt happy, so she went to
Charleston and became a pirate.
for many years. When he was 19, Henry escaped and
Anne always wore mens clothes. She was dangerous and became a pirate. He attacked towns in Mexico and
brave, and she sailed on many ships. robbed many ships. He travelled to Jamaica in 1674 and
lived in a big house.
Read the text about Captain Morgan out loud. Tell Students copy the text into their notebooks, leaving the
students there are also some mistakes in this text. underlined words blank. Students complete the text
Play Track 84, part 2. Students listen and circle with new words and invent a pirate character.
the mistakes.
Answer Key
Track 84, part 2
Text 1: Anne Bonny: North, police ofcer, womens.
Captain Henry Morgan was from Wales. When he was a boy,
some men captured him. He was a slave for many years. Captain Morgan: 20, houses, tent
When he was 19, Henry escaped and became a pirate. Text 2: 1. In South Carolina, 2. A pirate, 3. Mens clothes,
He attacked towns in Mexico and robbed a lot of ships. 4. When he was 19, 5. A lot of ships, 6. In a big house.
He travelled to Jamaica in 1674 and lived in a big house.
Activity Book
Play the track again. Students check their work. Page 108, activity 1.
Listen again and answer the questions. Key
Read the questions out loud. Explain that all these rode, cooked, drank, washed, slept
questions refer to the mistakes in the texts. 1. When; 2. Where; 3. What; 4. When; 5. What did;
6. What did
Students listen and answer the questions.
Pause after each key sentence to give them time
to write.
EP-T3-U9-0129-0142.indd 138 29/7/08 13:01:37

Students Book Page 109 S2 draws the route and marks a cross on the map.
Students change roles.
Finally, students check their routes against each
Grammar: Past simple (regular and irregular verbs): others maps.
I (walked) (around) the forest.
Vocabulary: Arrive, walk, go, see, find, through, Listen to the poem and draw
across, over, around, north, west. a picture. 85
Materials: Cutout 3, paper. Explain that this is a poem about a pirate called
Pirate Pete.
in their books.
Warm-up
Track 85
Follow the route. Pirate Pete
Draw a simple map on the board: (See Students Book page 109, activity 2.)
Play Track 85 again. Students follow along in their
books. Clarify the meaning of any words they dont
understand.
Students silently read the poem one more time and
draw a picture of Pirate Pete.
Wrap-up
Write a pirate poem.
Students draw another pirate. They write four sentences
Students copy the map into their notebooks. about their pirate based on the formula
Read the following text out loud. Students follow the name + had + adjective + noun.
route on the map: Start at the bridge. Walk over the Collect and display all the poems.
bridge. Now walk through the forest and across the
path. Walk around the rocks. Where are you? Multiple intelligence: Visual/spatial intelligence
Draw the following table on the board:
Optional activity X
Make a treasure map. X
Tell students to think of an object related to pirates: X X X
a skull, a parrot, a treasure chest, etc. This will be the X
outline for their treasure island.
Students draw a map of their island and complete it with
different features: a forest, a river, rocks, etc. Point out that there are four Xs in a row and three Xs in
Students label the places on their map. Then they draw a row (one row is vertical and the other is horizontal).
the route and mark an X to show where Students try to make three rows of 3 Xs by moving only
the treasure is buried. Display the maps around the one X. They can use coins and move them to try out
classroom. Students write directions for finding their different possibilities.
treasure. Collect the directions and redistribute them. Answer: Move the X in bold to the box marked either
Students read the directions and find the corresponding A or B.
treasure map. X
A X
X X X
Reading practice
X
B
Read the diary and draw the route.
Tell students that this is the page of a pirates diary and Activity Book
his treasure map.
Students read the diary and draw the route the pirate Page 109, activities 1 and 2.
took on the map. Key
Students cut out the small treasure chest in Cutout 3. 5, 3, 4, 2; On the beach near the sea there is a treasure
They glue their treasure chest onto the map. chest under some trees.
Thats a parrot ship, not a pirate ship! The cold pirates of the
Antarctica sailed north. Look, parrot! Ive got a new leg for you.
Students take turns describing a route to reach their
treasure chest.
S1 describes his/her route.
EP-T3-U9-0129-0142.indd 139 29/7/08 13:01:39

Students Book Page 110 Write the verbs on the board and ask for volunteers
to come up and write the past forms.
Grammar: Past simple (questions, negative, positive):
What did you do? I sailed. I didnt work. Optional activity
Sentence cutout contest
Functional language: Spelling of regular past verbs:
Divide the class into groups of four. Groups put their
workworked, livelived, studystudied.
cutouts from activity 2 together to make two positive,
Vocabulary: Paint, wash, work, clean, climb, sail, like, two negative and two question sentences.
dance, shout, study, worry, want. When all the groups have got their six sentences ready,
Materials: Cutout 4. they put away their other cutouts. Then they swap
cutouts with another group. The first group to correctly
reconstruct six sentences is the winner.
Warm-up Continue until the board is clean.
Positive, negative or a question?
Write the following words on the board: positive,
Wrap-up
negative, question. Explain to students that these words
describe three different kinds of sentences. Past simple test.
Ask students for examples of each kind of sentence.
Prompt them if necessary: I like apples. We dont live in Write on the board: sail, like, dance, shout, study,
England. Has she got green eyes? Say a few positive, worry, want, climb, clean, wash, work, paint, do, have,
negative and question sentences. Students say positive, go, ride, see, wear, find, arrive, rob, become, come,
negative or question: I watched TV yesterday. He didnt jump, run, travel, cook. Students work in pairs to write
go to school. Did you cook the past simple form of the verbs. The first pair to
the food? He didnt wash his hair. They dont eat meat. complete the list correctly wins.
She likes him.
Critical thinking
Write the following questions on the board. Tell students
Review
that to answer them they have got to let their brain
Classify the sentences. think in a different way:
Ask two students to read out the dialogue between 1. How can you throw a ball as hard as you can and get
the parrots. it to come back to you, even if it doesnt hit anything,
Students complete the activity individually. there is nothing attached to it, and no one catches it or
Give students five minutes to go back through the unit. throws it?
Tell them to choose three positive, three negative and 2. Two boys are sitting on opposite sides of the same
three question sentences from the book, and copy them desk. There is nothing between them but the desk. Why
into their notebooks. cant they see each other?
Students then rewrite the sentences, scrambling the Read out the questions and clarify any unknown
order of the words. They swap the scrambled sentences vocabulary.
with a partner and unscramble their partners sentences. Let students try to answer the questions individually first.
Then let them discuss the possible answers with a partner.
Finally, go over the answers with the whole class.
Controlled practice
Answers: 1. Throw the ball straight up in the air.
Make and play a language game. 2. The two boys have got their backs to each other.
Focus students attention on the code. Explain that
these numbers refer to the numbers on the dice:
Answer Key
Positive: I sailed with the lazy pirates! Captain Lump
Numbers 1 and 4 mean Make a question. Numbers 2
painted pictures. They climbed the ropes all day. Negative:
and 5 mean Make a positive sentence. Numbers 3
He didnt wash his feet! The pirates didnt work. They didnt
and 6 mean Make a negative sentence.
clean their ears. Question: What did they do?
Students play the game in groups of three. They write
the sentences they make in their notebooks. sailed, liked, danced, shouted, studied, worried, wanted
Activity Book
Complete the text.
Write the three verbs from the box on the board.
Explain that to make the past tense, we add ed to verbs Key
dancedanced, studystudied, likeliked, sailsailed,
ending in a consonant, d to verbs ending in an e, and worryworried, paintpainted, livelived, workworked
for verbs ending in y we change the y to an i and From top to bottom, left to right: worked, painted, sailed;
add ed. liked, danced, lived; studied, worried
Students complete the text.
EP-T3-U9-0129-0142.indd 140 29/7/08 13:01:40

Students Book Page 111 The first student to complete the pirates face
is the winner.
Grammar: Review of past simple (regular verbs).
Optional activity
Vocabulary: Key vocabulary from the unit.
Treasure hunt
Materials: Dice. Optional: shoebox, gold paper,
sweets. Cover a shoebox with gold paper. Fill it with sweets.
Hide the shoebox in the classroom or playground.
Write a series of clues to guide students from one place
Warm-up to the treasure. Place the clues around the classroom.
Divide the class into groups.
Vocabulary review. Give each group the first clue.
Attach Poster 9 to the board and place the Poster Students look for the clues and follow the instructions
cutouts around the main picture. Draw arrows from around the classroom.
the cutouts to the side of the board. The first group to find the shoebox shares the
Ask for volunteers to come to the board and label treasure with the rest of the class.
the pictures.
Review Answer Key

Travelled, study, watched, climbed, cooked, painted
The Printers Quiz
Draw a pirate and label your Activity Book
picture. Page 111, activities 13.
Students draw a picture of a pirate and label the parts
of the body, the clothes and the accessories they Grammar module: Past simple
have drawn. When we talk about events that occurred at a fixed point
Complete the text with the past in the past, we use the past simple tense.
tense form of the verbs. Most verbs are regular and some are irregular.
The regular verbs all end in ed:
Call out the infinitive forms of regular verbs that students
arrivearrived
have learned in this unit.
climbclimbed
Point to students at random and ask them to say the past
studystudied
forms. Correct pronunciation when necessary.
robrobbed
Students complete the text in their books with the past
The endings of the regular verbs can be pronounced
form of the verbs in the box.
in three different ways:
Ask for a volunteer to read the completed text out loud.
/d/ /t/ /id/
Play find someone who...
Remind students how to make the question form arrived worked shouted
of the past simple. verbs ending verbs ending verbs ending
Elicit the corresponding questions for each sentence in b, v, e, g, l, in s, sh, th (), in t or d
in the chart: Did you eat a banana for breakfast? m, th (), n, y, z p, k, ch
Students walk around the classroom asking their
classmates the questions in the chart. When they find
someone who answers positively, they write his/her
name in the corresponding box.
Wrap-up
Play Dress the pirate.
Write the following code on the board:
1 = hair
2 = eyes
3 = nose
4 = beard
5 = moustache
6 = eye patch
Tell students to draw the outline of a face.
Students play in groups. They take turns rolling a dice
and drawing the missing features according to the
numbers they roll.
EP-T3-U9-0129-0142.indd 141 29/7/08 13:01:41

es
ti
i
vi
t
ac
r
Cr la
oss-cur ricu
Art: Funny face flip books 45 minutes until chilled. Now you are ready to eat
pirate cannonballs!
Materials: Photocopies of a face outline (1 per
student), felt tip pens and crayons. Game: Steal the keys!
Preparation: On a piece of white paper, draw the Materials: Keys, blindfold.
following outline of a face, divided horizontally by Directions:
two lines: All the students, except onethe Piratesit cross-
legged on the floor in a circle.
The Pirate sits blind-folded and cross-legged in the
middle of the circle with a large bunch of keys on the
floor in front of him/her.
Students start reciting the following chant:
Captain, Captain, give us the keys!
Lets open the treasure chest!
Give us a chance, please, please!
The treasure really is the best!
A student is nominated to creep up and take the keys.
Then he/she silently returns to his/her place without the
Pirate hearing him/her.
The Pirate has got three chances to point to where he/
Make one copy for each student. she thinks the raider is.
If the Pirate guesses correctly, the raider becomes
Directions: the Pirate and the game continues. If not, the Pirate
Give each student a copy of the face. Divide the class continues in the middle until he/she guesses correctly.
into groups of 810 students. Tell students that they
are going to draw individual faces and together with Project : A model island
their group, they will make a funny face flip book. Materials: Paper, card, sand, plasticine, pasta shells,
On the top third of the paper, students draw and dried seeds and beans (lentils, chickpeas, sesame seeds,
colour eyes, ears and hair. On the middle section, etc.), newspaper, paint, toothpicks.
students draw and colour the nose (a moustache is
optional). On the bottom third of the paper, students Directions:
draw and colour the mouth (a beard is optional). Divide the class into groups. Tell groups they are going
Once they have completed their faces, collect the to make a model of a treasure island.
papers from each group and staple them together First they decide on the outline of the island and draw
along the left margin. Then one student in each group it on card.
carefully cuts each page of the booklet horizontally Students paint the newspaper using different shades of
across the lines, taking care not to cut through the blue. They twist up the newspaper into rope-like shapes
margin. and place the pieces around the island to make the sea.
Students in the group take turns flipping different They can also paint some of the newspaper white to
pages, making funny faces and describing them: Hes make the waves.
got blue eyes, red hair, big ears and a brown beard. Students then make the features of their island using
shells, seeds, beans, cut outs made from
Cooking: Pirate cannonballs card, etc.
Materials: 1 cup peanut butter, 1/3 cup confectioners Students make a compass and place it somewhere
sugar, I cup crispy rice cereal, 1/4 cup coconut, mixing in the sea.
bowl, wooden spoon, plate. Students invent place names and label their island using
flags made from toothpicks and small
Directions: paper squares.
Mix the peanut butter, confectioners sugar and crispy
rice cereal in a bowl. Roll into balls. Put the coconut
on a plate and roll the balls in it. Put in the fridge for
EP-T3-U9-0129-0142.indd 142 29/7/08 13:02:00

Students Book Page 112 Christmas ideas
Write the date December 25th on the board. Ask students
Vocabulary: Santa, toy, reindeer, sleigh, guitar, to tell you what they know about this date.
pinecone, tambourine, Christmas tree, puppet, candle, Divide the class into pairs. Give students two minutes
cake, snowflake, snowman, holly, bell, present, angel. to write as many words as they can that are related to
Materials: Dice, game counters. Optional: Musical Christmas. Check students lists and write key words on
instruments. the board.
Listen and sing the song. 86 Singing in rounds

Students look at Students Book page 112, activity 1. Divide the class into four groups.
Write Santa on the board. They point to Santa. Each group is going to start the Santa song at a different
Point to the sleigh, say the word and write it on the time.
board. Repeat with the reindeer. Group 1 begins singing.
Ask students to name what Santa has got in his sleigh. When group 1 has sung the first two lines, group 2
Play Track 86. Students listen and clap along to the begins singing, and so on until the whole class is singing.
rhythm. Optional: Distribute tambourines, maracas, triangles and
any other percussion instruments. Play Track 86 again.
Track 86 Students try to follow the rhythm of the song on the
The Santa song
(See Students Book page 112, activity 1.) musical instruments.
Prepare a class performance of the Santa song.
Play Track 86 again. Students join in with the song.
Encourage them to follow along in their books.
Play The Christmas game. Activity Book
Divide the class into groups of four. Page 112, activities 1 and 2.
Distribute dice and counters. Key
Students take turns throwing the dice, moving the From left to right, top to bottom: snowflake, reindeer,
counters and answering the questions. Christmas tree, Santa Claus, snowman, holly, angel, candle,
The first student in each group to reach number bell, present
12, having answered all the questions correctly, is
the winner.
Game: Pass the present

Materials: Poster cutouts from different units, sweets,
wrapping paper, music CD.
Preparation: Present: Wrap a poster cutout and
a sweet in some Christmas wrapping paper. Wrap
another poster cutout and another sweet in another
piece of wrapping paper around the original. Continue
wrapping cutouts and sweets until you have got one layer
per student.
Directions:
Students sit in a circle.
Play some music.
Hand the Present (see Preparation) to a student. Pause
the music. The student holding the present unwraps the
first layer, says the name of the object on the cutout and
takes the sweet. This student then sits outside the circle.
Continue playing until all the students have unwrapped
a layer.
Festivals Merry Christmas! 143
EP-T3-Festivals-0143-0148.indd 143 29/7/08 13:06:33

Students Book Page 113 Star decoration
Materials: Lightweight cardboard, paper, pens or
Vocabulary: Santa Claus, Christmas tree, present, coloured pencils.
stocking, holly.
Directions:
Materials: Coloured pencils, card, glue, wool,
cottonwool balls, Christmas wrapping paper, glitter. Students draw two identical stars on pieces of paper.
They glue their stars onto cardboard.
Students decorate their stars on both sides. Then they
cut them out.
Make a Christmas stocking.
Help students cut a slit in each star. On one star, the slit
Students look at Students Book page 113, activity 3. should go from an inner corner to the centre. On the
Distribute the materials. other star, the slit should go from an outer point to the
Students cut out the stocking shape and glue it centre.
onto card. Then they cut around the card. Students put the two stars together through the slits. For
Students decorate the stocking as they wish. stability, they can put some tape where the stars meet at
When students have finished, glue a hook made from the slits.
wool to the top of each stocking. Demonstrate how the star decorations can stand by
Students hang their stockings around the classroom. themselves on a table.
After a few days, take down the stockings. Students
write a Christmas greeting on the back of their stocking
and take it home.
Santa Claus Play

Materials: Paper bags (1 per student), crayons
or felt tip pens, paper scraps, glue; paper squares (10 x
10 cm).
Directions:
Tell students that they are going to have a class present
giving. Assign each student the name of
a classmate and explain that they are going to play
Santa Claus by making a present for him/her.
Distribute paper bags and paper scraps. Christmas labels
Students draw Christmas tree ornaments on paper Materials: Card, instant flavoured jelly, water, small paint
scraps, colour them and cut them out. brushes.
Then they glue their ornaments onto a paper bag and Preparation: Labels: Cut the card into rectangles
make a gift tag to attach to their bag. (8cm x 5cm). Lick-it-later-gum: Mix one tablespoon of
flavoured jelly with two tablespoons of boiling water.
Pour into a heatproof container and stir until the jelly has
dissolved.
Directions:
Students draw a rectangle (5cm x 2.5cm) in the middle
of their labels. In the rectangle, they write To and From.
Then they draw patterns and pictures in the border.
When the labels are dry, students paint the back with
lick-it-later gum. Students put the labels on their
Christmas presents.
Note: If the gum sets, place it in a pan of hot water to
turn it back into a liquid.
Distribute paper squares.
Students draw a picture of a present that they want to
give their classmate. They put the picture in their bag.
Get pairs of students to come up (the Santa Claus and Activity Book
the present recipient). The recipient tries to guess what Page 113, activities 1 and 2.
his/her present is: Is it a (car)? The student playing Santa Key
Claus answers Yes or No. Santa Claus, Christmas tree, present, holly
Secret message: Merry Christmas
144 Festivals Merry Christmas!

Students Book Page 115 Game: Whos holding the spider?
Materials: Music CD.
Vocabulary: Halloween, pumpkin, skeleton, ghost,
bat, broom, spider, witch, wizard, cat, scared, scream, Directions
trick or treat, sweets. Take one of the students Halloween spider masks.
Materials: Black card, glue, elastic. Students sit in a circle in the middle of the classroom.
Play some music.
Students pass the spider mask around.
Learn the Halloween poem. 87 Stop the music.
The student holding the spider mask has got to answer a
Write Trick or treat on the board. Ask students if they
question in English. Ask questions about the vocabulary
know what the expression means. Explain that children
from previous units.
in the UK and the USA dress up on Halloween (October
If the student gets the answer wrong, he/she sits outside
31st) and visit their neighbours. They knock on the door
the circle. If he/she gets the answer right, he/she can
and say Trick or treat. The neighbours then give them
continue in the circle. The last student remaining inside
some treats (sweets). If the neighbours havent got any
the circle is the winner.
treats, then the children can play a trick.
Play Track 87. Students follow along in their books.
Game: Bobbing for apples
Track 87 Materials: Large bowl of water, apples (1 per student).
Play Track 87 again and ask students to read along.
Directions:
Ask for volunteers to read the poem out loud. Place a large bowl of water in the middle of the
Encourage students to be expressive while they are classroom. A baby bath is perfect for this.
reading. The rest of the class can make ghost and Float the apples in the water, one per student.
cat-like noises. Students keep their hands behind their backs and take
turns trying to pick up an apple with their teeth.
Make a Halloween mask.
Distribute materials.
Students glue the mask onto black card and cut out Activity Book
the holes for the eyes. Page 114, activities 1 and 2.
Then they cut out spider legs using black card and glue Key
them onto the spider. spiderIts small and black. Its got eight legs. pumpkinIts
Finally, they cut out the eyes and the mouth and glue big and orange. You can eat the seeds. ghostIts invisible.
them onto the mask. It comes out at night. batIts black. Its got wings. It can
Show students how to make holes for the elastic and fly. cat-Its got four legs. It likes milk. skeletonThese are the
help them thread the elastic through their masks. bones in your body. broomWitches use it to fly. sweetsThey
are sweet and delicious. Mmmm!
Game: What is Halloween?

Materials: Paper slips, large pieces of paper.
Directions:
Write the following date on the board:
October 31st. Ask students if they know why
this date is special. Explain that on this night we
celebrate Halloween.
Write the following words on the board: witch,
pumpkin, cat, bat, skeleton, ghost, spider.
Students copy the words onto slips of paper.
Then they draw pictures for the words on different
slips of paper.
Divide the class into small groups. Students put all
their paper slips together and shuffle them.
Say Go! Students match the words and pictures
on the paper slips and glue them onto a large piece
of paper. The team to finish first is the winner.
Festivals Happy Halloween! 145

Students Book Page 117 Easter egg hunt
Materials: Small chocolate eggs or other sweets.
Vocabulary: Chick, chicken, egg, treasure hunt, hide,
farmyard, find; numbers, colours. Directions:
Materials: Small balloons (1 per student), water, Before the class begins, hide the chocolate eggs around
paste (3/4 white glue to 1/4 water), newspaper, paint, the school playground. You will need about two eggs
paintbrushes. per student.
Divide the class into groups of two or three.
Students hunt for and collect the chocolate eggs. Count
the chocolate eggs at the end to establish the winner.
Sing the Easter song. 88 Divide the chocolate eggs between all the students,
giving the winners one more each.
Ask students to name everything they can see in
the picture: house, tree, chicken, chicks, farmyard,
fence, grass, eggs. Game: Easter draw and guess.
Play Track 88. Students follow along in their books. Materials: Paper slips.
Preparation: Write Easter words on separate slips of paper:
Track 88 egg, rabbit, chicks, flowers, sheep, Spring, basket, etc.
Play Track 88 again. Students clap to the rhythm.
Directions:
Read the text out loud, following the rhythm of the Divide the class into two teams.
song. Ask for volunteers to do the same. A student from one team comes up, takes a paper slip
Play Track 88 a third time. Students join in with the song. and reads it silently.
The student draws the object on the board for his/her
Make an Easter egg. team members to guess. If the team guesses correctly
Students look at Students Book page 117, activity 2. before one minute, they score a point. If not, the other
Read the list of materials out loud. Hold up each item team gets five seconds to guess the correct answer. If
as you name it. they guess correctly, they score a point and then it is
Distribute the materials. Each student needs a balloon their turn to draw.
but they can share bowls and newspapers.
Read the instructions and check understanding.
Demonstrate the meaning with actions. Activity Book
Students make their eggs. Then they describe the eggs Page 115, activity 1.
they have made: My egg is (red and blue). Its got (a red Instructions for hands-on activity
stripe/green dots). Distribute the materials.
Play Hunt for the eggs. Students cut out the card and colour the picture.
Write Happy Easter! on the board.
Divide the class into two groups.
Students copy the phrase onto their cards and
Group 1 sits with their eyes covered while group 2
then glue cottonwool balls onto the sheep.
hides the eggs.
Then they decorate their cards freely using paste,
Give group 1 one minute to find as many eggs
string and tissue paper.
as possible.
Encourage students to write an Easter message
Repeat the game, with group 1 hiding the eggs.
inside their cards.
Printer Snail
Read the text in the speech bubble out loud.
Students look through their books and try to find the
hidden Easter egg. The first student to find the egg is
the winner. (The egg is located on Students Book page
80, activity 1).
146 Festivals Easter

Students Book Page 118 What is Mothers Day?
Ask students why they think we celebrate Mothers Day.
Vocabulary: World, fun, wrong, right, star. Then write a list of adjectives on the board: good, happy,
Materials: Dice, game counters, coloured pencils, helpful, strict, strong, brave, caring, kind, gentle, angry,
card, glue, photos or drawings of students family etc.
members. Ask students to copy the words they would use to
describe their mum.
Learn the Mothers Day poem. 89

Students look at the poem on Students Book page Mothers Day wrapping paper
118. Read the title out loud. Materials: Paint (different colours), small pieces
Play Track 89. Students follow along in their books. of sponge, mural paper, thin felt tip pens.
Track 89 Directions:
My shining star Distribute the materials.
Students dip sponge pieces into the paint and print
Read the poem out loud. Make up mimes for the verses patterns on the paper.
to clarify meaning. For example: They then write messages to their mums on the paper
Verse 1: Hold your arms out wide. Bring your arms using the felt tip pens.
together to hug yourself. Let the paper dry.
Verse 2: Smile and wave your hands in the air. Encourage students to use the paper to wrap their
Verse 3: First frown and show thumbs down; then smile Mothers Day presents.
and show thumbs up.
Verse 4: Mime waking up and giving a kiss.
Verse 5: Bring your hand to your ear. Activity Book
Verse 6: Cross your fingers in the air to form a star. Page 117, activity 1.
Play Track 89 again. Students join in with the words.
Instructions for hands-on activity
Encourage students to memorise the poem and recite it
to their mothers.
Students cut out and colour the house. Then they
Play The chores game. glue the house onto card and cut it out again.
Distribute dice and game counters. Help students cut out the openings for the windows
Students play in groups of four. They take turns and fold them back.
throwing the dice and moving their counters around Show them how to glue their family photos or drawings
the board. When they land on a square with a chore on the back of the house in the spaces
written on it, they must mime that chore. If they land for the windows.
on a light blue square (squares 6, 12 or 18), they go Students take their house home as a Mothers
back to Start. The first student to land on Finish wins Day present.
the game. Optional: Students copy the Mothers Day poem
My shining star onto the back of their photo houses.
Super mum stars
Materials: Safety pins, tape, red card.
Preparation: Cut out stars from red card (1 per student).
Directions:
Distribute the red stars to students.
Students write a short message to their mother
on the star:
You are my star!
The best mum!
Mum, the star!
Show students how to tape a safety pin to the back of
their star.
Students give their star badge to their mothers.
Festivals Mothers Day 147

Students Book Page 119 Activity Book
Vocabulary: Mad, sad, fun, best; adjectives of Instructions for hands-on activity
physical description. Distribute the materials. Point to the larger shape.
Materials: Coloured pencils, clear self-adhesive plastic. Say This is your dad. Point to the smaller shape. Say
This is you.
Students cut out the bookmarks. Ask them to describe
Learn the Fathers Day poem. 90 their dads physical appearance: What colour is his hair?
Students look at the poem on Students Book page Is he tall or short? Is he fat? Does he wear glasses?
119. Read the title out loud. Has he got a moustache?
Play Track 90. Students follow along in their books. Students draw and colour a picture of their dad on the
large bookmark. Then they draw and colour a picture of
Track 90 themselves on the small bookmark.
The best dad
Students describe the clothes they have drawn on the
bookmarks: This is me. Im wearing... This is my dad.
Read the poem out loud several times. Encourage Hes wearing...
students to join in with you. Students cover the bookmarks with self-adhesive plastic.
Ask students to underline any words they dont Optional: Students write a physical description of their
understand. Clarify the meaning of these words. dad: My dad is short. Hes got brown hair. Hes fat. He
Divide the class into four groups. Assign a line to each wears glasses.
group and ask them to memorise it.
Students recite the Fathers Day poem.
Business card holder

Materials: Ice lolly sticks (12 per student), glue, scrap
paper in different colours.
Directions:
Distribute the materials. Give students the following
instructions:
1. Lay three ice-lolly sticks side by side and glue them
together. This is the front side of the business card
holder.
2. Glue three sticks together. This is the base of the
business card holder.
3. Glue four sticks together. This is the back of the
holder.
4. For the sides of the holder, cut 3.5cm off the top and
bottom of two sticks.
5. Glue the holder together and let it dry.
6. Make decorations from scrap paper and glue them
onto the holder.
Note: It is easier to glue the sticks together
if they are first glued onto a strip of paper.
148 Festivals Fathers Day
EP-T3-Festivals-0143-0148.indd 148 7/30/08 5:43:20 PM

1 Colour the spaces with a dot and find the objects.
Write the words. (4 points)
f p c t d
s f g r
m t v p
2 Correct the sentences. (4 points)
1. Shes playing the trumpet.

She playing the trumpet.
Shes .
2. Hes reading.
3. Shes playing the drums.
4. Theyre jumping on the sofa.
Ediciones Santillana, S.A., 2009 Photocopiable Unit 1 Time for music
EP-T3-Assess-0149-0168.indd 149 29/7/08 13:11:17

3 Unscramble and answer the questions. (4 points)
1. mum sleeping is
?
2. reading is book a dad
?
3. the dancing twins are
?
4. baby is playing the
?
Classify the words. (3 points)
dad in the kitchen the twins in the living room eating

mum watching TV in the garden dancing
Who What Where
Circle the words and answer the questions. (5 points)
1. Who / What is dad doing? Hes .

2. Where / Who is dad? Hes .
3. Where / Who is in the living room? is in the living room.
4. What / Where are the twins? Theyre .
5. What / Who are they doing? Theyre .
Unit 1 Time for music Ediciones Santillana, S.A., 2009 Photocopiable
EP-T3-Assess-0149-0168.indd 150 29/7/08 13:11:20

1 Label the pictures. (3 points)
1 2 3
[ c-p-i-o-e-l f-c-o-e-f-i-r ] [a-t-w-i-r-e] [t-v-e]
[s-t-e-n-d-i-t] [p-r-s-s-a-e-l-n-o-s-e] [t-r-c-o-o-d]
4 5 6
Complete the sentences. (4 points)
doesnt dont work/works give/gives wear/wears
1. Waiters in a cafe.
1 2
They in a shop.
2. Police officers normal clothes.
They uniforms.
3. A doctor medicine to animals.
3 4
He/She medicine to people.
4. A vet medicine to animals.
He/She medicine to people.
Ediciones Santillana, S.A., 2009 Photocopiable Unit 2 A busy day
EP-T3-Assess-0149-0168.indd 151 29/7/08 13:11:22

2 Find the words and write them. (5 points)
Z F A P A X X W A
S H O U L D E R E
P E O S L E C I A
G A N K L E T S R
H D P N E C K T S
A R T E L B O W J
H I P E H A N D T
3 Follow the lines and complete the sentences. (3 points)
play/plays has got/have got dance/dances read/reads
1. Ben the violin. He a dog.

2. Molly the guitar. She ballet.
3. Ben and Molly comics. They football.
4 Circle the correct options and answer the questions. (5 points)
1. Do / Does your mum play football?

2. Do / Does your brother or sister watch TV?
3. Do / Does your mum and dad listen to music?
4. Do / Does your friends play football?
5. Do / Does your best friend read comics?
Unit 2 A busy day Ediciones Santillana, S.A., 2009 Photocopiable
EP-T3-Assess-0149-0168.indd 152 29/7/08 13:11:24

1 Circle the words and complete the picture dictionary. (5 points)
Nature Picture Dictionary
2 Circle the correct options. (5 points)

Every summer, m
y
visits me. We play friend Amber
al
It is always very h l day.
ot...
1. When / Who does Kim play with? She wears a dress in the summer.
2. Who / Where does Kim play? She plays with her friend.
3. What / When does Kim wear a dress? She wears a dress because its hot.
4. Why / Who does Kim wear a dress? She wears a hat.
5. Why / What does Kim wear on her head? She plays under the bridge.
Match the questions with the answers.

Ediciones Santillana, S.A., 2009 Photocopiable Unit 3 The living forest
EP-T3-Assess-0149-0168.indd 153 29/7/08 13:11:26

3 Read and draw the path. (5 points)
Go through the rocks. Go across the path. Then go around the lake. Next, go through
the forest and go over the bridge. Go up the hill. Now draw a house.
Start
here

4 Find five differences between the pictures and complete the sentences. (5 points)
A B
1. In picture A, there are three trees .

In picture B, there is one tree .
2. In picture A, there .
In picture B, there .
Unit 3 The living forest Ediciones Santillana, S.A., 2009 Photocopiable
EP-T3-Assess-0149-0168.indd 154 29/7/08 13:11:28

1 Look and number the words. (6 points)
1 2 3
gorilla
lion
ostrich
5 7
4 6 snake
monkey
giraffe
9
hippo
8 elephant
10
zebra
12 tiger
11
flamingo
eagle
2 Complete the description. (5 points)
hippos ears
zebras body
elephants tail
monkeys head
lions legs
What a funny animal! Its got the , the

, the , the
, and the !
Ediciones Santillana, S.A., 2009 Photocopiable Unit 4 Wild animals
EP-T3-Assess-0149-0168.indd 155 29/7/08 13:11:30

3 Circle the correct options. (3 points)
1. An elephant can / cant jump.

2. A snake can / cant walk.
3. A flamingo can / cant fly.
4. A hippo can / cant swim.
5. A monkey can / cant speak.
6. A gorilla can / cant climb trees.
4 Look at the pictures and complete the speech bubble. (6 points)
I like and I dancing.

I football, but I trees.
I books, but I painting.
Unit 4 Wild animals Ediciones Santillana, S.A., 2009 Photocopiable
EP-T3-Assess-0149-0168.indd 156 29/7/08 13:11:32

1 Circle 10 food words and classify them. (5 points)
J U I C E X X W A D
Things I can count Things I cant count
S U G A R D E A E F
P E O R I C E P P S
G A O R G R A P E S
O N I O N S K L A H
A R L T W A T E R K
H I P S H A N S S B
2 Look and circle the correct options. (5 points)
1. There is a / some water. 6. There is / are a tomato.

2. There are a / some peaches. 7. There is / are some oranges.
3. There is a / some melon. 8. There is / are some juice.
4. There is a / some sugar. 9. There is / are an onion.
5. There are a / some bananas. 10. There is / are some rice.
Ediciones Santillana, S.A., 2009 Photocopiable Unit 5 Mother Earth
EP-T3-Assess-0149-0168.indd 157 29/7/08 13:11:34

3 Read and draw. (2 points)
A bunch of grapes A carton of milk
A bottle of oil A box of cereal
4 Read and circle the words in the table. (4 points)
Three children have got some grapes.

Jane hasnt got any grapes.
Three children have got some biscuits.
Mary hasnt got any biscuits.
Two children have got some juice.
Two children have got some water.
Tom and Mary havent got any water.
drink fruit snack
Mary juice / water grapes / apple sandwich / biscuits

Tom juice / water grapes / apple sandwich / biscuits
John juice / water grapes / apple sandwich / biscuits
Jane juice / water grapes / apple sandwich / biscuits
Complete the sentences. (4 points)
1. Marys got .
2. Toms got .
3. Johns got .
4. Janes got .
Unit 5 Mother Earth Ediciones Santillana, S.A., 2009 Photocopiable
EP-T3-Assess-0149-0168.indd 158 29/7/08 13:11:35

1 Label the rooms. (4 points)
bedroom attic basement kitchen bathroom dining room living room
2 Look and circle the correct options. (6 points)
M a r y s f a m i l y John June
1. Who is Marys grandad? John / George

2. Who is Marys cousin? Agatha / Lucy
3. Who is Charless brother? Bill / Ted Rose Charles Bill Lily
4. Who is Lucys aunt? Rose / Mary

5. Who is Marys uncle? William / Bill
6. Who is Lucys mother? Agatha / Lily Mary Lucy
Ediciones Santillana, S.A., 2009 Photocopiable Unit 6 My Family
EP-T3-Assess-0149-0168.indd 159 29/7/08 13:11:38

3 Complete the sentences. (5 points)
clean the bathroom take out the rubbish cook the food
make the beds sweep the floor cut the grass
1. Its nine oclock . Harry is making the beds .

2. Its . Harry is .
3. Its . Harry is .
4. Its . Harry is .
5. Its . Harry is .
6. Its . Harry is .
4 Complete the sentences. (5 points)
sometimes never rarely always usually
1. She makes her bed every day. She makes her bed.
2. She washes the dishes five days a week. She washes the dishes.
3. She cleans the hall three days a week. She cleans the hall.
4. She cuts the grass on her birthday. She cuts the grass.
5. She doesnt take out the rubbish. She takes out the rubbish.
Unit 6 My Family Ediciones Santillana, S.A., 2009 Photocopiable
EP-T3-Assess-0149-0168.indd 160 29/7/08 13:11:40

1 Unscramble the adjectives. (4 points)
1. a-k-w-e
2. i-n-h-t
3. r-g-t-o-n-s
4. t-y-p-r-e-t
5. t-f-a
6. l-a-t-l
7. o-t-s-r-h
8. y-g-l-u
Number the pictures. (4 points)
2 Look and answer the questions. (2 points) 138 cm

1. How tall is Richard?
2. How wide is Richards hand? 3.5 cm
3. How long is Richards foot?

6.25 cm
4. How long is Richards nose?
23 cm
Ediciones Santillana, S.A., 2009 Photocopiable Unit 7 Long, long ago
EP-T3-Assess-0149-0168.indd 161 29/7/08 13:11:42

3 Write the number words. (3 points)
17 50
24 63
12 46
4 Circle the differences and complete the sentences. (4 points)
Fifty years ago Now

1. there a forest. 1. there a school.
2. there a bridge. 2. there two bridges.
3. there some animals. 3. there a forest.
4. there any houses. 4. there any animals.
Unscramble the questions and write the answers. (3 points)
Fifty years ago

1. shopping centre was a there
?
2. was a river there
?
3. any there cars were
?
Unit 7 Long, long ago Ediciones Santillana, S.A., 2009 Photocopiable
EP-T3-Assess-0149-0168.indd 162 29/7/08 13:11:44

1 Write the past forms of the verbs. (3 points)
1. go 4. see
2. eat 5. meet
3. buy 6. write
Complete the sentences. Use the verbs from above. (3 points)
Last week
1. On Monday, I a letter to my best friend.
2. On Tuesday, my sister to the shopping centre.
3. On Wednesday, my brother pizza and a cake.
4. On Thursday, my mother a rainbow.
5. On Friday, my cousin a famous musician.
6. On Saturday, my mother and father a new car!
2 Solve the puzzle. (4 points)
1 C 1. Giraffes and hippos live on this continent.

2 O 2. Spain and France are on this continent.
3 N 3. This ocean is between America and Europe.
T 4. This ocean is between America and Asia.
4 I 5. This continent has got a very big island.
5 N 6. There are two parts to this continent:
6 E North and South.
7 N 7. , South
8 T 8. East,
Ediciones Santillana, S.A., 2009 Photocopiable Unit 8 Famous travellers
EP-T3-Assess-0149-0168.indd 163 29/7/08 13:11:46

3 Look at the table and complete the sentences. (4 points)
Yesterday
1. Sara a postcard.
2. She an ice cream.
write a postcard 3. She a book.
4. She to the park.

5. Ted a postcard.
eat an ice cream
6. He an ice cream.
7. He a book.
buy a book 8. He to the park.

go to the park
1. go did park you the yesterday to

?
2. friends your see you did yesterday
?
3. you homework did do your yesterday
?
4. eat yesterday apple did an you
?
5. dinner make you did yesterday
?
6. did yesterday write you postcard a
?
Unit 8 Famous travellers Ediciones Santillana, S.A., 2009 Photocopiable
EP-T3-Assess-0149-0168.indd 164 29/7/08 13:11:49

1 Complete the names of the countries. (2 points)
M x c J p n C n d C l mb ngl nd
Ch n nd R ss gypt str l
Solve the riddles. (1 point)
This country consists of four small This country is a very big island. It is
islands. It is located in the Pacific located between the Indian Ocean and
Ocean. People in this country eat sushi. the Pacific Ocean. Kangaroos live here.
2 Label the picture. (3 points)
belt boot earring eye patch flag pistol sword vest wooden leg
3 Write a description of a family member. (3 points)
1. name .
2. years old.
3. eyes.
4. hair.
5.
6.
Draw a picture of the person you wrote about. (1 point)
Ediciones Santillana, S.A., 2009 Photocopiable Unit 9 Here come the pirates!
EP-T3-Assess-0149-0168.indd 165 29/7/08 13:11:51

4 Look and write the answers. (4 points)
Pirate A Pirate B Pirate C Pirate D
What did each pirate do?

1. Pirate A paint door
2. Pirate B discover treasure
3. Pirate C walk around island
4. Pirate D listen music
Circle the correct options. (4 points)
walked? ship.
1. Where did Pirate C He walked around the
walk? island.
did paint
2. What Pirate A paint? He the door.
do painted
listened listen
3. What did Pirate D to? She to music.
listen listened
did It
4. What Pirate B do? discovered treasure.
do He
1. you did what eat breakfast for yesterday?
2. go did Sunday on where you?
Unit 9 Here come the pirates! Ediciones Santillana, S.A., 2009 Photocopiable
EP-T3-Assess-0149-0168.indd 166 29/7/08 13:11:54

From left to right: flower pot, cushion, triangle, drum, sofa, 1. Is mum sleeping? No, she isnt. 2. Is dad reading a
flute, guitar, rug, mirror, trumpet, violin, piano book? No, he isnt. 3. Are the twins dancing? Yes, they are.
4. Is the baby playing? No, he/she isnt. Who: dad,
1. isnt; playing the guitar; 2. He isnt reading. Hes eating the twins, mum; What: eating, watching TV, dancing;
(a hot dog). 3. She isnt playing the drums. Shes playing Where: in the kitchen, in the living room, in the garden
the violin. 4. They arent jumping on the sofa. Theyre 1. What; eating; 2. Where; in the kitchen; 3. Who; mum;
sleeping on the sofa. 4. Where; in the garden; 5. What; dancing
1. police officer; 2. waiter; 3. vet; 4. dentist; 5. salesperson; From top to bottom, left to right: head, ear, neck, hip,
6. doctor knee, ankle, shoulder, elbow, wrist, hand
1. work; dont work; 2. dont wear; wear; 3. doesnt give;
gives; 4. gives; doesnt give 1. plays; has got; 2. plays; dances; 3. read; play
1. Does; 2. Does; 3. Do; 4. Do; 5. Does
From left to right, top to bottom: stem, branch, rock, 4. Why; She wears a dress because its hot. 5. What; She
seeds, bush, grass, roots, fruit, flower, river wears a hat.
1. Who; She plays with her friend. 2. Where; She plays 2. is a bush; are two bushes; 3. are three hills; are two
under the bridge. 3. When; She wears a dress in the hills; 4. is a bridge; are two bridges; 5. are two paths; is
summer. one path
From top to bottom: 11, 2, 10, 5, 6, 9, 12, 1, 3, 8, 4, 7 1. cant; 2. cant; 3. can; 4. can; 5. cant 6. can
hippos body, zebras legs, elephants ears, monkeys head, swimming, like; dont like, like climbing; like reading, dont like
lions tail
Things I can count: pears, grapes, onions, carrots, apples; Circled words: Mary: juice, grapes, sandwich; Tom: juice,
Things I cant count: juice, sugar, water, rice, oil grapes, biscuits, John: water, grapes, biscuits; Jane: water,
apple, biscuits
1. some; 2. some; 3. a; 4. some; 5. some; 6. is; 7. are; 8. is; 1. some juice, some grapes and a sandwich.
9. is; 10. is 2. some juice, some grapes and some biscuits.
3. some water, some grapes and some biscuits.
4. some water, an apple and some biscuits.
EP-T3-Assess-0149-0168.indd 167 29/7/08 13:12:55

From top to bottom, left to right: attic, bedroom, 2. quarter past ten; cleaning the bathroom; 3. half past
bathroom, kitchen, dining room, living room, basement eleven; cooking the food; 4. quarter to four; cutting
the grass; 5. seven oclock; sweeping the floor; 6. half past
1. John; 2. Lucy; 3. Bill; 4. Rose; 5. Bill; 6. Lily ten; taking out the rubbish
always; 2. usually; 3. sometimes; 4. rarely; 5. never
1. weak; 2. thin; 3. strong; 4. pretty; 5. fat; 6. tall; 7. short; seventeen, twenty-four, twelve, fifty, sixty-three, forty-six
8. ugly
From left to right, top to bottom: 6, 7, 4, 8, 2, 5, 3, 1 Fifty years ago: 1. was; 2. was; 3. were; 4. werent. Now:
1. is; 2. are; 3. isnt; 4. arent
1. He is 138 cm tall. 2. It is 6.25 cm wide. 3. It is 23 cm 1. was there a shopping centre? No, there wasnt. 2. was
long. 4. It is 3.5 cm long. there a river? Yes, there was. 3. were there any cars?
No, there werent.
1. went; 2. ate; 3. bought; 4. saw; 5. met; 6. wrote 1. Did you go to the park yesterday? 2. Did you see
your friends yesterday? 3. Did you do your homework
1. wrote; 2. went; 3. ate; 4. saw; 5. met; 6. bought yesterday? 4. Did you eat an apple yesterday? 5. Did
1. Africa; 2. Europe; 3. Atlantic; 4. Pacific; 5. Oceania; 6. you make dinner yesterday? 6. Did you write a postcard
America; 7. North; 8. West yesterday?
1. wrote; 2. didnt eat; 3. didnt buy; 4. went; 5. didnt

write; 6. ate; 7. bought; 8. didnt go
Mexico, Japan, Canada, Colombia, England, China, India, 1. Pirate A painted the door. 2. Pirate B discovered the
Russia, Egypt, Australia; Japan, Australia treasure. 3. Pirate C walked around an/the island. 4. Pirate
D listened to music.
From top to bottom, left to right: flag, boot, wooden leg, 1. walk; island; 2. did; painted; 3. listen; listened; 4. did; He
pistol, eye patch, earring, vest, belt, sword
1. What did you eat for breakfast yesterday? 2. Where did
you go on Sunday?
EP-T3-Assess-0149-0168.indd 168 29/7/08 13:13:12

English Print 3
Class CD 1 - Time: 72:52
Content Content
01 Track 1 Listen and complete. 26 Track 26 Story: The pinecone solution, part 1
02 Track 2 Story: The mystery of the piano, part 1 27 Track 27 Story: The pinecone solution, part 2
03 Track 3 Story: The mystery of the piano, part 2 28 Track 28 Look and complete: The old oak tree
04 Track 4 Listen and tick the pictures. 29 Track 29 Listen and number the words.
05 Track 5 Listen and number. 30 Track 30 Listen and follow the paths.
06 Track 6 Listen and play the vocabulary game. 31 Track 31 Read the poem out loud: The spring poem
07 Track 7 Listen and number. 32 Track 32 Listen and repeat.
08 Track 8 Listen and check your answers. 33 Track 33 Listen and number the pictures
09 Track 9 Listen, repeat and circle. 34 Track 34 Listen and complete the song: Happy animals
10 Track 10 Read the text out loud. 35 Track 35 Story: Greedy Zebra, part 1
11 Track 11 Listen and repeat. 36 Track 36 Story: Greedy Zebra, part 2
12 Track 12 Listen and colour the parts of the body. 37 Track 37 Listen and sing the song: The mixed-up monster
13 Track 13 Listen and complete: The puppet song 38 Track 38 Listen and connect the words.
14 Track 14 Listen and match the toymakers with the actions. 39 Track 39 Read the text out loud: Birds in the sky
15 Track 15 Story: The dancing puppets, part 1 40 Track 40 Listen and tick the correct options.
16 Track 16 Story: The dancing puppets, part 2 41 Track 41 Role-play: Going to the crazy zoo
17 Track 17 Listen and circle the correct options. 42 Track 42 Listen and number.
18 Track 18 Listen and label the pictures: The busy song 43 Track 43 Listen, point and repeat
19 Track 19 Listen and write the jobs 44 Track 44 Story: Anitas rain song, part 1
20 Track 20 Role-play: Going to the toy hospital 45 Track 45 Story: Anitas rain song, part 2
21 Track 21 Listen, repeat and match. 46 Track 46 Role-play: Going shopping
22 Track 22 Read the poem out loud: The monster poem 47 Track 47 Listen and number the pictures: The raindrop song
23 Track 23 Listen to the music and clap. 48 Track 48 Listen and complete.
24 Track 24 Listen and number the pictures. 49 Track 49 Listen and connect the rocks.
25 Track 25 Listen and draw the paths. 50 Track 50 Read the poem out loud: The cold snow
Class CD 2 - Time: 49:47
Content Content
01 Track 51 Listen and sing the song: Lauras family song 21 Track 71 Listen and sing the song: Around the world
02 Track 52 Listen and match the family members with the chores. 22 Track 72 Story: Marco Polos journey, part 1
03 Track 53 Story: Harry the Robot, part 1 23 Track 73 Story: Marco Polos journey, part 2
04 Track 54 Story: Harry the Robot, part 2 24 Track 74 Listen and say the tongue twister.
05 Track 55 Listen and move the hands on your clock. 25 Track 75 Listen and colour the boxes.
06 Track 56 Listen and sing the song: 26 Track 76 Listen and complete the sentences.
Harry the Robots protest song 27 Track 77 Listen and sing the song: Rogers pirate song
07 Track 57 Listen and complete the chant. 28 Track 78 Listen and connect the words.
08 Track 58 Listen and connect the words. 29 Track 79 Read the text out loud.
09 Track 59 Read the tongue-twisters out loud. 30 Track 80 Story: Roger and the treasure, part 1
10 Track 60 Listen and write the times. 31 Track 81 Story: Roger and the treasure, part 2
11 Track 61 Role-play the interview with a classmate. 32 Track 82 Listen and tick the countries you hear.
12 Track 62 Listen and sing the song: The Stone Age song 33 Track 83 Listen and tick the correct photos.
13 Track 63 Story: Creb, the Fire Maker, part 1 34 Track 84 Listen and circle the mistakes.
14 Track 64 Story: Creb, the Fire Maker, part 2 35 Track 85 Listen to the poem and draw a picture: Pirate Pete
15 Track 65 Listen and circle the numbers. 36 Track 86 Listen and sing the song: The Santa song
16 Track 66 Listen and circle the correct options. 37 Track 87 Learn the Halloween poem.
17 Track 67 Listen and sing the song: The happy dino song 38 Track 88 Sing The Easter song
18 Track 68 Listen and colour the boxes. 39 Track 89 Learn the Mothers Day poem: My shining star
19 Track 69 Say the tongue-twister. 40 Track 90 Learn the Fathers Day poem: The best dad
20 Track 70 Listen and number the pictures.
EP-T3-Track-Retir contra.indd 120 29/7/08 13:58:47

English Print 3

Uploaded by

Copyright:

Available Formats

English Print 3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English Print 3

Uploaded by

Copyright:

Available Formats

What is the philosophy behind Print?

What is the philosophy behind Print?

What approach is used to teach language according to Print?

What approach is used to teach language according to Print?

RICHMOND PUBLISHING

26-28 Hammersmith Grove House, Susan

The Teachers Guide includes audio CDs.

Design & Layout

Queda hecho el depsito legal que marca la ley 11.723.

Este libro se termin de imprimir en el mes de septiembre de 2008,

EP-T3-Legales-Retira tapa.indd 285 9/9/08 13:02:39

EP-T3-Intro-0001-0016.indd 1 29/7/08 11:05:57

The communicative approach Learning through literature

EP-T3-Intro-0001-0016.indd 2 29/7/08 11:05:59

Time for musi

EP-T3-Intro-0001-0016.indd 3 29/7/08 11:06:23

EP-T3-Intro-0001-0016.indd 4 9/9/08 12:13:12

EP-T3-Intro-0001-0016.indd 5 9/9/08 12:13:49

EP-T3-Intro-0001-0016.indd 6 7/30/08 5:06:36 PM

EP-T3-Intro-0001-0016.indd 7 7/30/08 5:06:40 PM

fall to the grou

for presenting language and vocabulary. Start here.

Offers original childrens literature in each unit.

Includes extra activities for traditional festivals. ger

Offers a section with phonics, reading development and process

Festivals Merry Christmas!

EP-T3-Intro-0001-0016.indd 8 9/9/08 12:18:24

Find fun cooking activities in

EP-T3-Intro-0001-0016.indd 9 9/9/08 12:19:00

EP-T3-Intro-0001-0016.indd 10 9/9/08 12:19:12

EP-T3-Intro-0001-0016.indd 11 29/7/08 11:13:17

the house dining room materials instruments carry watch TV

Professions Places foot Verbs make Other words

bus driver bookshop hand clean paint clothes

Objects in pinecone mouse plant leaf-leaves under

nature river rabbit play root up

EP-T3-Intro-0001-0016.indd 12 29/7/08 11:13:18

Food pasta Water words Containers Verbs

broccoli pea cloud and brush your teeth

Family Parts of Home Daily Chores Time

aunt a house flat activities clean the (ten) oclock

EP-T3-Intro-0001-0016.indd 13 29/7/08 11:13:18

angry important weak Africa twenty expressions

Verbs run Places Professions Animals Time

buy say beach clown camel expressions

Regular want Irregular Pirate words Countries Words for

verbs wash verbs captain Australia physical

EP-T3-Intro-0001-0016.indd 14 29/7/08 11:13:19

get up go to bed do your homework watch TV

2 Look and complete the sentences. (5 points)

in on under between next to

1. The red car is the chair.

Colour the pictures.

EP-T3-Intro-0001-0016.indd 15 29/7/08 11:13:38

1. The dog is eating. Yes. / No.

5. What is the rabbit doing?

4 Look, tick or cross and complete. (3 points)

= like = dont like

5 Look and match. (3 points)