Teacher's: Sample Material

Bill Bowler & Sue Parminter
Primary
2nd
cycle
T
e
a
c
h
e
r
s
Sam
ple M
aterial
3
3
English
WD3_Guia_Sample_material_UNIT02.indd 1 07/03/11 9:54
Teachers Sample Material
Contents:
Table of Contents 2
Introduction 4
Teaching Notes 14
Teachers Resource Materials 34
Tests 44
Storycards 46
Poster 47
Reader Notes 48
3
3
2
Well Done! 3 Teachers Materials Pearson Educacin, S.A.
units main vocabulary main structures cross-curricular topics
Welcome to
Class 3!
revision of toys and colours
the alphabet
Whats your name?
My names Ale.
How old are you?
Im (eight).
Whats your favourite (colour)?
My favourite colour is (red).
Have you got a bike?
Yes, I have./No, I havent.
Ive got a (red) (book).
How do you spell it?
Unit 1
Its a rocket
bus, car, helicopter, plane,
rocket, submarine, train,
bike
numbers 20-100
Whats this?
Its a (rocket).
What are these?
Theyre (rubbers).
This is a bus.
What number is it?
Its number (twenty).
Social sciences:
transport
Unit 2
Is it an
elephant?
bear, elephant, giraffe, ostrich,
snake, tiger, tortoise, safari park
hungry, thirsty, grey, strong, tall,
slow, fast, furry

Its an elephant.
It isnt a park.
Is it a (tiger)?
Yes, it is./No, it isnt.
Its (strong).
Its got (four legs).
It hasnt got (legs).
Geography: animal
habitats
Unit 3
Hes got short
hair
blonde, dark, hair, eyes
dress, trousers, skirt, jeans,
jumper, trainers, T-shirt, socks,
hat, shoes
Hes/Shes got (long) (hair).
Has he/she got blue eyes?
Yes, he has./No, she hasnt.
What are you wearing?
Im wearing (socks).
Science: clothes
materials
Unit 4
Do you like
cake?
chocolate cake, fruit juice,
grapes, pizza, sandwiches,
pasta, fruit
apples, bananas, cheese, milk,
biscuits
I love (chocolate cake).
He/She likes (pizza).
His/Her favourite food is (cheese).
Can I have a/an/some please?
Of course you can.
Im very hungry!
Science: the food wheel
Unit 5
Can you sing?
play football, ride a bike, play
the recorder, swim, sing, paint,
make models, rollerblade, sport,
music, art
happy, sad, surprised, angry
I like art.
I can (sing) but I cant (swim).
He/She can (paint).
He/She cant (swim).
What can you do?
Hes/Shes (happy).
History: inventions
Unit 6
I like milk
door, sofa, cupboard, window,
chair, bed, table, wardrobe
on, in, under, behind, near
Theres a (table) (in the kitchen).
There are (three) (beds).
Wheres (Kitty)?
Theres (a cat) behind the wardrobe
Social sciences: meals
Its Holiday time! revision of vocabulary revision of structures
Festivals
Halloween

Christmas

Carnival
Halloween, party, pumpkin,
ghost, witch, vampire, spider,
trick-or-treating, jack olantern,
candle, sweets

Father Christmas, beard, sleigh,
present, reindeer, mince pie,
stocking

Carnival, parade, oat,
costume, mask, decorations

W
e
l
l

D
o
n
e
!

3
cover.indd 5-6 18/1/11 12:12:24
3
units main vocabulary main structures cross-curricular topics
The Blue Owls Club
name, age, address, phone
number, pet
Whos this?
His/Her names (Lucy).
How old is he/she? Hes/Shes (ten).
Whats his/her favourite colour?
His/Her favourite colour is (red).
Where do you live?
Whats your telephone number?
Unit 1
What time is it?
get up, have breakfast, go to
school, have a break, have
lunch, go home, have dinner, go
to bed
What time is it?
Its (eight) oclock.
Its quarter past (nine).
Its half past (nine).
Its quarter to (nine).
Its time for (school).
I (get up) at (eight oclock).
Geography: time zones
Unit 2
What day is it?
Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday,
Sunday
Music, Maths, English, Art, P.E.,
Science, Geography, History
What day is it? Its (Monday).
Weve got (English) on Monday at nine
oclock.
We havent got (Music) on Tuesday.
Have you got (Art) on Tuesday?
Yes, I/we have.
No, I/we havent
P.E.: rules and values
Unit 3
Its windy
cold, hot, cloudy, sunny, windy,
raining, snowing
winter, spring, summer, autumn
swimming, ying a kite, playing
outside, ice-skating, playing
football, building a snowman,
riding a bike, going for a walk
Whats the weather like?
Its (cold).
Whats the weather like in (Madrid)?
What do you like doing?
I like (playing football).
Do you like (going for a walk)?
Yes, I do. No, I dont.
Science: parts of plants
we eat
Unit 4
Its strong
strong, thin, fat, beautiful, tired,
ugly
lion, panda, parrot, gorilla
buying, eating, looking at,
playing, standing, talking,
taking a photo, walking,
wearing, having fun, zoo
Its a (panda), Hes/Shes (tired). Theyre
(lions)
Is it (strong)?
Are they (thin)?
Yes, I am. No, Im not.
What are you doing?
Im (talking).
Whats he/she doing?
Hes/Shes (walking).
Science: animals and
their food
Unit 5
Wheres the park?
cinema, police station, library,
school, toy shop, swimming
pool, caf, zoo, park, road,
street, opposite, next to,
between, in
turn left, turn right, go straight
on, start/stop at the (zebra
crossing
Wheres the (police station)?
Its in (East) street/road.
The cinema is (near) the park.
Geography: maps
Unit 6
What shall we do?
watch a DVD, play a computer
game, listen to music, play a
board game, make a cake,
go swimming, go for a walk, go
riding, go for a bike ride, play
volleyball, go to the beach
What shall we do?
Lets (make a cake).
Good idea!
No, not a (cake)!
What do you want to do on Saturday?
Do you want to go to the (zoo)?
Yes, I do./No, I dont.
I want to (go for a walk).
Art: places in art
Well done Blue Owls! revision of vocabulary revision of structures
Festivals
Halloween

Christmas

Festivals in Britain
Halloween, witch, ghost,
vampire, mummy, spider, bat,
trick-or-treating, scare, string,
decorate

Father Christmas, beard,
sleigh, present, reindeer,
mince pie, stocking

Carnival, parade, oat,
costume, mask, decorations
What are you doing?
W
e
l
l

D
o
n
e
!

4
WD4 PB COVER.indd 5-6 18/1/11 12:16:20
4
9
Miss Hill is the new teacher. She is very friendly and
enthusiastic.
Joe can repair anything. He is calm, very intelligent, and
tries to be tolerant with his new colleague.
Stan is Joes young apprentice. He greatly admires him and
tries to learn from him. He is a bit clumsy and acts without
thinking, which sometimes gets him and Joe in a jam.
In addition to the story in each unit, each level of
Well Done! comes with a reader. These are lively and
interesting, and help students consolidate and revise in
a fun way, either in class or at home. Each chapter in the
reader includes entertaining activities and helps pupils to
review the story by making a summary using illustrated
stickers.
The readers are available in a digital version in the Active
Book, or as printed material in the Activity Pack.
The reader which goes with Well Done! 3 is called Pirates.
It consists of six chapters, each of which ends on a note of
suspense that arouses pupils curiosity to nd out what
will happen next.
Songs and chants
Songs are a lively way to get all pupils involved, learning
and practising language. They help to x language in
pupils memory, and develop music-related skills such as
rhythm, melody and tone.
In Well Done! 3, the rst set of vocabulary in each unit
(in lesson 1) is presented through a chant. The second
language focus in each unit (in lesson 3) is presented
through a song. The songs help students to feel at ease,
relax and practise language together as a group.
Communicative skills
Each unit of Well Done! has a clearly-dened
communicative objective. Pupils learn key words and
structures, and then use them in conversations and to
describe their life and what they know about the world.
Throughout the six levels of Well Done!, communicative
skills are systematically developed in accordance with
pupils cognitive development.
Well Done! 3 develops the four skills in the following way:
* Listening comprehension
Well Done! 3 includes a range of different listening
comprehension tasks: short dialogues allow pupils
to practise focused listening and also provide
opportunities to practise speaking in familiar contexts;
the story develops pupils ability to understand overall
meaning; and song, chants and pronunciation rhymes
let pupils listen to new language in enjoyable contexts
and become aware of different aspects of English
pronunciation, such as rhythm, stress and intonation.
* Oral expression
Oral expression is systematically developed in Well
Done 3, both in terms of oral production (speaking) and
interaction (taking part in conversations).
The course provides opportunities for oral production
through vocabulary games, chants and songs, and for
interactive speaking through cut-outs and a variety of
game-based activities in each unit.
* Reading comprehension
Well Done! 3 systematically develops reading
comprehension through dialogues and carefully
graded texts which deal with a range of subjects. The
course provides a mix of comprehension activities:
some develop pupils overall understanding of texts
while others practise looking for specic information.
The reader is designed to help pupils cultivate an
interest in reading.
* Written expression
Writing is systematically developed in the Activity Book
through tasks which focus on spelling and word order.
Guided writing activities are also included, with simple
writing models provided to help pupils.
Games
Games provide a natural context to practise language.
They also foster the development of more advanced
cognitive skills such as memorization, reasoning and
deductive thinking.
Each unit of Well Done! contains a number of games: a
cut-out activity to do in pairs; a communication game
to do in pairs or groups; and a board game to revise
language with the whole class.
Catering for pupils with different needs
It is important to take into account pupils different
needs, since they have a great effect on how each pupil
learns. The main areas to take into account in the English
classroom are:
- different levels of language skills and knowledge.
- different overall learning skills.
- different learning styles and preferences.
Well Done! provides a great deal of material which helps
the teacher to cater for the different needs which arise in
class.
The course includes suggestions to adapt activities
to take into account mixed ability, and useful ideas for
additional classroom activities in the teaching notes.
Pupils Book:
- presents, practises and revises key language.
- begins with a four-page starter unit, Welcome!, which
revises the English which pupils have learnt in the
rst cycle and introduces them to the world of the
characters who appear in the story in Well Done! 3.
- is divided into six main units which consist of eight
lessons that explore a topic related to the world of
children.
- ends with a six-page revision unit.
8
Introduction
Who is Well Done! designed for?
Well Done! is an enjoyable and innovative English course
which spans the six years of Primary Education. It follows
on from the English which pupils have seen in Pre-Primary
Education and the rst cycle of Primary Education, and
has been developed in accordance with the stipulations
for the teaching of English in the second cycle of Primary
Education laid down in the LOE.
Well Done! focuses on children and the individual cogniti-
ve, social and emotional needs of young pupils. The appro-
ach used throughout the six levels of the course takes into
account pupils development as they progress through
Primary Education.
Well Done! enables children to develop their language
competence in a way that is appropriate to their age and
their cognitive development. In this way, they acquire the
appropriate knowledge and skills to prepare them for their
future learning in Secondary Education.
Well Done! is divided into topic-based units which provi-
de a clear context for the learning of a foreign language.
The topics have been carefully chosen to reect pupils
changing interests as they learn more about the world. In
parallel with this, the cross-curricular sections in each unit
reect what pupils are studying in other subjects in the pri-
mary curriculum.
Well Done! presents new language through stories and
songs, while clear and attractive stories allow pupils to
consolidate what they have seen.
All the activities in Well Done! have been designed to make
learning an enjoyable and meaningful experience for chil-
dren, and are based on their natural love of stories, plays,
singing and playing.
Course objectives
Well Done! 3:
- Encourage a positive attitude to English through
the use of stories, enjoyable activities and cognitive
challenge.
- Develop pupils communicative competence in
all four skills through a lively methodology that
integrates all of them. Most of the activities in
class focus on listening comprehension and oral
expression; reading comprehension is developed
both in class and through activities to be done at
home. Writing is dealt with through guided writing
tasks in the Activity Book.
- Develop the basic learning competences laid out by
the LOE, in accordance with pupils age and cognitive
development.
- Provide opportunities in each unit for pupils to
consolidate and expand on the knowledge they have
acquired in other curricular subjects.
- Cater to pupils different needs through alternative
approaches both for quicker pupils and those
who need more time. Photocopiable revision and
extension activities are also provided for each unit.
- Promote a positive attitude towards reading through
stories which present and practise new language;
lead pupils to see the pleasure which reading can
give.
- Encourage and help pupils to use a range of cognitive
abilities, to become aware of how they learn (learning
to learn), and to notice and assess their progress.
Methodology
Cross-curricular topics and contents
Each unit in Well Done! is based on a topic which reects
the way children see the world. Language and topic
content are presented in an integrated way to allow
pupils to learn and practise language in a unied context.
Each main unit of Well Done! also contains two cross-
curricular lessons in which pupils learn about the world
around them. These lessons explore the main topic
from different perspectives and provide conceptually
appropriate information about a range of subjects:
science, the social sciences, maths, arts and crafts,
and music. In this way, Well Done! helps pupils to make
connections between what they learn in their English
lessons and in other curricular subjects.
Stories
Well Done! uses different types of narrative to help pupils
learn English. In lesson 1 of each unit, pupils learn new
language through the characters in the stories and the
situations which they nd themselves in. In lesson 4,
pupils are exposed to longer narratives through a full-page
story, and they accompany the characters in their
different adventures. As the pupils nd out more about
the characters fantasy world, they learn and practise
both new language and language they have seen before.
The main story in Well Done! 3 is about four friends who
go to the same school. In the rst unit Poppy, one of
the friends, helps an elderly lady cross the road and, as
a reward, is given a magic stone. In the following units
the four friends nd themselves in a series of difcult
situations which they successfully cope with thanks to the
help of the stone. At the end of the book, Poppy hands
over the stone. The following main characters appear in
the story:
Ale is a bit clumsy, very sociable and a bit nave.
Victoria is nine years old and is sporty and very lively.
Ryan is full of energy. He is the class comedian and makes
everyone laugh, sometimes without meaning to.
Poppy is very sweet, honest and spontaneous.
5
9
Miss Hill is the new teacher. She is very friendly and
enthusiastic.
Joe can repair anything. He is calm, very intelligent, and
tries to be tolerant with his new colleague.
Stan is Joes young apprentice. He greatly admires him and
tries to learn from him. He is a bit clumsy and acts without
thinking, which sometimes gets him and Joe in a jam.
In addition to the story in each unit, each level of
Well Done! comes with a reader. These are lively and
interesting, and help students consolidate and revise in
a fun way, either in class or at home. Each chapter in the
reader includes entertaining activities and helps pupils to
review the story by making a summary using illustrated
stickers.
The readers are available in a digital version in the Active
Book, or as printed material in the Activity Pack.
The reader which goes with Well Done! 3 is called Pirates.
It consists of six chapters, each of which ends on a note of
suspense that arouses pupils curiosity to nd out what
will happen next.
Songs and chants
Songs are a lively way to get all pupils involved, learning
and practising language. They help to x language in
pupils memory, and develop music-related skills such as
rhythm, melody and tone.
In Well Done! 3, the rst set of vocabulary in each unit
(in lesson 1) is presented through a chant. The second
language focus in each unit (in lesson 3) is presented
through a song. The songs help students to feel at ease,
relax and practise language together as a group.
Communicative skills
Each unit of Well Done! has a clearly-dened
communicative objective. Pupils learn key words and
structures, and then use them in conversations and to
describe their life and what they know about the world.
Throughout the six levels of Well Done!, communicative
skills are systematically developed in accordance with
pupils cognitive development.
Well Done! 3 develops the four skills in the following way:
* Listening comprehension
Well Done! 3 includes a range of different listening
comprehension tasks: short dialogues allow pupils
to practise focused listening and also provide
opportunities to practise speaking in familiar contexts;
the story develops pupils ability to understand overall
meaning; and song, chants and pronunciation rhymes
let pupils listen to new language in enjoyable contexts
and become aware of different aspects of English
pronunciation, such as rhythm, stress and intonation.
* Oral expression
Oral expression is systematically developed in Well
Done 3, both in terms of oral production (speaking) and
interaction (taking part in conversations).
The course provides opportunities for oral production
through vocabulary games, chants and songs, and for
interactive speaking through cut-outs and a variety of
game-based activities in each unit.
* Reading comprehension
Well Done! 3 systematically develops reading
comprehension through dialogues and carefully
graded texts which deal with a range of subjects. The
course provides a mix of comprehension activities:
some develop pupils overall understanding of texts
while others practise looking for specic information.
The reader is designed to help pupils cultivate an
* Written expression
Writing is systematically developed in the Activity Book
through tasks which focus on spelling and word order.
Guided writing activities are also included, with simple
writing models provided to help pupils.
Games
Games provide a natural context to practise language.
They also foster the development of more advanced
cognitive skills such as memorization, reasoning and
deductive thinking.
Each unit of Well Done! contains a number of games: a
cut-out activity to do in pairs; a communication game
to do in pairs or groups; and a board game to revise
language with the whole class.
Catering for pupils with different needs
It is important to take into account pupils different
needs, since they have a great effect on how each pupil
learns. The main areas to take into account in the English
classroom are:
- different levels of language skills and knowledge.
- different overall learning skills.
- different learning styles and preferences.
Well Done! provides a great deal of material which helps
the teacher to cater for the different needs which arise in
class.
The course includes suggestions to adapt activities
to take into account mixed ability, and useful ideas for
additional classroom activities in the teaching notes.
Pupils Book:
- presents, practises and revises key language.
- begins with a four-page starter unit, Welcome!, which
revises the English which pupils have learnt in the
rst cycle and introduces them to the world of the
characters who appear in the story in Well Done! 3.
- is divided into six main units which consist of eight
lessons that explore a topic related to the world of
children.
- ends with a six-page revision unit.
8
Introduction
Who is Well Done! designed for?
Well Done! is an enjoyable and innovative English course
which spans the six years of Primary Education. It follows
on from the English which pupils have seen in Pre-Primary
Education and the rst cycle of Primary Education, and
has been developed in accordance with the stipulations
for the teaching of English in the second cycle of Primary
Education laid down in the LOE.
Well Done! focuses on children and the individual cogniti-
ve, social and emotional needs of young pupils. The appro-
ach used throughout the six levels of the course takes into
account pupils development as they progress through
Primary Education.
Well Done! enables children to develop their language
competence in a way that is appropriate to their age and
their cognitive development. In this way, they acquire the
appropriate knowledge and skills to prepare them for their
future learning in Secondary Education.
Well Done! is divided into topic-based units which provi-
de a clear context for the learning of a foreign language.
The topics have been carefully chosen to reect pupils
changing interests as they learn more about the world. In
parallel with this, the cross-curricular sections in each unit
reect what pupils are studying in other subjects in the pri-
mary curriculum.
Well Done! presents new language through stories and
songs, while clear and attractive stories allow pupils to
consolidate what they have seen.
All the activities in Well Done! have been designed to make
learning an enjoyable and meaningful experience for chil-
dren, and are based on their natural love of stories, plays,
singing and playing.
Course objectives
Well Done! 3:
- Encourage a positive attitude to English through
the use of stories, enjoyable activities and cognitive
challenge.
- Develop pupils communicative competence in
all four skills through a lively methodology that
integrates all of them. Most of the activities in
class focus on listening comprehension and oral
expression; reading comprehension is developed
both in class and through activities to be done at
home. Writing is dealt with through guided writing
tasks in the Activity Book.
- Develop the basic learning competences laid out by
the LOE, in accordance with pupils age and cognitive
development.
- Provide opportunities in each unit for pupils to
consolidate and expand on the knowledge they have
acquired in other curricular subjects.
- Cater to pupils different needs through alternative
approaches both for quicker pupils and those
who need more time. Photocopiable revision and
extension activities are also provided for each unit.
- Promote a positive attitude towards reading through
stories which present and practise new language;
lead pupils to see the pleasure which reading can
give.
- Encourage and help pupils to use a range of cognitive
abilities, to become aware of how they learn (learning
to learn), and to notice and assess their progress.
Methodology
Cross-curricular topics and contents
Each unit in Well Done! is based on a topic which reects
the way children see the world. Language and topic
content are presented in an integrated way to allow
pupils to learn and practise language in a unied context.
Each main unit of Well Done! also contains two cross-
curricular lessons in which pupils learn about the world
around them. These lessons explore the main topic
from different perspectives and provide conceptually
appropriate information about a range of subjects:
science, the social sciences, maths, arts and crafts,
and music. In this way, Well Done! helps pupils to make
connections between what they learn in their English
lessons and in other curricular subjects.
Stories
Well Done! uses different types of narrative to help pupils
learn English. In lesson 1 of each unit, pupils learn new
language through the characters in the stories and the
situations which they nd themselves in. In lesson 4,
pupils are exposed to longer narratives through a full-page
story, and they accompany the characters in their
different adventures. As the pupils nd out more about
the characters fantasy world, they learn and practise
both new language and language they have seen before.
The main story in Well Done! 3 is about four friends who
go to the same school. In the rst unit Poppy, one of
the friends, helps an elderly lady cross the road and, as
a reward, is given a magic stone. In the following units
the four friends nd themselves in a series of difcult
situations which they successfully cope with thanks to the
help of the stone. At the end of the book, Poppy hands
over the stone. The following main characters appear in
the story:
Ale is a bit clumsy, very sociable and a bit nave.
Victoria is nine years old and is sporty and very lively.
Ryan is full of energy. He is the class comedian and makes
everyone laugh, sometimes without meaning to.
Poppy is very sweet, honest and spontaneous.
6
11
Teachers Book
- includes a detailed contents page and provides step-
by-step instructions for each lesson, plus additional
activities.
- a map of each unit provides a general overview of
the unit contents, as well as references to additional
materials and ideas for extra activities.
- at the end of each unit, the Activity Book for the
corresponding unit with the answers lled in is provided.
- includes instructions on how to use all the
components, and the cards which are used in the
board game.
Flashcards and Wordcards:
- 72 ashcards and 72 wordcards are provided for each
level. These include all of the main vocabulary and are
used to present new language and for a wide range of
games and activities.
Storycards and stand:
- the storycards are large-scale reproductions of the
scenes in the stories. They are used to predict the
contents and revise the stories.
- each storycard comes with the text of the stories and
the teaching notes printed on the back.
- the stand is used to display the storycards for each
unit.
The Teachers Resource Materials comprise 80 pages
of photocopiable material which allows the teacher to
adapt Well Done! to the needs of each class. This material
consists of:
- mini ashcards and mini wordcards with key vocabulary
to help consolidate the language learnt in class.
- an extra activity to accompany the songs in lesson 3.
- activities using scenes from the stories in which
pupils put the speech bubbles in the right order.
- activity worksheets to consolidate the contents of
other curricular subjects and projects based on the
posters.
- revision activities for pupils who need more support
and extension activities for the quicker ones.
- a language portfolio worksheet.
- two additional worksheets for each of the festival
sections.
- models of letters to give to parents.
Active Teach (see also page 16):
- a very easy-to-use resource which can either
complement or replace the normal classroom material.
- enjoyable activities and interactive games to practise
language; also includes the listening material and
digital versions of the other components.
Tests:
- Entry-level, unit, term and end-of-year tests for each
of the skills practised.
Cross-curricular posters:
- Six posters linked to the cross-curricular contents
of the units, accompanied by stickers which can be
used in the main lessons or with the photocopiable
worksheets.
Board game:
- A board game consisting of two boards, a dice and
counters to review language unit by unit or at the end
of the year.
Class Audio CDs:
- With the recordings of all the course.
Teachers Pack
Teachers Book
Teachers Resource Materials
Tests
Flashcards
Wordcards
Board game with dice and
counters
Storycards and stand
Posters and stickers
Class Audio CDs
Active Teach
Teachers components
10
Course components
- contains three units based on festivals at the end of
the book.
- has a useful reference box at the foot of each page
which shows the key language in every lesson and
provides cross-references to other components.
- contains 12 pages of cut-outs which are used for the
communication activities in lesson 2 of each unit.
- includes a cross-cultural lesson which relates the
topic of the unit to the lives of children in other parts
of the world and provides additional practice in
reading comprehension.
Activity Book:
- can be used in class or at home.
- printed in full colour.
- provides additional activities and reinforces the
language learnt in the Pupils Book.
- contains listening comprehension activities that
pupils can do at home with the help of their Active
Books.
- contains three pages of activities related to the
Festivals lessons.
- provides a Picture Dictionary activity at the end
of each unit that uses stickers containing key
vocabulary.
- includes all the boxes with the summaries of key
language to help pupils revise.
Reader:
- is included as printed material in the Activity Pack,
and in a digital version in the Active Book.
- is an adventure story called Pirates.
- contains six chapters, with activity pages for each
chapter and review sections using stickers.
- can be used in class or at home and increases pupils
Active Book (see also page 16):
- provides language practice through enjoyable
activities and interactive games. In Well Done! 3,
the emphasis is on developing pupils listening,
pronunciation and cognitive skills.
- includes the songs and chants from the Pupils Book.
- includes the Pupils Book pages with the listening
material integrated; the pages can be enlarged.
- includes digital versions of the ashcards, wordcards,
posters and reader, and the videos as well.
Pupils Pack:
Pupils Book with cut-outs
Activity Pack:
Activity Book with Picture
Dictionary and stickers
Reader and stickers
Active Book
Pupils components
7
11
Teachers Book
- includes a detailed contents page and provides step-
by-step instructions for each lesson, plus additional
activities.
- a map of each unit provides a general overview of
the unit contents, as well as references to additional
materials and ideas for extra activities.
- at the end of each unit, the Activity Book for the
corresponding unit with the answers lled in is provided.
- includes instructions on how to use all the
components, and the cards which are used in the
board game.
Flashcards and Wordcards:
- 72 ashcards and 72 wordcards are provided for each
level. These include all of the main vocabulary and are
used to present new language and for a wide range of
games and activities.
Storycards and stand:
- the storycards are large-scale reproductions of the
scenes in the stories. They are used to predict the
contents and revise the stories.
- each storycard comes with the text of the stories and
the teaching notes printed on the back.
- the stand is used to display the storycards for each
unit.
The Teachers Resource Materials comprise 80 pages
of photocopiable material which allows the teacher to
adapt Well Done! to the needs of each class. This material
consists of:
- mini ashcards and mini wordcards with key vocabulary
to help consolidate the language learnt in class.
- an extra activity to accompany the songs in lesson 3.
- activities using scenes from the stories in which
pupils put the speech bubbles in the right order.
- activity worksheets to consolidate the contents of
other curricular subjects and projects based on the
posters.
- revision activities for pupils who need more support
and extension activities for the quicker ones.
- a language portfolio worksheet.
- two additional worksheets for each of the festival
sections.
- models of letters to give to parents.
Active Teach (see also page 16):
- a very easy-to-use resource which can either
complement or replace the normal classroom material.
- enjoyable activities and interactive games to practise
language; also includes the listening material and
digital versions of the other components.
Tests:
- Entry-level, unit, term and end-of-year tests for each
of the skills practised.
Cross-curricular posters:
- Six posters linked to the cross-curricular contents
of the units, accompanied by stickers which can be
used in the main lessons or with the photocopiable
worksheets.
Board game:
- A board game consisting of two boards, a dice and
counters to review language unit by unit or at the end
of the year.
Class Audio CDs:
- With the recordings of all the course.
Teachers Pack
Teachers Book
Tests
Flashcards
Wordcards
Board game with dice and
counters
Storycards and stand
Posters and stickers
Class Audio CDs
Active Teach
Teachers components
10
Course components
- contains three units based on festivals at the end of
the book.
- has a useful reference box at the foot of each page
which shows the key language in every lesson and
provides cross-references to other components.
- contains 12 pages of cut-outs which are used for the
communication activities in lesson 2 of each unit.
- includes a cross-cultural lesson which relates the
topic of the unit to the lives of children in other parts
of the world and provides additional practice in
reading comprehension.
Activity Book:
- printed in full colour.
- provides additional activities and reinforces the
language learnt in the Pupils Book.
- contains listening comprehension activities that
pupils can do at home with the help of their Active
Books.
- contains three pages of activities related to the
Festivals lessons.
- provides a Picture Dictionary activity at the end
of each unit that uses stickers containing key
vocabulary.
- includes all the boxes with the summaries of key
language to help pupils revise.
Reader:
- is included as printed material in the Activity Pack,
and in a digital version in the Active Book.
- is an adventure story called Pirates.
- contains six chapters, with activity pages for each
chapter and review sections using stickers.
- can be used in class or at home and increases pupils
Active Book (see also page 16):
- provides language practice through enjoyable
activities and interactive games. In Well Done! 3,
the emphasis is on developing pupils listening,
pronunciation and cognitive skills.
- includes the songs and chants from the Pupils Book.
- includes the Pupils Book pages with the listening
material integrated; the pages can be enlarged.
- includes digital versions of the ashcards, wordcards,
posters and reader, and the videos as well.
Pupils Pack:
Pupils Book with cut-outs
Activity Pack:
Activity Book with Picture
Dictionary and stickers
Reader and stickers
Active Book
Pupils components
8
13
Lesson 3 Song
Second language presentation
This lesson introduces the second key language point
related to the topic of the unit. This point may be
additional vocabulary or a structure. The rst activity
provides oral and visual presentation of the new
language. A second set of ashcards are provided for
this activity.
New vocabulary is contextualised and/or a new structure
is presented and then practised in a song.
Lesson 4 Story
Consolidation of the language learnt
Practice and consolidation of the key language in the unit
through a comic strip featuring Poppy and her friends.
Well Done! 3 Photocopiable Pearson Educacin. S.A, 2011 15
Class:
Song worksheet 2
Photocopiable 13
Name:
1
27
Listen and ll in the gaps
Footprints! Footprints!
Look at the footprints!
Whats the animal?
Whats the animal?
Its got long, legs.
Long, strong legs.
Its black and white.
Black and .
What is it? What is it?
Whats the animal?
Whats the animal?
Its got a big brown body.
A big body.
Its furry and strong.
and strong.
Whats the animal?
Whats the animal?
Its got four short legs.
Four legs.
Its small and slow.
Small and .
What is it?
What is it?
02_WDTRB_3_Unit2_1P.indd 15 18/10/10 18:06

64
8
Lesson 3
6 Match and copy.
5 98 Listen and write.
Practice: numbers 10100
eighty-
seven
38
thirty-
eight
62
twenty-
six
87
sixty-two
26
forty-
three
43
WD3AB_Ud1.indd 8 23/9/10 18:12:30
10
Song Song
5 13 Listen and point. Then read and match.
Lesson 3
New: numbers 1100 Activity Book page 8
Photocopiable 3
6 14 Listen and sing.
Here comes a car,
Look at the car,
Its number seventy-four,
Driving past. Here comes a car,
Look at the car,
Its number ninety-seven,
Driving past.
Here comes a car,
Look at the car,
Its number eighty-three,
Driving past.
Cars, cars,
driving past!
ten twenty thirty forty fty
sixty seventy eighty ninety one hundred
WD3PB_Ud1.indd 10 15/12/10 16:12:20
Flashcards and wordcards
Song worksheet
Activity Book Lesson 3
Activity Teach Lesson 3
Pupils sing a karaoke version of the song.
8
Well Done! 3 Pearson Educacin, S.A., 2011
flashcards 3.indd 9
12/7/10 10:50:11
3
flashcards 3.indd 4 12/7/10 10:49:58
5
flashcards 3.indd 6
12/7/10 10:50:03
Oral practice of the second language
point.
Recognition and revision of
vocabulary and structures.
1
5
3 4
2
6
11
Story Story
7 16 Listen and read. Then listen and act out.
Lesson 4
Practice: seventyve. Whats your name? How old are you? Im (eight).
How are you? Im ne. Whats this? Its a (magic stone).
Receptive: Can I help you? How old am I? Can you guess?
I know. I dont know.
Activity Book page 9
Photocopiable 4
Its a stone.
A magic stone.
Well done!
This is for you.
Its a stone.
A magic stone.
Poppy.
I dont know.
Hello. Can I help you?
Thank you. Whats
your name?
I know!
Seventy-ve.
How old am I?
Can you guess?
How are
you?
Im ne.
Im eight.
What is it?
How old are you?
Whats this?
The Magic Stone
WD3PB_Ud1.indd 11 15/12/10 16:12:30
Active Teach Lesson 4
The digital version of the Storycards can be used.
Storycard 1 T Storycard 1 11
00
The Magic Stone
POPPY: Hello. Can I help you?
OLD LADY: Thank you. Whats your name?
POPPY: Poppy.
BEFORE listening to the story:
Whats her name? Pointing. (Victoria.) (Poppy.)
Whats this? Pointing. (A car/a house/a school bag/a woman/a zebra crossing.)
What colour is it? (yellow/orange/red/black and white/etc.)
Its a rocket!
AFTER listening to the story:
What does the old lady want to do? (Cross the street.)
Does Poppy want to help the old lady? (Yes.)
Why? Pointing at the old ladys stick. (She is blind.)
Why does Poppy help? Answers will vary.
Do you help old people? Answers will vary.
How? Answers will vary.
storycards3P_A4.indd 2 28/10/10 09:05:01 storycards3P_A4.indd 3 28/10/10 09:05:08
a car

9
Lesson 4
7 Circle and write things you can see in the story. [Look at PB page 11.]
8 Read and 4or 8.
1 My names Miss Hill. 8
2 Ive got a cat.
3 Ive got a magic car.
4 Im seventy-ve.
5 I havent got a bag.
Reading and writing skills work
stone plane cat car school bag bike
WD3AB_Ud1.indd 9 23/9/10 18:12:33
Storycards
Story worksheet
16 Well Done! 3 Photocopiable Pearson Educacin. S.A, 2011 16
Class:
Story worksheet 2
Photocopiable 14
Name:
The Baby Butterfly
2
3 4
5 6
1
02_WDTRB_3_Unit2_1P.indd 16 18/10/10 18:06
Activities to consolidate the
key language of the unit.
bicycle
rocket
helicopter
12
Lesson 2 Language practice
Oral practice of the key language seen in lesson 1. The
rst activity is a listening comprehension exercise. The
second activity practises oral interaction (taking part in
a conversation) and makes use of a page with cut-outs
in the Pupils Book. The lesson thus provides a change of
pace as it starts with an activity where pupils look at the
book and then continues with an oral interaction task.
Lesson 1 First language presentation
The rst lesson presents the topic of the unit and key
language (vocabulary and structures). Language is
presented in the context of a story. It is then practised in
a simple chant that pupils listen to and repeat in a lively
and enjoyable way.
Flashcards and Wordcards
The ashcards and wordcards are used to
present vocabulary and practise it in a variety
of games.

Active Teach Lessons 1 and 2
The digital version of the Flashcards and Wordcards
can be used.
How the course is structured
4
flashcards 3.indd 5 12/7/10 10:50:00
2
flashcards 3.indd 3 12/7/10 10:49:55
1
flashcards 3.indd 2 12/7/10 10:49:52
Carnival Carnival
63
Practice: Carnival, parade, oat, costume, mask, decorations, shake.
Put your right/left leg/arm in/out. Turn around.
Photocopiables 6566
1 91 Listen, read and nd the words.
This is a big Carnival parade with a lot
of people. Look at the carnival oat.
There are lots of jesters. Can you see
the big face?
Look at the children. Theyve got great
costumes! I love the paint on their
faces. I can see red, white and orange
costumes.
At Carnival time
there are decorations
in the streets. Look
at all the lights! The
Mardi Gras colours
are green, purple
and yellow.
Put your left leg in,
Your left leg out,
In, out, in, out,
Shake it all about.
You do the hokey-cokey,
And you turn around,
Thats what its all about.
Put your right leg in!
Put your left hand in!
Put your right hand in!
Put your body in!
mask
WD3PB_Ud_Final.indd 63 16/12/10 08:35:04
Christmas Christmas
62
Practice: Father Christmas, beard, sleigh, present, everyone, reindeer,
mince pie, stocking, full, bell, fun, Santa
Photocopiables 6364
1 88 Listen, read and match.
Jingle bells! Jingle bells!
Jingle all the way!
Oh, what fun it is to ride
On Santas Christmas sleigh!
This is Father Christmas. Hes got
white hair and a white beard.
Hes got a sleigh. Hes got presents
for everyone!
This food is for Father Christmas
and Rudolph. Father Christmas has
got milk and a mince pie. Rudolph
has got apples and carrots.
Father Christmas has got nine
reindeer. This is my favourite
reindeer. His name is Rudolph.
What colour is his nose?
This is my stocking. Look!
Its full of presents.
A
B
C
D
1 2
3 4
Halloween Halloween
60

This is my jack-o-lantern. Its
a big pumpkin. Its got big
eyes, a small nose and a big
mouth. Theres a candle in it.
Its in the garden.

Look at all the food at my
Halloween party. Theres a
fruit cake and pumpkin soup.
There are witchs hat biscuits
and ghostly sandwiches too.

This is a photo of the school
Halloween party. Im wearing
a ghost costume. My friend
Katie is wearing a witch
costume.
Practice: Halloween, party, pumpkin, ghost, witch, vampire, spider,
trick-or-treating, jack-o-lantern, candle, sweets
Photocopiable 61
2 Read and say Yes or No.
1
2
3
4

In this picture Im a cat and
my brother is a superhero.
We are trick-or-treating in our
street. There are lots of sweets
in my pumpkin bag.
1 A pumpkin is a big orange vegetable.
2 At Halloween there are a lot of parties.
3 Children go trick-or-treating at school.
4 A jack-o-lantern is a ghost costume.
5 People make special food at Halloween.
A
D
B
C
Holiday time
56
Lesson 1
1 80 Listen and read.
2 81 Listen and point. Then listen and chant.
Theres a dress in the wardrobe,
Theres a suitcase on the bed.
There are five coloured T-shirts,
My favourite jumper is red.
My stones behind the computer,
Theres a football on the floor.
There are some sandwiches on the table,
Mum, Im ready to go!
Revision: Have you got (a jumper)? Ive got (two jumpers).
Wheres (your green skirt)? Its (in the wardrobe).
Theres a (dress) in/on/under/behind (the bed).
There are (ve T-shirts).
Have you got a jumper?
Wheres my stone?
Poppy!
Yes, mum. Ive got
two jumpers.
Ah! Here it is! Behind
the computer.
Wheres your
green skirt? Its in the
wardrobe.
Poppy and her mum are in the bedroom.
Poppys case is ready but
4
Lesson 1
Welcome!
Im eight.
Hi! My names Victoria.
Im ne
thanks.
New: Miss Hill, Joe, Stan, Ryan, Poppy, Victoria, Ale
How are you? Im ne, thanks.
Revision: Whats your name? My names (Poppy).
How old are you? Im (eight).
2 03 Listen and chant. Then ask and answer.
A B C D E F
G H I J K L
M N O P Q R
S T VWX
Y Z
Miss Hill
Stan
Joe
Thank you, Stan.
Thank you, Joe.
My names
Poppy.
And how old
are you?
My names Ale. Stan, how are you?
Welcome to Class 3, Ale!
Whats your name?
My names Alfie.
How old are you?
Im eight.
How are you?
Im fine, thanks.
This is Greenwood Primary School.
My names
Ryan.
Hello! Whats
your name?
WD3PB_Ud0.indd 4 15/12/10 16:09:37
Starter unit
The pupils get to know the
characters who appear
throughout the Pupils Book
and revise what they have
learnt in the rst cycle of
Primary Education.
Six main units Revision unit
Pupils revise what they have
learnt throughout the year.
Three units based on festivals
Practice exercises
in the Activity Book
and photocopiable
worksheets.
Key
vocabulary
at a glance.
f y a c t w c a r e l
b u s j a x n w z k a
b c g h h s p l a n e
e u h d l t r a i n m
f r b i k e t d s j b
h e l i c o p t e r k
g t r o c k e t r p l
y s u b m a r i n e p
6
Its a rocket
Lesson 1
1 96 Listen, nd and colour.
2 Look at the pictures in Activity 1. Find and circle.
Practice: bus, car, helicopter, plane, rocket, submarine, train,
Whats this? Its a (car). Its (red).
WD3AB_Ud1.indd 6 23/9/10 18:12:23
Class:
Mini Flashcards 2
Photocopiable 11
Name:
!
02_WDTRB_3_Unit2_1P.indd 13 18/10/10 18:06
additional oral
practice of key
language
7
Lesson 2
3 97 Listen and circle.
1 Whats this? Its a train / bus.
2 What are these? Theyre cars / bikes.
3 Whats this? Its a rocket / submarine.
4 What are these? Theyre trains / rockets.
5 Whats this? Its a plane / helicopter.
6 What are these? Theyre bikes / trains.
4 What are these? Look and complete.
Practice: bus, car, helicopter, plane, rocket, submarine, train, pencil, ruler, pen, rubber
Whats this? Its a (car). What are these? Theyre (trains).
pencils rulers pens rubbers
1 Theyre .
3 .
2 Theyre .
4 .
WD3AB_Ud1.indd 7 23/9/10 18:12:26
67
Its a rocket Make cards (page 9)
WD3AB_CutOut.indd 67 23/9/10 18:28:35
Cut out
9
Lesson 2
4 Make cards. Then play a game.
3 Look and nd. Then ask and answer.
Practice: bus, car, helicopter, plane, rocket, submarine, train
Whats this? Its a (book). What are these? Theyre (rubbers).
Revision: book, pen, pencil, pencil case, rubber, ruler
Photocopiables 12
Its a ruler.
Whats this?
Theyre rubbers.
What are these?
book pen pencil pencil case rubber ruler
Its a helicopter.
PAGE 67
Activity Book
WD3PB_Ud1.indd 9 15/12/10 16:12:16
Recognition of the
written form of key
vocabulary.
Interactive activity
Mini Flashcards and Mini Wordcards
to revise lessons 1 and 2
9
13
Lesson 3 Song
Second language presentation
This lesson introduces the second key language point
related to the topic of the unit. This point may be
additional vocabulary or a structure. The rst activity
provides oral and visual presentation of the new
language. A second set of ashcards are provided for
this activity.
New vocabulary is contextualised and/or a new structure
is presented and then practised in a song.
Lesson 4 Story
Consolidation of the language learnt
Practice and consolidation of the key language in the unit
through a comic strip featuring Poppy and her friends.
Class:
Song worksheet 2
Photocopiable 13
Name:
1
27
Listen and ll in the gaps
Whats the animal?
Whats the animal?
Its got long, legs.
Long, strong legs.
Black and .
Whats the animal?
Whats the animal?
A big body.
and strong.
Whats the animal?
Whats the animal?
Four legs.
Its small and slow.
Small and .
What is it?
What is it?
02_WDTRB_3_Unit2_1P.indd 15 18/10/10 18:06

64
8
Lesson 3
6 Match and copy.
5 98 Listen and write.
Practice: numbers 10100
eighty-
seven
38
thirty-
eight
62
twenty-
six
87
sixty-two
26
forty-
three
43
WD3AB_Ud1.indd 8 23/9/10 18:12:30
10
Song Song
5 13 Listen and point. Then read and match.
Lesson 3
New: numbers 1100 Activity Book page 8
Photocopiable 3
Here comes a car,
Look at the car,
Its number seventy-four,
Driving past. Here comes a car,
Look at the car,
Its number ninety-seven,
Driving past.
Here comes a car,
Look at the car,
Its number eighty-three,
Driving past.
Cars, cars,
driving past!
ten twenty thirty forty fty
sixty seventy eighty ninety one hundred
WD3PB_Ud1.indd 10 15/12/10 16:12:20
Flashcards and wordcards
Song worksheet
Activity Teach Lesson 3
Pupils sing a karaoke version of the song.
8
flashcards 3.indd 9
12/7/10 10:50:11
3
flashcards 3.indd 4 12/7/10 10:49:58
5
flashcards 3.indd 6
12/7/10 10:50:03
Oral practice of the second language
point.
Recognition and revision of
vocabulary and structures.
1
5
3 4
2
6
11
Story Story
7 16 Listen and read. Then listen and act out.
Lesson 4
Practice: seventyve. Whats your name? How old are you? Im (eight).
How are you? Im ne. Whats this? Its a (magic stone).
Receptive: Can I help you? How old am I? Can you guess?
I know. I dont know.
Photocopiable 4
Its a stone.
A magic stone.
Well done!
This is for you.
Its a stone.
A magic stone.
Poppy.
I dont know.
Hello. Can I help you?
Thank you. Whats
your name?
I know!
Seventy-ve.
How old am I?
Can you guess?
How are
you?
Im ne.
Im eight.
What is it?
How old are you?
Whats this?
The Magic Stone
WD3PB_Ud1.indd 11 15/12/10 16:12:30
The digital version of the Storycards can be used.
Storycard 1 T Storycard 1 11
00
The Magic Stone
POPPY: Hello. Can I help you?
OLD LADY: Thank you. Whats your name?
POPPY: Poppy.
Whats her name? Pointing. (Victoria.) (Poppy.)
Whats this? Pointing. (A car/a house/a school bag/a woman/a zebra crossing.)
What colour is it? (yellow/orange/red/black and white/etc.)
Its a rocket!
What does the old lady want to do? (Cross the street.)
Does Poppy want to help the old lady? (Yes.)
Why? Pointing at the old ladys stick. (She is blind.)
Why does Poppy help? Answers will vary.
Do you help old people? Answers will vary.
How? Answers will vary.
storycards3P_A4.indd 2 28/10/10 09:05:01 storycards3P_A4.indd 3 28/10/10 09:05:08
a car

9
Lesson 4
7 Circle and write things you can see in the story. [Look at PB page 11.]
8 Read and 4or 8.
1 My names Miss Hill. 8
2 Ive got a cat.
3 Ive got a magic car.
4 Im seventy-ve.
5 I havent got a bag.
Reading and writing skills work
stone plane cat car school bag bike
WD3AB_Ud1.indd 9 23/9/10 18:12:33
Storycards
Story worksheet
Class:
Story worksheet 2
Photocopiable 14
Name:
The Baby Butterfly
2
3 4
5 6
1
02_WDTRB_3_Unit2_1P.indd 16 18/10/10 18:06
Activities to consolidate the
key language of the unit.
bicycle
rocket
helicopter
12
Lesson 2 Language practice
Oral practice of the key language seen in lesson 1. The
rst activity is a listening comprehension exercise. The
second activity practises oral interaction (taking part in
a conversation) and makes use of a page with cut-outs
in the Pupils Book. The lesson thus provides a change of
pace as it starts with an activity where pupils look at the
book and then continues with an oral interaction task.
Lesson 1 First language presentation
The rst lesson presents the topic of the unit and key
language (vocabulary and structures). Language is
presented in the context of a story. It is then practised in
a simple chant that pupils listen to and repeat in a lively
and enjoyable way.
Flashcards and Wordcards
The ashcards and wordcards are used to
present vocabulary and practise it in a variety
of games.

The digital version of the Flashcards and Wordcards
can be used.
How the course is structured
4
flashcards 3.indd 5 12/7/10 10:50:00
2
flashcards 3.indd 3 12/7/10 10:49:55
1
flashcards 3.indd 2 12/7/10 10:49:52
Carnival Carnival
63
Practice: Carnival, parade, oat, costume, mask, decorations, shake.
Put your right/left leg/arm in/out. Turn around.
Photocopiables 6566
1 91 Listen, read and nd the words.
This is a big Carnival parade with a lot
of people. Look at the carnival oat.
There are lots of jesters. Can you see
the big face?
Look at the children. Theyve got great
costumes! I love the paint on their
faces. I can see red, white and orange
costumes.
At Carnival time
there are decorations
in the streets. Look
at all the lights! The
Mardi Gras colours
are green, purple
and yellow.
Put your left leg in,
Your left leg out,
In, out, in, out,
Shake it all about.
You do the hokey-cokey,
And you turn around,
Thats what its all about.
Put your right leg in!
Put your left hand in!
Put your right hand in!
Put your body in!
mask
Christmas Christmas
62
Practice: Father Christmas, beard, sleigh, present, everyone, reindeer,
mince pie, stocking, full, bell, fun, Santa
Photocopiables 6364
Jingle bells! Jingle bells!
Jingle all the way!
Oh, what fun it is to ride
On Santas Christmas sleigh!
This is Father Christmas. Hes got
white hair and a white beard.
Hes got a sleigh. Hes got presents
for everyone!
This food is for Father Christmas
and Rudolph. Father Christmas has
got milk and a mince pie. Rudolph
has got apples and carrots.
Father Christmas has got nine
reindeer. This is my favourite
reindeer. His name is Rudolph.
What colour is his nose?
This is my stocking. Look!
Its full of presents.
A
B
C
D
1 2
3 4
Halloween Halloween
60

This is my jack-o-lantern. Its
a big pumpkin. Its got big
eyes, a small nose and a big
mouth. Theres a candle in it.
Its in the garden.

Look at all the food at my
Halloween party. Theres a
fruit cake and pumpkin soup.
There are witchs hat biscuits
and ghostly sandwiches too.

This is a photo of the school
Halloween party. Im wearing
a ghost costume. My friend
Katie is wearing a witch
costume.
Practice: Halloween, party, pumpkin, ghost, witch, vampire, spider,
trick-or-treating, jack-o-lantern, candle, sweets
Photocopiable 61
2 Read and say Yes or No.
1
2
3
4

In this picture Im a cat and
my brother is a superhero.
We are trick-or-treating in our
street. There are lots of sweets
in my pumpkin bag.
1 A pumpkin is a big orange vegetable.
2 At Halloween there are a lot of parties.
3 Children go trick-or-treating at school.
4 A jack-o-lantern is a ghost costume.
5 People make special food at Halloween.
A
D
B
C
Holiday time
56
Lesson 1
2 81 Listen and point. Then listen and chant.
Theres a dress in the wardrobe,
Theres a suitcase on the bed.
There are five coloured T-shirts,
My favourite jumper is red.
My stones behind the computer,
Theres a football on the floor.
There are some sandwiches on the table,
Mum, Im ready to go!
Revision: Have you got (a jumper)? Ive got (two jumpers).
Wheres (your green skirt)? Its (in the wardrobe).
Theres a (dress) in/on/under/behind (the bed).
There are (ve T-shirts).
Have you got a jumper?
Wheres my stone?
Poppy!
Yes, mum. Ive got
two jumpers.
Ah! Here it is! Behind
the computer.
Wheres your
green skirt? Its in the
wardrobe.
Poppy and her mum are in the bedroom.
Poppys case is ready but
4
Lesson 1
Welcome!
Im eight.
Hi! My names Victoria.
Im ne
thanks.
New: Miss Hill, Joe, Stan, Ryan, Poppy, Victoria, Ale
How are you? Im ne, thanks.
Revision: Whats your name? My names (Poppy).
How old are you? Im (eight).
2 03 Listen and chant. Then ask and answer.
A B C D E F
G H I J K L
M N O P Q R
S T VWX
Y Z
Miss Hill
Stan
Joe
Thank you, Stan.
Thank you, Joe.
My names
Poppy.
And how old
are you?
My names Ale. Stan, how are you?
Welcome to Class 3, Ale!
Whats your name?
My names Alfie.
How old are you?
Im eight.
How are you?
Im fine, thanks.
This is Greenwood Primary School.
My names
Ryan.
Hello! Whats
your name?
WD3PB_Ud0.indd 4 15/12/10 16:09:37
Starter unit
The pupils get to know the
characters who appear
throughout the Pupils Book
and revise what they have
learnt in the rst cycle of
Primary Education.
Six main units Revision unit
Pupils revise what they have
learnt throughout the year.
Three units based on festivals
Practice exercises
in the Activity Book
and photocopiable
worksheets.
Key
vocabulary
at a glance.
f y a c t w c a r e l
b u s j a x n w z k a
b c g h h s p l a n e
e u h d l t r a i n m
f r b i k e t d s j b
h e l i c o p t e r k
g t r o c k e t r p l
y s u b m a r i n e p
6
Its a rocket
Lesson 1
1 96 Listen, nd and colour.
2 Look at the pictures in Activity 1. Find and circle.
Practice: bus, car, helicopter, plane, rocket, submarine, train,
Whats this? Its a (car). Its (red).
WD3AB_Ud1.indd 6 23/9/10 18:12:23
Class:
Mini Flashcards 2
Photocopiable 11
Name:
!
02_WDTRB_3_Unit2_1P.indd 13 18/10/10 18:06
additional oral
practice of key
language
7
Lesson 2
3 97 Listen and circle.
1 Whats this? Its a train / bus.
2 What are these? Theyre cars / bikes.
3 Whats this? Its a rocket / submarine.
4 What are these? Theyre trains / rockets.
5 Whats this? Its a plane / helicopter.
6 What are these? Theyre bikes / trains.
4 What are these? Look and complete.
Practice: bus, car, helicopter, plane, rocket, submarine, train, pencil, ruler, pen, rubber
Whats this? Its a (car). What are these? Theyre (trains).
pencils rulers pens rubbers
1 Theyre .
3 .
2 Theyre .
4 .
WD3AB_Ud1.indd 7 23/9/10 18:12:26
67
Its a rocket Make cards (page 9)
WD3AB_CutOut.indd 67 23/9/10 18:28:35
Cut out
9
Lesson 2
4 Make cards. Then play a game.
3 Look and nd. Then ask and answer.
Practice: bus, car, helicopter, plane, rocket, submarine, train
Whats this? Its a (book). What are these? Theyre (rubbers).
Revision: book, pen, pencil, pencil case, rubber, ruler
Photocopiables 12
Its a ruler.
Whats this?
Theyre rubbers.
What are these?
book pen pencil pencil case rubber ruler
Its a helicopter.
PAGE 67
Activity Book
WD3PB_Ud1.indd 9 15/12/10 16:12:16
Recognition of the
written form of key
vocabulary.
Interactive activity
Mini Flashcards and Mini Wordcards
to revise lessons 1 and 2
10
15
Lesson 7 Communication
This lesson gives plenty of opportunity for oral production
and interaction using the language seen in the unit.
The rst activity is a game or an oral pair work task in
which pupils interact using the new language seen in the
unit.
Pupils then do a pronunciation rhyme related to the topic
of the unit, which allows them to focus on rhythm, stress
and intonation in an enjoyable way.
The nal activity is a board game. Pupils can play this
in small groups or as a whole class. As they go around
the board, they practise the key vocabulary and the oral
communications tasks they have done throughout the
unit. Owing to its digital format, Active Teach provides a
very attractive way to play the board game interactively
with all the class.
Board game and game cards

Lesson 8 Consolidation and self-evaluation
This lesson rounds off the unit. It includes an oral revision
activity Remember! and a personalisation activity All
about me which practise the communicative objectives
of the unit in creative tasks. The lesson closes with a
reference to the relevant chapter of the reader, Pirates.
Revision exercise and a
Picture Dictionary
activity using stickers
Unit, term and Teachers Resource Material
end-of-year Tests Portfolio worksheet
Active Teach DVD clip
Pupils watch the DVD as a reward for all the work they
have done in the unit.
14
Lesson 7
Lets
talk!
Photocopiables 89
16 Play the Board game with the Unit 1 cards.
15 20 Listen and say the chant.
14 Play a game.
Practice: Whats this? Its a What are these? Theyre
Pronunciation: the sound /e/, rhythm and stress
Revision: Unit 1 language
Whats this?
Theyre pens.
Its a car.
What are these?
Train number eighty-eight,
Its late. Its late.
Please wait! Please wait!
WD3PB_Ud1.indd 14 15/12/10 16:13:41
Now you can
read Pirates 1!
15
Lesson 8
This is a rocket for
my dog.
Its red and blue.
This is a submarine
for my cat.
Its green and yellow.
17 Find and say.
Unit 1 revision
Portfolio work
Self-assessment
Photocopiable 10
18 Draw and write.
Remember!
Whats this? Its a (rocket).
What are these? Theyre (cars).
What number is it? Its number (ninety-nine).
WD3PB_Ud1.indd 15 15/12/10 16:13:49
Class:
Fast nishers worksheet 2
Photocopiable 19
Name:
1 Read and make sentences.
WD3TRB-2-21-1a WD3TRB-2-21-1b WD3TRB-2-21-1c
long tall/small long/strong
green red/grey pink/brown
slow slow/fast slow/fast
no legs 2 legs 4 legs
A snake is long, green and slow. It hasnt got legs.
02_WDTRB_3_Unit2_1P.indd 21 18/10/10 18:07
12
Lesson 7
PAGE 61 PAGE 61
12 99 Listen and write the numbers. Then copy.
13 Look and complete.
Spelling and writing
Revision of Unit 1 language
thirty-ve forty-eight twenty-seven ninety-three fty-two seventy-six

What are these ?
Theyre cars .
1
?
.
3
Whats ?
Its a .
2
?
.
4
52
fifty-two
WD3AB_Ud1.indd 12 23/9/10 18:12:51

PAGE 61
13
Lesson 8
I can
PAGE 61
Find and stick the Unit 1 stickers.
I can say and write these vehicles:
I can count up to one hundred: I can remember the names of school
objects:
This is a Whats this? Its a What are these? Theyre
I can say:
Self-assessment

WD3AB_Ud1.indd 13 23/9/10 18:12:55
Class:
Reinforcement worksheets 2
Photocopiable 18
Name:
2 Read and circle.
1 Read and match.
Its fast. Its grey and white.
Its got long legs.
2 tiger
3 ostrich
1 giraffe
Its strong. Its orange
and black. Its got four legs.
Its got four legs. Its tall.
Its brown and yellow.
strong
tall
y e l l o w

f u r r y
o r a n g e
slow
long
tall
y e l l o w

f u r r y
o r a n g e
slow
a
b
c
02_WDTRB_3_Unit2_1P.indd 20 18/10/10 18:07
for pupils with different needs
(fast nishers/reinforcement)
Play the board game with the whole class.
4
1 2
4
3
Look, the fort!
Home again. Im McRat.
Open the door!

Whats your name?
Whats your name?
This is Ritarat and Pavaratty.
And this is Ratino.
My name is
Doorinkadooranabus.
Call me Doo Doo.
Captain McRat!
119 Pirates 1
WD3 Reader.indd 4 28/10/10 09:36:32
5
5 6
7
9 10
8
Im McRat.
Open the door!

Whats your name?
Have you got
the treasure?
The treasure is in
cannon number 3.
Lets go to the inn.
Goodbye, Doo Doo!
Ah treasure! Look
at this stone. My
favourite colour is red.
Whats your name?
Hide the treasure.
Have you got a pencil?
Yes, I have. Look!
Yes, I have, sir.
Goodbye!
WD3 Reader.indd 5 28/10/10 09:36:54
61
My Well Done! 3 Picture Dictionary
Unit 1
bus
car
helicopter
plane
rocket
submarine
train
bike
ten
twenty
thirty
forty
fty
sixty
seventy
eighty
ninety
a hundred
WD3AB_PictDic.indd 61 23/9/10 18:29:31
4
Unit 4 Unit 4
4
Unit 1
4
Unit 1
4
Unit 3
4
Unit 3
4
Unit 2
4
Unit 2
4
4
Unit 5 Unit 5
4
4
Unit 6 Unit 6
4
Well Done! 3. Pearson Educacin, S. A., 2011
bus car helicopter plane rocket submarine
train bike
bear elephant giraffe ostrich snake tiger
tortoise
long short blonde dark hair eyes
apples bananas biscuits bread carrots cheese
chicken chocolate cake sh fruit juice grapes
play football swim ride a bike play the recorder
dance sing paint make models rollerblade
cupboard window chair bed table wardrobe
door sofa in on under behind near
WD3AB_Stikers.indd 2 23/9/10 18:31:40
Class:
Name:
Listening & Speaking Test 2
Well Done! 3 Photocopiable Pearson Educacin. S.A, 2011
2 Look and say.
1 110 Listen and number.

Is it a...?
10
WD 3 Test Booklet.indd 10 18/10/10 18:12
Class:
Name:
Reading & Writing Test 2
2 Choose and write.
1 Read and match.
1 Its slow.
2 Its furry.
3 Its strong.
4 Its tall.
furry fast slow strong
1 Its a bear.
Its .
2 Its an ostrich.
Its .
3 Its a tortoise.
Its .
4 Its an elephant.
Its .
10 11
a
b
c
d
Class:
Portfolio worksheet 2
Photocopiable 20
Name:
Make notes.
Complete.
Read and .
What colours is it?
Whats it like?
Body: Tail:
Legs: Eyes:
Head: Mouth:
My favourite animal is the .
Its and .
Its and .
Its got .
red green blue black
white brown grey yellow
orange pink purple
big small long short
strong tall slow fast
furry
My Favourite
Animal
Stick a picture of your
favourite animal here.
02_WDTRB_3_Unit2_1P.indd 22 18/10/10 18:07
14
Lesson 6 Cross-cultural section
This lesson includes a reading activity and a discussion of
the childrens lives in different countries around the world
that are related to the unit topic. Ideas for projects to be
done in class are often included.
As with lesson 5 the vocabulary of these lessons is
always receptive, but the teacher may wish to encourage
stronger pupils to actively use it.
Lesson 5 Cross-curricular section
Presents the cross-curricular material in each unit, which
is always linked to the unit topic. The subject matter may
be related to science, maths, the social sciences, arts and
crafts, or music. In this way, a range of topics which the
pupils are learning about in other curricular subjects is
revised and developed.
Lesson 5 builds on the topic of the unit, presents new
concepts, and develops pupils thinking skills. Lesson 6
practises these concepts in an authentic cross-curricular
context, and contains a project in which pupils can apply their
new-found knowledge and use the key language in the unit.
The vocabulary in these lessons is always taught for
recognition purposes only. However, you may want to
encourage more advanced pupils to actively use it.
A poster and reusable stickers to present cross-curricular
vocabulary and consolidate the key vocabulary seen in
the unit.
Pupils use the poster and stickers containing words in an
interactive activity
Activities to develop thinking
skills, the specic language of the
cross-curricular lesson and further
comprehension exercises.
Cross-curricular worksheet and Poster project
cross-cultural lesson and further
Class:
Cross-cultural worksheet 2
Photocopiable 17
Name:
1 Complete the animal cards. Then colour.
Llam
a
Red
Panda Lem
u
r
W
om
bat
Country:
Colour:
Its got:
Its:
Country:
Colour:
Its got:
Its:
Country:
Colour:
Its got:
Its:
Country:
Colour:
Its got:
Its:
02_WDTRB_3_Unit2_1P.indd 19 18/10/10 18:07
Cross-cultural worksheet
20
Lesson 5
Practice: frog, strong, tall, slow, fast, furry, long, short
Its (fast). Its got (long legs).
Receptive: fox, lion, polar bear, deer, arctic fox, crocodile, tail, very,
dangerous, their, them, hide. (Foxes) live here.
Photocopiables 1516
10 Match the animals to their homes.
9 30 Listen and read. Then say.
Its brown and white. Its fast. It isnt
dangerous. Its got very long legs.
Its got a short, white tail.
fox lion polar bear frog
deer arctic fox crocodile
What colour are the
animals? Their colour
helps them hide.
geography
1 2
4 3
WD3PB_Ud2.indd 20 15/12/10 16:28:09
Well Done! 3 Pearson Educacin S.A., 2011
Poster 2
Animals around the world
a bear
an elephant
a giraffe
an ostrich
a snake
a llama
a red panda
a tiger
a tiger
a tortoise
a fox
a frog
a deer
a crocodile
a lemur a wombat
a polar bear
an arctic fox
WD3_Poster unit2.indd 1 20/10/10 09:59:37
10
Lesson 5
9 Look at the map. Then read and complete.
Practice: train, car, bike, plane, bus, boat
Receptive: (London) to (Portsmouth)
bike boat bus car plane train
1 London to Portsmouth: train , bus or car .
2 London to the Isle of Wight: .
3 Portsmouth to Chichester: or .
4 Portsmouth to Lee: or .
5 London to Chichester: or .
6 Portsmouth to the Isle of Wight: .
London
Chichester
Isle of Wight
Portsmouth Lee
social
sciences
WD3AB_Ud1.indd 10 23/9/10 18:12:40
Ive got a red bike .
I go to by bike.
I go to school .
This is our car. blue.
I go to school bus.
This is my yellow .
I walk to school. I havent
a bike.
I to school with my friends.
11
W
indow on the world
Lesson 6
10 Read and complete.
11 Draw and complete the correct sentence.
Practice: This is my (bike). Its (yellow). I go to school by (bus).
bike by by car got its school school bus walk
1
4
2
3
I go to school by
.
I
to school.
WD3AB_Ud1.indd 11 23/9/10 18:12:47
Class:
Poster project 2
Photocopiable 15
Name:
Forest
P o l a r R e g i o n s
S a v a n n a h
Wetlands
02_WDTRB_3_Unit2_1P.indd 17 18/10/10 18:06
Class:
Cross-curricular worksheet 2
Photocopiable 16
Name:
2 Where do these animals live? Write the names of the habitat.
1 Write the animal names in the correct habitat.
fox polar bear deer crocodile lion frog arctic fox elephant
seal duck giraffe squirrel
THE ARCTIC
THE SAVANNAH WETLANDS
THE FOREST
02_WDTRB_3_Unit2_1P.indd 18 18/10/10 18:07
Lesson 6
13
13 Find out and say.
Canada
A
Australia
C
England
B
Brunei
E
1 This is my mums car.
Its big and green.
I go to school by car
with my brother.
2 Ive got two brothers.
My dad has got a
grey moped. We go to
school with my dad.
3 My family hasnt
got a car. I walk to
school. I walk with my
friends.
4 In this photo you can
see me and my sister
with our bikes. We
go to school by bike.
5 Look at the yellow
bus. I go to school
on this bus. I go with
my friends.
India
D
How do you go to school?
W
indow on the world
Practice: car, bike, bus, walk
Receptive: moped. How do you go to school?
I go to school by (car). I walk to school.
Photocopiable 7
WD3PB_Ud1.indd 13 15/12/10 16:13:32
11
15
Lesson 7 Communication
This lesson gives plenty of opportunity for oral production
and interaction using the language seen in the unit.
The rst activity is a game or an oral pair work task in
which pupils interact using the new language seen in the
unit.
Pupils then do a pronunciation rhyme related to the topic
of the unit, which allows them to focus on rhythm, stress
and intonation in an enjoyable way.
The nal activity is a board game. Pupils can play this
in small groups or as a whole class. As they go around
the board, they practise the key vocabulary and the oral
communications tasks they have done throughout the
unit. Owing to its digital format, Active Teach provides a
very attractive way to play the board game interactively
with all the class.
Board game and game cards

Lesson 8 Consolidation and self-evaluation
This lesson rounds off the unit. It includes an oral revision
activity Remember! and a personalisation activity All
about me which practise the communicative objectives
of the unit in creative tasks. The lesson closes with a
reference to the relevant chapter of the reader, Pirates.
Revision exercise and a
Picture Dictionary
activity using stickers
Unit, term and Teachers Resource Material
end-of-year Tests Portfolio worksheet
Active Teach DVD clip
Pupils watch the DVD as a reward for all the work they
have done in the unit.
14
Lesson 7
Lets
talk!
Photocopiables 89
15 20 Listen and say the chant.
14 Play a game.
Practice: Whats this? Its a What are these? Theyre
Pronunciation: the sound /e/, rhythm and stress
Whats this?
Theyre pens.
Its a car.
What are these?
Its late. Its late.
Please wait! Please wait!
WD3PB_Ud1.indd 14 15/12/10 16:13:41
Now you can
read Pirates 1!
15
Lesson 8
This is a rocket for
my dog.
Its red and blue.
This is a submarine
for my cat.
Its green and yellow.
17 Find and say.
Unit 1 revision
Portfolio work
Self-assessment
Photocopiable 10
18 Draw and write.
Remember!
Whats this? Its a (rocket).
What are these? Theyre (cars).
What number is it? Its number (ninety-nine).
WD3PB_Ud1.indd 15 15/12/10 16:13:49
Class:
Fast nishers worksheet 2
Photocopiable 19
Name:
1 Read and make sentences.
02_WDTRB_3_Unit2_1P.indd 21 18/10/10 18:07
12
Lesson 7
PAGE 61 PAGE 61
12 99 Listen and write the numbers. Then copy.
Spelling and writing
Revision of Unit 1 language
thirty-ve forty-eight twenty-seven ninety-three fty-two seventy-six

What are these ?
Theyre cars .
1
?
.
3
Whats ?
Its a .
2
?
.
4
52
fifty-two
WD3AB_Ud1.indd 12 23/9/10 18:12:51

PAGE 61
13
Lesson 8
I can
PAGE 61
I can say and write these vehicles:
I can count up to one hundred: I can remember the names of school
objects:
This is a Whats this? Its a What are these? Theyre
I can say:
Self-assessment

WD3AB_Ud1.indd 13 23/9/10 18:12:55
Class:
Reinforcement worksheets 2
Photocopiable 18
Name:
2 Read and circle.
1 Read and match.
Its got long legs.
2 tiger
3 ostrich
1 giraffe
strong
tall
y e l l o w

f u r r y
o r a n g e
slow
long
tall
y e l l o w

f u r r y
o r a n g e
slow
a
b
c
02_WDTRB_3_Unit2_1P.indd 20 18/10/10 18:07
for pupils with different needs
(fast nishers/reinforcement)
Play the board game with the whole class.
4
1 2
4
3
Look, the fort!
Home again. Im McRat.
Open the door!

Whats your name?
Whats your name?
This is Ritarat and Pavaratty.
And this is Ratino.
My name is
Doorinkadooranabus.
Call me Doo Doo.
Captain McRat!
119 Pirates 1
WD3 Reader.indd 4 28/10/10 09:36:32
5
5 6
7
9 10
8
Im McRat.
Open the door!

Whats your name?
Have you got
the treasure?
The treasure is in
cannon number 3.
Lets go to the inn.
Goodbye, Doo Doo!
Ah treasure! Look
at this stone. My
favourite colour is red.
Whats your name?
Hide the treasure.
Have you got a pencil?
Yes, I have. Look!
Yes, I have, sir.
Goodbye!
WD3 Reader.indd 5 28/10/10 09:36:54
61
My Well Done! 3 Picture Dictionary
Unit 1
bus
car
helicopter
plane
rocket
submarine
train
bike
ten
twenty
thirty
forty
fty
sixty
seventy
eighty
ninety
a hundred
WD3AB_PictDic.indd 61 23/9/10 18:29:31
4
Unit 4 Unit 4
4
Unit 1
4
Unit 1
4
Unit 3
4
Unit 3
4
Unit 2
4
Unit 2
4
4
Unit 5 Unit 5
4
4
Unit 6 Unit 6
4
Well Done! 3. Pearson Educacin, S. A., 2011
bus car helicopter plane rocket submarine
train bike
bear elephant giraffe ostrich snake tiger
tortoise
long short blonde dark hair eyes
apples bananas biscuits bread carrots cheese
chicken chocolate cake sh fruit juice grapes
play football swim ride a bike play the recorder
dance sing paint make models rollerblade
cupboard window chair bed table wardrobe
door sofa in on under behind near
WD3AB_Stikers.indd 2 23/9/10 18:31:40
Class:
Name:
2 Look and say.
1 110 Listen and number.

Is it a...?
10
Class:
Name:
2 Choose and write.
1 Read and match.
1 Its slow.
2 Its furry.
3 Its strong.
4 Its tall.
1 Its a bear.
Its .
2 Its an ostrich.
Its .
3 Its a tortoise.
Its .
4 Its an elephant.
Its .
10 11
a
b
c
d
Class:
Photocopiable 20
Name:
Make notes.
Complete.
Read and .
What colours is it?
Whats it like?
Body: Tail:
Legs: Eyes:
Head: Mouth:
Its and .
Its and .
Its got .
orange pink purple
big small long short
strong tall slow fast
furry
My Favourite
Animal
02_WDTRB_3_Unit2_1P.indd 22 18/10/10 18:07
14
Lesson 6 Cross-cultural section
This lesson includes a reading activity and a discussion of
the childrens lives in different countries around the world
that are related to the unit topic. Ideas for projects to be
done in class are often included.
As with lesson 5 the vocabulary of these lessons is
always receptive, but the teacher may wish to encourage
stronger pupils to actively use it.
Lesson 5 Cross-curricular section
Presents the cross-curricular material in each unit, which
is always linked to the unit topic. The subject matter may
be related to science, maths, the social sciences, arts and
crafts, or music. In this way, a range of topics which the
pupils are learning about in other curricular subjects is
revised and developed.
Lesson 5 builds on the topic of the unit, presents new
concepts, and develops pupils thinking skills. Lesson 6
practises these concepts in an authentic cross-curricular
context, and contains a project in which pupils can apply their
new-found knowledge and use the key language in the unit.
The vocabulary in these lessons is always taught for
recognition purposes only. However, you may want to
encourage more advanced pupils to actively use it.
A poster and reusable stickers to present cross-curricular
vocabulary and consolidate the key vocabulary seen in
the unit.
Pupils use the poster and stickers containing words in an
interactive activity
cross-curricular lesson and further
Cross-curricular worksheet and Poster project
cross-cultural lesson and further
Class:
Photocopiable 17
Name:
Llam
a
Red
Panda Lem
u
r
W
om
bat
Country:
Colour:
Its got:
Its:
Country:
Colour:
Its got:
Its:
Country:
Colour:
Its got:
Its:
Country:
Colour:
Its got:
Its:
02_WDTRB_3_Unit2_1P.indd 19 18/10/10 18:07
Cross-cultural worksheet
20
Lesson 5
Photocopiables 1516
9 30 Listen and read. Then say.
What colour are the
helps them hide.
geography
1 2
4 3
WD3PB_Ud2.indd 20 15/12/10 16:28:09
Well Done! 3 Pearson Educacin S.A., 2011
Poster 2
Animals around the world
a bear
an elephant
a giraffe
an ostrich
a snake
a llama
a red panda
a tiger
a tiger
a tortoise
a fox
a frog
a deer
a crocodile
a lemur a wombat
a polar bear
an arctic fox
WD3_Poster unit2.indd 1 20/10/10 09:59:37
10
Lesson 5
9 Look at the map. Then read and complete.
Practice: train, car, bike, plane, bus, boat
Receptive: (London) to (Portsmouth)
bike boat bus car plane train
1 London to Portsmouth: train , bus or car .
2 London to the Isle of Wight: .
3 Portsmouth to Chichester: or .
4 Portsmouth to Lee: or .
5 London to Chichester: or .
6 Portsmouth to the Isle of Wight: .
London
Chichester
Isle of Wight
Portsmouth Lee
social
sciences
WD3AB_Ud1.indd 10 23/9/10 18:12:40
Ive got a red bike .
I go to by bike.
I go to school .
This is our car. blue.
I go to school bus.
This is my yellow .
I walk to school. I havent
a bike.
I to school with my friends.
11
W
indow on the world
Lesson 6
11 Draw and complete the correct sentence.
Practice: This is my (bike). Its (yellow). I go to school by (bus).
bike by by car got its school school bus walk
1
4
2
3
I go to school by
.
I
to school.
WD3AB_Ud1.indd 11 23/9/10 18:12:47
Class:
Poster project 2
Photocopiable 15
Name:
Forest
P o l a r R e g i o n s
S a v a n n a h
Wetlands
02_WDTRB_3_Unit2_1P.indd 17 18/10/10 18:06
Class:
Photocopiable 16
Name:
fox polar bear deer crocodile lion frog arctic fox elephant
THE ARCTIC
THE FOREST
02_WDTRB_3_Unit2_1P.indd 18 18/10/10 18:07
Lesson 6
13
Canada
A
Australia
C
England
B
Brunei
E
1 This is my mums car.
Its big and green.
I go to school by car
with my brother.
2 Ive got two brothers.
My dad has got a
grey moped. We go to
school with my dad.
3 My family hasnt
got a car. I walk to
school. I walk with my
friends.
4 In this photo you can
see me and my sister
with our bikes. We
go to school by bike.
5 Look at the yellow
bus. I go to school
on this bus. I go with
my friends.
India
D
W
indow on the world
Practice: car, bike, bus, walk
Receptive: moped. How do you go to school?
I go to school by (car). I walk to school.
Photocopiable 7
WD3PB_Ud1.indd 13 15/12/10 16:13:32
12
16
- their end-of-unit and end-of-term tests.
- their Well Done! 3 diploma.
New technologies in the classroom
The use of new technologies can considerably improve
the learning and teaching experience in the English
classroom.
The Well Done! package includes Active Teach, which
is designed to be used with an interactive whiteboard.
Active Teach is very easy to use, and allows the teacher
to get the most out of the possibilities afforded by new
technologies in the English classroom.
Active Teach includes:

an interactive version of the Pupils Book and Activity
Book, which makes it possible to teach the lessons
using an interactive whiteboard. In this way, the
teacher can monitor the attention and progress of the
class at all times.

all the listening material in the course, which can be
easily accessed either directly from the audio section,
or by clicking on the symbols on the pages of the
interactive Pupils Book and Activity Book.

digital versions of the ashcards, wordcards and
storycards. These can be used with the interactive
whiteboard in a more exible way than the physical
cards; an added advantage is that the recording can be
played at the same time as the cards are displayed on
the interactive whiteboard.

additional interactive practice activities.

a cross-curricular section which includes, in a digital
version, the cross-curricular posters that go with each
unit, together with the vocabulary stickers.

an animated version of the reader which can be read
and listened to with all the class.

video clips of real people related to the different topics
dealt with in the units, which tell the story of a family
who live in a magic bus.

interactive versions of the revision board games, with
digital dice and counters, which makes playing more
enjoyable and easier to manage.
The Active Book is a version of Active Teach, and is
included in the Activity Book pack. It is designed to be
used by pupils at home, so that parents can take part in
their learning process. The Active Book allows pupils to:

work interactively with the Pupils Book.

play at recognising words with the ashcard and
wordcard games.

listen to the stories with interactive versions of the
storycards and the reader.

practise songs and chants.

play the board game.

revise language with the interactive Picture Dictionary
for each unit.
Evaluation
Well Done! 3 provides three different ways of assessing
pupils progress.
1 Formal (or informal) evaluation
The teacher monitors pupils progress throughout
the unit as they carry out the activities in class. Active
Teach includes an Evaluation Chart which the teacher
can use to evaluate pupils performance in the different
classroom activities.
2 Summative (or formal) evaluation
Six photocopiable tests are provided, one for each unit.
A Test Record form is also included on page 24 of the
Tests booklet.
In addition, the Tests booklet contains: a diagnostic
test for the beginning of the school year; three end-
of-term tests which enable teachers to carry out a
cumulative assessment if they consider it necessary;
and an end-of-year test. The Teachers Resource
Materials include an end-of-year diploma to be given as
a prize for the work done throughout the year.
3 Self-evaluation
At the end of each unit in the Pupils Book, pupils
evaluate their own participation in the different
classroom activities. This helps them to become aware
of how they are progressing, and to start to develop
a realistic appreciation of their own skills, knowledge,
and learning objectives.
Language Portfolios
The Council of Europe promotes the use of a European
Language Portfolio as a means of encouraging language
learning and of providing an internationally recognised
record of language achievement.
Well Done! 3 adapts the European Language Portfolio so
that pupils can keep a record of what they are learning
in class in a way that is appropriate to their age and their
stage of cognitive development.
The portfolio for Well Done! consists of a selection of the
work which pupils have carried out throughout the year.
It is the pupils themselves who decide which pieces of
work they want to include (for example, the ones they
think represent their best work). Pupils portfolios should
preferably be kept in the classroom; pupils can take them
home to show to their parents when they wish.
Pupils will need a box or a large folder to store the
work which they have done throughout the year. They
should put their name on the cover of their portfolio
(a photocopiable copy of the cover is included in the
Teachers Resource Materials book), decorate it, and
stick it onto the outside of their box or folder. Pupils can
include some of the following in their portfolio:
- the Portfolio worksheets for each unit.
- the posters they have made, their All About Me projects,
and photocopiable worksheets, cards and other
material that they have completed during the year.
13
16
- their end-of-unit and end-of-term tests.
- their Well Done! 3 diploma.
New technologies in the classroom
The use of new technologies can considerably improve
the learning and teaching experience in the English
classroom.
The Well Done! package includes Active Teach, which
is designed to be used with an interactive whiteboard.
Active Teach is very easy to use, and allows the teacher
to get the most out of the possibilities afforded by new
technologies in the English classroom.
Active Teach includes:

an interactive version of the Pupils Book and Activity
Book, which makes it possible to teach the lessons
using an interactive whiteboard. In this way, the
teacher can monitor the attention and progress of the
class at all times.

all the listening material in the course, which can be
easily accessed either directly from the audio section,
or by clicking on the symbols on the pages of the
interactive Pupils Book and Activity Book.

digital versions of the ashcards, wordcards and
storycards. These can be used with the interactive
whiteboard in a more exible way than the physical
cards; an added advantage is that the recording can be
played at the same time as the cards are displayed on
the interactive whiteboard.

additional interactive practice activities.

a cross-curricular section which includes, in a digital
version, the cross-curricular posters that go with each
unit, together with the vocabulary stickers.

an animated version of the reader which can be read
and listened to with all the class.

video clips of real people related to the different topics
dealt with in the units, which tell the story of a family
who live in a magic bus.

interactive versions of the revision board games, with
digital dice and counters, which makes playing more
enjoyable and easier to manage.
The Active Book is a version of Active Teach, and is
included in the Activity Book pack. It is designed to be
used by pupils at home, so that parents can take part in
their learning process. The Active Book allows pupils to:

work interactively with the Pupils Book.

play at recognising words with the ashcard and
wordcard games.

listen to the stories with interactive versions of the
storycards and the reader.

practise songs and chants.

play the board game.

revise language with the interactive Picture Dictionary
for each unit.
Evaluation
Well Done! 3 provides three different ways of assessing
pupils progress.
1 Formal (or informal) evaluation
The teacher monitors pupils progress throughout
the unit as they carry out the activities in class. Active
Teach includes an Evaluation Chart which the teacher
can use to evaluate pupils performance in the different
classroom activities.
2 Summative (or formal) evaluation
Six photocopiable tests are provided, one for each unit.
A Test Record form is also included on page 24 of the
Tests booklet.
In addition, the Tests booklet contains: a diagnostic
test for the beginning of the school year; three end-
of-term tests which enable teachers to carry out a
cumulative assessment if they consider it necessary;
and an end-of-year test. The Teachers Resource
Materials include an end-of-year diploma to be given as
a prize for the work done throughout the year.
3 Self-evaluation
At the end of each unit in the Pupils Book, pupils
evaluate their own participation in the different
classroom activities. This helps them to become aware
of how they are progressing, and to start to develop
a realistic appreciation of their own skills, knowledge,
and learning objectives.
Language Portfolios
The Council of Europe promotes the use of a European
Language Portfolio as a means of encouraging language
learning and of providing an internationally recognised
record of language achievement.
Well Done! 3 adapts the European Language Portfolio so
that pupils can keep a record of what they are learning
in class in a way that is appropriate to their age and their
stage of cognitive development.
The portfolio for Well Done! consists of a selection of the
work which pupils have carried out throughout the year.
It is the pupils themselves who decide which pieces of
work they want to include (for example, the ones they
think represent their best work). Pupils portfolios should
preferably be kept in the classroom; pupils can take them
home to show to their parents when they wish.
Pupils will need a box or a large folder to store the
work which they have done throughout the year. They
should put their name on the cover of their portfolio
(a photocopiable copy of the cover is included in the
Teachers Resource Materials book), decorate it, and
stick it onto the outside of their box or folder. Pupils can
include some of the following in their portfolio:
- the Portfolio worksheets for each unit.
- the posters they have made, their All About Me projects,
and photocopiable worksheets, cards and other
material that they have completed during the year.
14
51
Basic competences

Linguistic communication Use language as an instrument of communication (lessons 1-8)

Processing information and digital competence Use new technologies in the classroom: Active Teach for interactive
whiteboards, or the computer (lesson 4)

Social and civic competence Make and accept rules for working together and codes of conduct (lessons 3 and 6)

Learning to learn Reect on what, and how, one has learnt (lesson 8)

Autonomy and personal initiative Develop ones own criteria and social skills, such as respect, cooperation, and
teamwork (lessons 1-8)
Classroom ideas

Play Crazy animal
(see Games Bank, pages 178-179)

Play Change places if ...

Play Lets walk and talk
Take-home English

Letter for parents When you begin Unit 2, give pupils
a copy of the letter (Teachers Resource Materials,
page 79).The letter explains what pupils are going to
learn in this unit, and suggests a range of tasks that
parents can do at home with their children.

Active Book Remind pupils to use their Active Book
at home. At the beginning of each lesson, ask the class
what activities they have done and what their favourite
one was.

Reader Encourage the pupils to read Pirates 2. They
can listen to the story in the Active Book and do the
activities.

Portfolio Encourage pupils to take their portfolios
home when they nish Unit 2. For this unit pupils may
want to include their All about me project.
Skills
Listening

recognise the names of animals

recognise adjectives to describe animals

recognise when someone is hungry or thirsty

recognise expressions to describe animals

recognise a description of an animal

understand a story with visual support
Reading

read animals names

read adjectives to describe animals

read expressions to describe animals with Its got and It
hasnt got

read a description of an animal

read a story
Speaking

say animals names

say when someone is hungry or thirsty

describe animals using Its got and It hasnt got

make sentences using a and an

say the Brown bear rhyme
Taking part in conversations

ask and answer questions about descriptions of animals
Writing

write sentences to describe animals using Its got and It
hasnt got

write sentences using a and an

write a description of your favourite animal
Evaluation

Pupils Book, page 23 Lesson 8
Remember! All about me

Activity Book page 21 Lesson 8
I can ..., Picture Dictionary

Tests pages 1011and 24

Tests Unit 2, Test Record
50
Is it an elephant?
Objectives

learn the names of some animals

learn to say that you are thirsty and hungry

learn to use a and an

learn adjectives to describe animals

learn to describe animals with Its got ... and It hasnt got ...
Topics

the dangers of being with wild
animals

magic

funny mistakes
Learning strategies

using previous knowledge

following instructions

remembering new words

thinking about your own
work and evaluating your
progress at the end of the
unit
Language
Vocabulary

animals: elephant, giraffe, tiger,
ostrich, tortoise, snake, bear

adjectives: grey, strong, tall,
slow, fast, furry
Structures

Im hungry/thirsty.

Its a (bear). Its an (elephant).

Is it a (giraffe)? Is it an
(elephant)? Yes, it is. No, it isnt.

Its (furry).

Its got (four legs). It hasnt got
(four legs).
Receptive language

General: shark, panda, gorilla,
snail. It isnt a park. Safari
park. Argh! I think theyre
hungry! Run!

Story: baby, shell, caterpillar,
buttery
Cross-curricular language

fox, lion, polar bear, deer,
arctic fox, crocodile, tail, very,
dangerous, their, them, hide.
(Foxes) live here.

llama, lemur, wombat, red
panda, fat, tail, face, Australia,
South America, Madagascar,
India. (Wombats) live in
(Australia).
Pronunciation

rhythm and stress

a rhyme to practise rhythm:
Brown bear
Cross-curricular contents

The Natural World: animals
natural habitat; animal
camouage; special animals;
geography.

Arts and Crafts and Music: a
song about animals; rhythm
and rhyme; drawing your
favourite animal.

Reading: understanding a
story, acting.
Stories

The Baby Buttery

Pirates 2
Songs and chants

chant: Is it a giraffe?

song: Footprints!
Sociocultural aspects

working in pairs

respecting animals natural
habitat
15
51
Basic competences

Linguistic communication Use language as an instrument of communication (lessons 1-8)

Processing information and digital competence Use new technologies in the classroom: Active Teach for interactive
whiteboards, or the computer (lesson 4)

Social and civic competence Make and accept rules for working together and codes of conduct (lessons 3 and 6)

Learning to learn Reect on what, and how, one has learnt (lesson 8)

Autonomy and personal initiative Develop ones own criteria and social skills, such as respect, cooperation, and
teamwork (lessons 1-8)
Classroom ideas

Play Crazy animal

Play Change places if ...

Play Lets walk and talk
Take-home English

Letter for parents When you begin Unit 2, give pupils
a copy of the letter (Teachers Resource Materials,
page 79).The letter explains what pupils are going to
learn in this unit, and suggests a range of tasks that
parents can do at home with their children.

Active Book Remind pupils to use their Active Book
at home. At the beginning of each lesson, ask the class
what activities they have done and what their favourite
one was.

Reader Encourage the pupils to read Pirates 2. They
can listen to the story in the Active Book and do the
activities.

Portfolio Encourage pupils to take their portfolios
home when they nish Unit 2. For this unit pupils may
want to include their All about me project.
Skills
Listening

recognise the names of animals

recognise adjectives to describe animals

recognise when someone is hungry or thirsty

recognise expressions to describe animals

recognise a description of an animal

understand a story with visual support
Reading

read animals names

read adjectives to describe animals

read expressions to describe animals with Its got and It
hasnt got

read a description of an animal

read a story
Speaking

say animals names

say when someone is hungry or thirsty

describe animals using Its got and It hasnt got

make sentences using a and an

say the Brown bear rhyme
Taking part in conversations

ask and answer questions about descriptions of animals
Writing

write sentences to describe animals using Its got and It
hasnt got

write sentences using a and an

write a description of your favourite animal
Evaluation

Pupils Book, page 23 Lesson 8
Remember! All about me

Activity Book page 21 Lesson 8
I can ..., Picture Dictionary

Tests pages 1011and 24

Tests Unit 2, Test Record
50
Is it an elephant?
Objectives

learn the names of some animals

learn to say that you are thirsty and hungry



learn to describe animals with Its got ... and It hasnt got ...
Topics

the dangers of being with wild
animals

magic

funny mistakes
Learning strategies

using previous knowledge

following instructions

remembering new words

thinking about your own
work and evaluating your
progress at the end of the
unit
Language
Vocabulary

animals: elephant, giraffe, tiger,
ostrich, tortoise, snake, bear

adjectives: grey, strong, tall,
slow, fast, furry
Structures

Im hungry/thirsty.

Its a (bear). Its an (elephant).

Is it a (giraffe)? Is it an
(elephant)? Yes, it is. No, it isnt.

Its (furry).

Its got (four legs). It hasnt got
(four legs).
Receptive language

General: shark, panda, gorilla,
snail. It isnt a park. Safari
park. Argh! I think theyre
hungry! Run!

Story: baby, shell, caterpillar,
buttery
Cross-curricular language

fox, lion, polar bear, deer,
arctic fox, crocodile, tail, very,
dangerous, their, them, hide.
(Foxes) live here.

llama, lemur, wombat, red
panda, fat, tail, face, Australia,
South America, Madagascar,
India. (Wombats) live in
(Australia).
Pronunciation

rhythm and stress

a rhyme to practise rhythm:
Brown bear
Cross-curricular contents

The Natural World: animals
natural habitat; animal
camouage; special animals;
geography.

Arts and Crafts and Music: a
song about animals; rhythm
and rhyme; drawing your
favourite animal.

Reading: understanding a
story, acting.
Stories

The Baby Buttery

Pirates 2
Songs and chants

chant: Is it a giraffe?

song: Footprints!
Sociocultural aspects

working in pairs

respecting animals natural
habitat
16
53

Ask pupils if they can see any difference in the words
that go before each animal in the chant.

Focus on a/an. Explain that if a word begins with a
vowel, we need to use an to make it easier to say.

Ask pupils to experiment saying first a elephant and
then an elephant, and ask them which is easier to say.

In pairs, pupil A points to an animal and says Is it a/
an ...? Pupil B replies Yes it is. / No it isnt.

Pupils then swap roles.
23
Is it a giraffe?
No, it isnt.
Is it an elephant?
Yes, it is.
Is it a tortoise?
No, it isnt.
Is it a tiger?
Yes, it is.
Is it an ostrich?
No, it isnt.
Is it a snake?
Yes, it is.
Is it a bear?
Yes, it is.
Is it hungry?
Yes, it is! Argh!
Activity Book, page 14
Read and colour.

Ask pupils to look at the picture and to say the names
of the animals they can see.

Pupils work on their own, read the sentences and
colour in the pictures.

Check with the whole class. Say What colour is the
(bear)? Encourage pupils to answer.
2 Look and write.

Read the animal wordcards out loud with all the class.
Ask pupils to look at the pictures and to say the names
of the animals.

Use the example to explain that pupils should decide
if the animal is preceded by a or an. Pupils complete
each sentence with a/an and the name of the animal.

Pupils work on their own to complete the sentences.
Check with the whole class. Say Whats this? Encourage
pupils to answer.
Activities to end the lesson

Pupils say the names of the animals while you hold up
the flashcards and place them around the class.

Play the chant again. Encourage the class to say the
chant and to point to the right flashcard when they
hear the name of each animal.

Say Goodbye, class! Ask the pupils to say Goodbye!
to you and to the classmates next to them. Use the
Goodbye routine explained in the Welcome! unit on
page 21.
Additional activities
Photocopiables 1112

Hand out copies of the mini flashcard and mini
wordcard worksheets to each pair. They then cut
them up.

Play Make a line.

Split the class into pairs. Each pair mixes up one of
its sets of mini flashcards and mini wordcards and
divides them up evenly.

Pupil A lays a card face up on the desk. If pupil B
has the matching mini flashcard or mini wordcard,
he/she puts it next to the other one. He/she then
lays a new card next to this one. If pupil B does not
have the matching card, pupil A continues with the
sequence. The first player to get rid of all his/her
cards is the winner.
Material Material

Pupils Book, page 16

Activity book, page 14

Class CD

Flashcards and wordcards 1022
Optional material Optional material

Photocopiables 1112, Teachers Resource
Materials, pages 1314

Active Teach

Active Book

scissors
Lesson 1
16
Is it an elephant?
New: bear, elephant, giraffe, ostrich, snake, tiger, tortoise, safari park,
hungry, thirsty, grey. Im (hungry). Its a (park). Is it a (tiger)?
Is it (hungry)? Yes, it is. No, it isnt.
Revision: long
Photocopiables 1112
And Im thirsty!
Look! A park.
1
22
Listen and read.
2
23
Listen and chant. Then point and say.
Look! Its long
and its grey.
Look!
Listen! Whats that?
Oh! Its an elephant!
Im hungry!
Is it a giraffe?
Is it an elephant?
No, it isnt.
Yes, it is!
Is it a bear?
Is it hungry?
Yes, it is.
Yes, it is!
It isnt a park. Its a safari park.
bear
snake
tiger
ostrich
giraffe
tortoise
elephant
WD3PB_Ud2.indd 16 18/10/10 18:39:16
52
Is it an elephant?
Lesson 1
Activities to begin the lesson

Greet the class. Say Hello, class! Ask pupils to reply by
saying Hello! Use the Hello Routine explained in the
Welcome! unit on page 20.

Do the song, chant or rhyme from Unit 1 to revise the
language learnt and to liven up the class. If necessary,
use the vehicles and numbers flashcards and
wordcards

Tell the class the title of the new unit and ask them to
look through the pages of Unit 2. Ask them what they
think it will be about.

Ask the class to say the names of animals which they
already know in English.
Main activities
1 Listen and read.

Use the flashcards to teach animals.

Hold up the wordcards and encourage the class to
read them out loud with you.

Point to the first picture. Explain that Stan and Joe are
looking for a quiet place to have lunch.

Encourage pupils to talk about what is happening in the
picture.

Repeat the process with the other pictures.

Make sure that pupils understand what is happening:
Stan and Joe thought that they had gone to a park to
have lunch because they didnt see the Safari park
sign. They are very surprised and frightened when they
see the animals.

Play the recording. Pupils listen, point to the pictures,
and read the text. Choose some pupils to read out the
text in the speech bubbles.
22
1 Stan: Im hungry!
Joe: And Im thirsty! Look! A park.
Narrator: It isnt a park. Its a safari park.
2 Stan: Listen! Whats that?
Joe: Look! Its long and its grey.
3 Stan: Oh! Its an elephant!
Joe: Look! An ostrich.
Stan: A giraffe, a tiger,
Joe: A tortoise, a snake
Stan: And a bear!
Stan and Joe: ARGGH! I think theyre hungry!
2 Listen and chant. Then point and say.

Pupils look at the pictures of the animals in the chant.

Play the recording once. Pupils listen and point to the
animals when they hear them in the chant.

Check that they understand the meaning of hungry.

Play the chant again. This time pupils point, clap and
repeat the chant in time with the rhythm.
Objectives Objectives

learn the names of different animals


say a chant
Key language
Vocabulary
elephant, giraffe, tiger, ostrich, tortoise,
snake, bear, grey
Structures
How many (tables)? Two (tables).
Revision
Im hungry/thirsty. Its a (bear). Its an (elephant). Is
it a (giraffe)? Yes, it is. No, it isnt.
Receptive language
Safari park. It isnt a park. Argh! I think theyre
hungry!
17
53

Ask pupils if they can see any difference in the words
that go before each animal in the chant.

Focus on a/an. Explain that if a word begins with a
vowel, we need to use an to make it easier to say.

Ask pupils to experiment saying first a elephant and
then an elephant, and ask them which is easier to say.

In pairs, pupil A points to an animal and says Is it a/
an ...? Pupil B replies Yes it is. / No it isnt.

23
Is it a giraffe?
No, it isnt.
Is it an elephant?
Yes, it is.
Is it a tortoise?
No, it isnt.
Is it a tiger?
Yes, it is.
Is it an ostrich?
No, it isnt.
Is it a snake?
Yes, it is.
Is it a bear?
Yes, it is.
Is it hungry?
Yes, it is! Argh!
Read and colour.

Ask pupils to look at the picture and to say the names
of the animals they can see.

Pupils work on their own, read the sentences and
colour in the pictures.

Check with the whole class. Say What colour is the
(bear)? Encourage pupils to answer.
2 Look and write.

Read the animal wordcards out loud with all the class.
Ask pupils to look at the pictures and to say the names
of the animals.

Use the example to explain that pupils should decide
if the animal is preceded by a or an. Pupils complete
each sentence with a/an and the name of the animal.

Pupils work on their own to complete the sentences.
Check with the whole class. Say Whats this? Encourage
pupils to answer.

Pupils say the names of the animals while you hold up
the flashcards and place them around the class.

Play the chant again. Encourage the class to say the
chant and to point to the right flashcard when they
hear the name of each animal.

page 21.
Photocopiables 1112

Hand out copies of the mini flashcard and mini
wordcard worksheets to each pair. They then cut
them up.

Play Make a line.

Split the class into pairs. Each pair mixes up one of
its sets of mini flashcards and mini wordcards and
divides them up evenly.

Pupil A lays a card face up on the desk. If pupil B
has the matching mini flashcard or mini wordcard,
he/she puts it next to the other one. He/she then
lays a new card next to this one. If pupil B does not
have the matching card, pupil A continues with the
sequence. The first player to get rid of all his/her
cards is the winner.
Material Material


Activity book, page 14

Class CD



Active Teach

Active Book

scissors
Lesson 1
16
Is it an elephant?
New: bear, elephant, giraffe, ostrich, snake, tiger, tortoise, safari park,
hungry, thirsty, grey. Im (hungry). Its a (park). Is it a (tiger)?
Is it (hungry)? Yes, it is. No, it isnt.
Revision: long
Photocopiables 1112
And Im thirsty!
Look! A park.
1
22
Listen and read.
2
23
Listen and chant. Then point and say.
Look! Its long
and its grey.
Look!
Listen! Whats that?
Oh! Its an elephant!
Im hungry!
Is it a giraffe?
Is it an elephant?
No, it isnt.
Yes, it is!
Is it a bear?
Is it hungry?
Yes, it is.
Yes, it is!
It isnt a park. Its a safari park.
bear
snake
tiger
ostrich
giraffe
tortoise
elephant
WD3PB_Ud2.indd 16 18/10/10 18:39:16
52
Is it an elephant?
Lesson 1


Do the song, chant or rhyme from Unit 1 to revise the
language learnt and to liven up the class. If necessary,
use the vehicles and numbers flashcards and
wordcards

Tell the class the title of the new unit and ask them to
look through the pages of Unit 2. Ask them what they
think it will be about.

Ask the class to say the names of animals which they
already know in English.
Main activities
1 Listen and read.

Use the flashcards to teach animals.

Hold up the wordcards and encourage the class to
read them out loud with you.

Point to the first picture. Explain that Stan and Joe are
looking for a quiet place to have lunch.

Encourage pupils to talk about what is happening in the
picture.

Repeat the process with the other pictures.

Make sure that pupils understand what is happening:
Stan and Joe thought that they had gone to a park to
have lunch because they didnt see the Safari park
sign. They are very surprised and frightened when they
see the animals.

Play the recording. Pupils listen, point to the pictures,
and read the text. Choose some pupils to read out the
text in the speech bubbles.
22
1 Stan: Im hungry!
Joe: And Im thirsty! Look! A park.
Narrator: It isnt a park. Its a safari park.
2 Stan: Listen! Whats that?
Joe: Look! Its long and its grey.
3 Stan: Oh! Its an elephant!
Joe: Look! An ostrich.
Stan: A giraffe, a tiger,
Joe: A tortoise, a snake
Stan: And a bear!
Stan and Joe: ARGGH! I think theyre hungry!
2 Listen and chant. Then point and say.

Pupils look at the pictures of the animals in the chant.

Play the recording once. Pupils listen and point to the
animals when they hear them in the chant.

Check that they understand the meaning of hungry.

Play the chant again. This time pupils point, clap and
repeat the chant in time with the rhythm.

learn the names of different animals


say a chant
Key language
Vocabulary
elephant, giraffe, tiger, ostrich, tortoise,
snake, bear, grey
Structures
How many (tables)? Two (tables).
Revision
Im hungry/thirsty. Its a (bear). Its an (elephant). Is
it a (giraffe)? Yes, it is. No, it isnt.
Receptive language
Safari park. It isnt a park. Argh! I think theyre
hungry!
18
55

The winner is the first pupil to lay down all of their
pieces.

Keep the dominoes in a safe place so that you can use
them with the class again. They are also very useful for
keeping fast finishers occupied.
3 Listen and circle.

Look at the pictures of the animals with all the class.
Ask Is it a/an ...? at random. Pupils reply Yes it is./No, it
isnt.

Play the first part of the recording.

Use the example to show the pupils that they should
listen to the questions and circle the right answer. Play
the complete recording and then check the answers
with the whole class.
100
1 Is it a snake?
2 Is it a bird?
3 Is it an elephant?
4 Is it a butterfly?
5 Is it a giraffe?
6 Is it an ostrich?

Draw the footprint of an animal on the board (for
example, a cat) and ask the class to guess the animal.
Pupils then look at the pictures of the footprints in their
book and guess the animals.

Look at the first footprint and read the question and
answer with the class. Ask pupils to suggest questions
and answers for the rest of the pictures. Pupils work
on their own and write questions and answers. Check
their work while they are doing the activity and correct
errors you detect on the board.

Choose an animal that the pupils can say in English. It
can be one from this unit or one seen in previous levels
of the course.

Mime the animal. Pupils guess what the animal is. The
first pupil to correctly guess the animal then does a
mime for a different animal, and so on.

page 21.
Photocopiables 11 12

Use the mini flashcards or wordcards from the
previous lesson and play Snake pit.

On the board draw two ladders with ten rungs on
each. Draw a snake at the bottom of each ladder,
and person at the top.

Split the class into groups of three. Each pupil
copies the drawings of the ladders on a piece of
paper. Pupils then take a set of mini flashcards and
mini wordcards, shuffle them, and put them face
down on their desks.

Pupil A takes a card and on his/her piece of paper
writes a series of dashes which corresponds to the
number of letters in the word. Pupils B and C have
to find out what the word is by taking turns to say
a letter. If they get a letter right, pupil A writes it
above the corresponding dash. If they get a letter
wrong, the pupil who has guessed incorrectly has
to draw the person one rung lower down on the
ladder. The winner is the pupil who manages to
guess the word before being caught by the snake
in the pit.
Material Material


Activity Book, pages 15 and 69

Class CD


scissors


Active Teach

Active Book

sheets of paper
Lesson 2
17
Practice: bear, elephant, giraffe, ostrich, snake, tiger, tortoise
Is it a (tiger)? Yes, it is. No, it isnt.
Revision: colours, big, small, long, short, mouse, buttery, frog, duck, cow
Photocopiables 1112
3
25
Listen and say the animal names. Then work in pairs.
4 Make cards. Then play Dominoes.
Its big. Its brown. It isnt short. Its a bear.
PAGE 69
A
ctivity Book
E D F
A B C
G
WD3PB_Ud2.indd 17 18/10/10 18:39:28
54
Is it an elephant?


Answers: 1 a bear; 2 an elephant; 3 a snake; 4 an
ostrich; 5 a tortoise; 6 a tiger; 7 a giraffe.
25
1 Its big and brown. It isnt short.
2 Its grey. Its big.
3 Its green and black. Its long. It isnt big.
4 Its black and white. Its big.
5 Its green and brown. Its short.
6 Its orange and black and white. It isnt small.
7 Its yellow and brown. It isnt short.

Pupils go to page 69 of the Activity Book and look at
the worksheet with dominoes.

Quickly revise with the whole class the animals seen in
earlier levels: mouse, butterfly, frog, duck, cow.

Ask the pupils to cut out the dominoes.

Use the photo to help explain how to play. Make sure
that pupils know what to do before beginning the
activity.

In pairs, pupils arrange their dominoes on their desk,
taking care that their partner cant see the faces which
have animals.

Pupil A starts off the game by laying down any domino.

Pupil B has to find a matching word or picture. If he/she
makes a mistake, he/she must remove his/her domino.
He/she cannot lay down another one until it is her/her
turn again.


Divide the class into seven groups, one for each animal
in the previous lesson.

Put an animal flashcard or wordcard near each group.

Repeat the chant from the previous lesson. Encourage
each group to say the chant and do the appropriate
action when they hear their animal.
Main activities
3 Listen and say the animal names. Then work in
pairs.

Ask pupils to look at the photos of animals. Use the
photos to revise the colours and adjectives big, small,
long and short.


Pupils try to guess the animal (a bear). Make sure that
they all understand the task.

Play the recording, pause it after each description, and
ask the class to guess the animal.

Pupils work in pairs. Read the example sentences
and check that everyone understands what they have
to do.

Pupil A says short sentences about the animal. Pupil B
tries to guess what it is.

practise the names of animals

describe animals
Key language
Vocabulary
bear, elephant, giraffe, ostrich, snake, tiger,
tortoise
Structures
Lesson 2
19
55

The winner is the first pupil to lay down all of their
pieces.

Keep the dominoes in a safe place so that you can use
them with the class again. They are also very useful for
keeping fast finishers occupied.
3 Listen and circle.

Look at the pictures of the animals with all the class.
Ask Is it a/an ...? at random. Pupils reply Yes it is./No, it
isnt.


Use the example to show the pupils that they should
listen to the questions and circle the right answer. Play
the complete recording and then check the answers
with the whole class.
100
1 Is it a snake?
2 Is it a bird?
3 Is it an elephant?
4 Is it a butterfly?
5 Is it a giraffe?
6 Is it an ostrich?

Draw the footprint of an animal on the board (for
example, a cat) and ask the class to guess the animal.
Pupils then look at the pictures of the footprints in their
book and guess the animals.

Look at the first footprint and read the question and
answer with the class. Ask pupils to suggest questions
and answers for the rest of the pictures. Pupils work
on their own and write questions and answers. Check
their work while they are doing the activity and correct
errors you detect on the board.

Choose an animal that the pupils can say in English. It
can be one from this unit or one seen in previous levels
of the course.

Mime the animal. Pupils guess what the animal is. The
first pupil to correctly guess the animal then does a
mime for a different animal, and so on.

page 21.
Photocopiables 11 12

Use the mini flashcards or wordcards from the
previous lesson and play Snake pit.

On the board draw two ladders with ten rungs on
each. Draw a snake at the bottom of each ladder,
and person at the top.

Split the class into groups of three. Each pupil
copies the drawings of the ladders on a piece of
paper. Pupils then take a set of mini flashcards and
mini wordcards, shuffle them, and put them face
down on their desks.

Pupil A takes a card and on his/her piece of paper
writes a series of dashes which corresponds to the
number of letters in the word. Pupils B and C have
to find out what the word is by taking turns to say
a letter. If they get a letter right, pupil A writes it
above the corresponding dash. If they get a letter
wrong, the pupil who has guessed incorrectly has
to draw the person one rung lower down on the
ladder. The winner is the pupil who manages to
guess the word before being caught by the snake
in the pit.
Material Material



Class CD


scissors


Active Teach

Active Book

sheets of paper
Lesson 2
17
Practice: bear, elephant, giraffe, ostrich, snake, tiger, tortoise
Revision: colours, big, small, long, short, mouse, buttery, frog, duck, cow
Photocopiables 1112
3
25
Listen and say the animal names. Then work in pairs.
Its big. Its brown. It isnt short. Its a bear.
PAGE 69
A
ctivity Book
E D F
A B C
G
WD3PB_Ud2.indd 17 18/10/10 18:39:28
54
Is it an elephant?


Answers: 1 a bear; 2 an elephant; 3 a snake; 4 an
ostrich; 5 a tortoise; 6 a tiger; 7 a giraffe.
25
1 Its big and brown. It isnt short.
2 Its grey. Its big.
3 Its green and black. Its long. It isnt big.
4 Its black and white. Its big.
5 Its green and brown. Its short.
6 Its orange and black and white. It isnt small.
7 Its yellow and brown. It isnt short.

Pupils go to page 69 of the Activity Book and look at
the worksheet with dominoes.

Quickly revise with the whole class the animals seen in
earlier levels: mouse, butterfly, frog, duck, cow.

Ask the pupils to cut out the dominoes.

Use the photo to help explain how to play. Make sure
that pupils know what to do before beginning the
activity.

In pairs, pupils arrange their dominoes on their desk,
taking care that their partner cant see the faces which
have animals.

Pupil A starts off the game by laying down any domino.

Pupil B has to find a matching word or picture. If he/she
makes a mistake, he/she must remove his/her domino.
He/she cannot lay down another one until it is her/her
turn again.


Divide the class into seven groups, one for each animal
in the previous lesson.

Put an animal flashcard or wordcard near each group.

Repeat the chant from the previous lesson. Encourage
each group to say the chant and do the appropriate
action when they hear their animal.
Main activities
3 Listen and say the animal names. Then work in
pairs.

Ask pupils to look at the photos of animals. Use the
photos to revise the colours and adjectives big, small,
long and short.


Pupils try to guess the animal (a bear). Make sure that
they all understand the task.

Play the recording, pause it after each description, and
ask the class to guess the animal.

Pupils work in pairs. Read the example sentences
and check that everyone understands what they have
to do.

Pupil A says short sentences about the animal. Pupil B
tries to guess what it is.

practise the names of animals

describe animals
Key language
Vocabulary
tortoise
Structures
Lesson 2
20
57
27
Whats the animal?
Whats the animal?
Its got long, strong legs.
Long, strong legs.
Black and white.
A big brown body.
Furry and strong.
Four short legs.
Its small and slow.
Small and slow.
7 Play Guess the animal.

Read the text in the speech bubble in the example with
the class. Practise the negative and affirmative forms.

Write body, head and legs on the board and make sure
that pupils remember what they mean.

Think of an animal and say one sentence using has got
and one with hasnt got. For example, Its got (a big
brown body). It hasnt got (short legs).

Ask a pupil to guess the animal. Encourage him/her to
ask Is it (a snake)? If he/she does not get the animal right,
say more sentences about the animal to help him/her.

Repeat the same activity with different animals.

Ask one of the stronger pupils to come to the board,
choose an animal and say some sentences about it.
Then repeat the activity with other pupils coming to
the front. Alternatively, you can ask pupils to play the
game in pairs.
5 Find and circle. Then match and write.

Hold up your Activity Book and show the activity. Tell
the class that they have to find five words. Point to the
example.

Pupils work on their own and find and circle the words
in their books. Check the answers on the board.

Tell the class to look at the pictures of the bear and
help them to identify the words which best describe
each picture. Use the example with strong.

Pupils copy the words they have found in the word
snake under the correct pictures.

Check the answers with the class. Ask Is the bear (fast)?
Encourage pupils to answer correctly.
6 Read and match.

Pupils look at the new pictures of animals. If they ask
how to say them in English, you may want to teach
them the new vocabulary.

Read the example description with the whole class.
Explain that pupils need to read the descriptions and
match them with the pictures.

Check the answers with all the class.

Together with the class, decide on actions which
represent strong, fast, slow, furry and tall. Say the
words. The pupils do the actions.

In groups of 3, pupil A takes on the role of the teacher
and says the adjectives. The other two pupils do the
corresponding actions.

Pupils take turns to be the teacher.

page 21.

Put the adjective wordcards on the board.

Hand out an animal flashcard to several pupils
and tell them to put the flashcard on the board
underneath the word that describes their animal.

Repeat the activity with another group of pupils.
Photocopiable 13

Hand out a copy of the Song worksheet to each
pupil.

Play the song a first time. Pupils think about what
the missing words might be. Play the song a
second time and pause the recording after each of
the words. Pupils to write them in.

Play the recording again. Pupils check their
answers.
Material Material



Class CD


Photocopiable 13, Teachers Resource Materials,
page 15

Active Teach

Active Book
Song Song
18
Lesson 3
5
26
Listen and point. Then listen and repeat.
New: strong, tall, slow, fast, furry
Its (furry). Its got (four legs). It hasnt got (four legs).
Practice: body, head, legs. Is it (a snake)? Yes, it is. No, it isnt.
Photocopiable 13
6
27
Listen and guess the animals. Then listen and sing.
7 Play Guess the Animal.
Its got a small head. It hasnt got legs. Is it a snake?
Footprints! Footprints! Look at the footprints! Whats the animal?
Long, strong legs.
Black and white.
A big brown body.
Furry and strong.
Four short legs.
Its small and slow.
Small and slow.
strong
tall
slow
fast furry
WD3PB_Ud2.indd 18 18/10/10 18:39:33
56
Is it an elephant?


use Its got ..., It hasnt got ... to describe
animals

sing a riddle song
Key language
Vocabulary
strong, tall, slow, fast, furry
Structures
Its (furry). Its got (four legs). It hasnt got (four
legs).
Receptive language
shark, panda, gorilla, snail


Put the animal flashcards on the board. Ask pupils to
shut their eyes. Take off one of the flashcards. Pupils
have to guess which animal is missing. Say Whats
missing?

Repeat several times.
Main activities
5 Listen and point. Then listen and repeat.

Use the flashcards to teach the adjectives.

Hold up the wordcards and encourage pupils to read
them out loud with you.

The pupils look at the pictures and say the names of
the animals which they can see. Make sure that they
understand the meaning of the adjectives that are
illustrated in each picture.

Play the first part of the recording. Pupils listen and
point.

Play the second part of the recording. Pupils listen and
repeat, trying to use the correct intonation to express
the emotions properly.
26
Look at the elephant!
Wow! Its strong!
Look at the ostrich!
Gosh! Its fast.
Look at the giraffe!
Wow! Its tall.
Look at the bear!
Ahhh! Its furry.
Look at the tortoise!
Oh! Its slow.
Strong, fast, tall, slow,
furry
6 Listen and guess the animal. Then listen and
sing.

Remind the pupils about the animal footprint activity
they did in the previous lesson in the Activity Book.

Ask a pupil to come to the board and draw one of
the footprints. The rest of the class tries to guess the
animal.

Tell the class that they are going to listen to a riddle
song and that they will have to guess three animals
which are described in the song.

Put the animal flashcards on the board.

Play the song. Pupils listen, read and guess which
animals are being described: ostrich, bear, tortoise.

Play the song again. Pupils listen and sing.
Lesson 3
21
57
27
Whats the animal?
Whats the animal?
Long, strong legs.
Black and white.
A big brown body.
Furry and strong.
Four short legs.
Its small and slow.
Small and slow.
7 Play Guess the animal.

Read the text in the speech bubble in the example with
the class. Practise the negative and affirmative forms.

Write body, head and legs on the board and make sure
that pupils remember what they mean.

Think of an animal and say one sentence using has got
and one with hasnt got. For example, Its got (a big
brown body). It hasnt got (short legs).

Ask a pupil to guess the animal. Encourage him/her to
ask Is it (a snake)? If he/she does not get the animal right,
say more sentences about the animal to help him/her.

Repeat the same activity with different animals.

Ask one of the stronger pupils to come to the board,
choose an animal and say some sentences about it.
Then repeat the activity with other pupils coming to
the front. Alternatively, you can ask pupils to play the
game in pairs.
5 Find and circle. Then match and write.

Hold up your Activity Book and show the activity. Tell
the class that they have to find five words. Point to the
example.

Pupils work on their own and find and circle the words
in their books. Check the answers on the board.

Tell the class to look at the pictures of the bear and
help them to identify the words which best describe
each picture. Use the example with strong.

Pupils copy the words they have found in the word
snake under the correct pictures.

Check the answers with the class. Ask Is the bear (fast)?
Encourage pupils to answer correctly.
6 Read and match.

Pupils look at the new pictures of animals. If they ask
how to say them in English, you may want to teach
them the new vocabulary.

Read the example description with the whole class.
Explain that pupils need to read the descriptions and
match them with the pictures.

Check the answers with all the class.

Together with the class, decide on actions which
represent strong, fast, slow, furry and tall. Say the
words. The pupils do the actions.

In groups of 3, pupil A takes on the role of the teacher
and says the adjectives. The other two pupils do the
corresponding actions.

Pupils take turns to be the teacher.

page 21.

Put the adjective wordcards on the board.

Hand out an animal flashcard to several pupils
and tell them to put the flashcard on the board
underneath the word that describes their animal.

Repeat the activity with another group of pupils.
Photocopiable 13

Hand out a copy of the Song worksheet to each
pupil.

Play the song a first time. Pupils think about what
the missing words might be. Play the song a
second time and pause the recording after each of
the words. Pupils to write them in.

Play the recording again. Pupils check their
answers.
Material Material



Class CD


page 15

Active Teach

Active Book
Song Song
18
Lesson 3
5
26
Listen and point. Then listen and repeat.
New: strong, tall, slow, fast, furry
Its (furry). Its got (four legs). It hasnt got (four legs).
Practice: body, head, legs. Is it (a snake)? Yes, it is. No, it isnt.
Photocopiable 13
6
27
Listen and guess the animals. Then listen and sing.
7 Play Guess the Animal.
Its got a small head. It hasnt got legs. Is it a snake?
Footprints! Footprints! Look at the footprints! Whats the animal?
Long, strong legs.
Black and white.
A big brown body.
Furry and strong.
Four short legs.
Its small and slow.
Small and slow.
strong
tall
slow
fast furry
WD3PB_Ud2.indd 18 18/10/10 18:39:33
56
Is it an elephant?


use Its got ..., It hasnt got ... to describe
animals

sing a riddle song
Key language
Vocabulary
strong, tall, slow, fast, furry
Structures
legs).
Receptive language
shark, panda, gorilla, snail


Put the animal flashcards on the board. Ask pupils to
shut their eyes. Take off one of the flashcards. Pupils
have to guess which animal is missing. Say Whats
missing?

Repeat several times.
Main activities
5 Listen and point. Then listen and repeat.

Use the flashcards to teach the adjectives.

Hold up the wordcards and encourage pupils to read
them out loud with you.

The pupils look at the pictures and say the names of
the animals which they can see. Make sure that they
understand the meaning of the adjectives that are
illustrated in each picture.

Play the first part of the recording. Pupils listen and
point.

Play the second part of the recording. Pupils listen and
repeat, trying to use the correct intonation to express
the emotions properly.
26
Look at the elephant!
Wow! Its strong!
Look at the ostrich!
Gosh! Its fast.
Look at the giraffe!
Wow! Its tall.
Look at the bear!
Ahhh! Its furry.
Look at the tortoise!
Oh! Its slow.
Strong, fast, tall, slow,
furry
6 Listen and guess the animal. Then listen and
sing.

Remind the pupils about the animal footprint activity
they did in the previous lesson in the Activity Book.

Ask a pupil to come to the board and draw one of
the footprints. The rest of the class tries to guess the
animal.

Tell the class that they are going to listen to a riddle
song and that they will have to guess three animals
which are described in the song.

Put the animal flashcards on the board.

Play the song. Pupils listen, read and guess which
animals are being described: ostrich, bear, tortoise.

Play the song again. Pupils listen and sing.
Lesson 3
22
59

Say Open your books on page 19. Remind the class
that they will hear a bing after each scene in the story.

Play the recording again. Hold up the storycards and
point to the characters as they speak. Pupils follow the
story in their books.

Play the recording again. Pause the recording after
each sentence and ask the pupils to point to the
correct picture.

Ask the After listening to the story questions to check
that the class has understood the story.

Ask for volunteers to play the roles of Poppy, Alfie,
Victoria, Ryan and the caterpillar. Play the recording.
The volunteers act out the story. The story can be
acted out several times with different pupils playing
the roles.
29
1 Victoria: Look at me!
Alfie: Whats this?
2 Alfie: Look! Ive got a .... ! What is it?
3 Ryan: Wow! Is it a baby snake?
Alfie: No, it isnt. Its furry and its got legs. Look!
1, 2, 3, 4, 5, 6 .... Its got lots of legs.
4 Victoria: Let me see!
Victoria: Ah! Its cute! Is it a baby tortoise?
Alfie: No, it isnt. It hasnt got a shell.
Victoria: Oh! Then what is it?
5 Poppy: Look! Its on my stone.
Caterpillar: Hello! Im a caterpillar.
All: Wow!
Ryan: Wow! Poppy. It is a magic stone!
6 Caterpillar: And this is my mother.
Victoria: Oh! Its a baby butterfly!

Ask pupils to look at the picture of the caterpillar in the
story. Talk about the caterpillar and ask pupils to make
up sentences to describe it. Read the words in the box
with all the class and make sure that they understand
them.

Use the example to show pupils that they should read
and complete the sentences. Ask the class to suggest
which sentence goes in which space and correct any
mistakes verbally before pupils begin to work on their
own. Once they have finished, check the answers with
the whole class.
8 Draw and write.

Ask pupils to draw the young animal they prefer.
After drawing the animal, they should complete the
description.

While they are doing the activity walk around the class,
help them with any vocabulary they need and check
their written work.

Ask some pupils to come to the front one by one to
show and describe their animal.

Divide the class into six groups. Give each group one of
the storycards.

Without looking at their books, pupils try to reconstruct
the dialogue that goes with their part of the story. Let
them add extra phrases if they want.

Ask the different groups to come up to the front of the
class in random order and to act out their scene.

When all the groups have acted out their scenes, ask the
whole class to say what order the scenes should go in.

page 21.
Photocopiable 14

Hand out a copy of the Story worksheet and page
73. Pupils first of all cut out the speech bubbles
from the story on page 73.

Play the recording a first time so that pupils can
identify which bubble goes with which scene. Walk
around the class to check and help.

Play the recording a second time so that pupils can
double check that they have the speech bubbles
with the correct scenes before they stick them down.

Encourage the class to take their completed
worksheets home and to use them to tell the story
to their families.
Material Material



Class CD

Storycards for Unit 2

pages 16 and 72

Active Teach

Active Book

scissors, glue
Story Story
1
3
5
4
6
2
19
Lesson 4
The Baby Buttery
8
29
Listen and read. Then listen and act out.
Look! Ive got a
What is it?
Look at me!
Oh! Then what is it?
Whats this?
No, it isnt. Its furry and its
got legs. Look! 1, 2, 3, 4, 5, 6 ...
Its got lots of legs.
No, it isnt.
It hasnt
got a shell.
Look! Its on
my stone.
Oh! Its a baby
buttery!
Revision: snake, tortoise, buttery, furry. Is it a (snake)? No, it isnt.
Its got (legs). It hasnt got (a shell). Its a (buttery).
Receptive: baby, shell, caterpillar
Photocopiable 14
Is it a baby tortoise? Wow! Is it a
baby snake?
Hello! Im a
caterpillar.
Wow! Poppy. It is
a magic stone.
And this is
my mother.
WD3PB_Ud2.indd 19 18/10/10 18:39:40
58
Is it an elephant?

read a simple comic strip

act out a story
Key language
Vocabulary
snake, tortoise, furry
Structures
Is it a (snake)? No, it isnt. Its got (legs). It
hasnt got (a shell). Its a (dog).
Receptive language
baby, shell, caterpillar, butterfly


Repeat the song from this unit to revise the vocabulary
and get the class in a lively frame of mind.

In the pupils own language, speak about very young
animals (cubs, puppies, etc.) and the differences
between them and their parents.

Ask pupils to describe any very young animals they
have seen.
Main activities
8 Listen and read. Then listen and act out.

Say Lets listen to the story. Tell the story using the
storycards, play the recording, and ask the Before
listening to the story questions.

Suggestion: If an interactive whiteboard or computer
is available, you can use the electronic version of the
storycards in Active Teach.

As you hold up each storycard, point to the characters
and explain what is happening in the story.

Show Storycard 1, and ask the class what they can
see. Ask Whats her name? Whats his name? Remind
the pupils of the characters names, if necessary. Make
sure that the class understands that the children are in
a park and are playing. Ask Where are they? What are
they doing?

Show the pupils Storycard 2 and explain that Alfie
has found something. Ask Whats this? Pupils will give
different answers. Accept any answers that make
sense, whether given in English or the pupils own
language. Ask Is it a dog/cat/rabbit? to elicit the answer
No. Point to the creature (the caterpillar) and ask What
colour is it?

With Storycard 3, ask who Alfie is with. Say Whos this?
Point to the creature and ask Is it funny? (It is strange
and has a huge smile on its face.) If necessary, remind
the class what leg means and ask How many legs has
it got?

With Storycard 4, point to each of the characters and
ask Whats his/her name? Explain that all the children
want to have a look at the creature. Point and ask
Where is the creature? Point to Poppys hand and ask
What has Poppy got? If necessary, remind the class of
the story in unit 1 in which an elderly lady gives Poppy
a magic stone.

With Storycard 5, point to the creature and ask Wheres
the creature? Teach pupils the word caterpillar.
Translate it into their own language if necessary. Point
to the butterfly and ask Whats this?

Hold up Storycard 6 and ask Is the caterpillar speaking?
Then ask What is it saying? Pupils will give different
answers. Accept any answers that make sense, either
in English or the pupils own language. Explain that
they will find out the answers to the questions when
they listen to the story.
Lesson 4
23
59

Say Open your books on page 19. Remind the class
that they will hear a bing after each scene in the story.

Play the recording again. Hold up the storycards and
point to the characters as they speak. Pupils follow the
story in their books.

Play the recording again. Pause the recording after
each sentence and ask the pupils to point to the
correct picture.

Ask the After listening to the story questions to check
that the class has understood the story.

Ask for volunteers to play the roles of Poppy, Alfie,
Victoria, Ryan and the caterpillar. Play the recording.
The volunteers act out the story. The story can be
acted out several times with different pupils playing
the roles.
29
1 Victoria: Look at me!
Alfie: Whats this?
2 Alfie: Look! Ive got a .... ! What is it?
3 Ryan: Wow! Is it a baby snake?
Alfie: No, it isnt. Its furry and its got legs. Look!
1, 2, 3, 4, 5, 6 .... Its got lots of legs.
4 Victoria: Let me see!
Victoria: Ah! Its cute! Is it a baby tortoise?
Alfie: No, it isnt. It hasnt got a shell.
Victoria: Oh! Then what is it?
5 Poppy: Look! Its on my stone.
Caterpillar: Hello! Im a caterpillar.
All: Wow!
Ryan: Wow! Poppy. It is a magic stone!
6 Caterpillar: And this is my mother.
Victoria: Oh! Its a baby butterfly!

Ask pupils to look at the picture of the caterpillar in the
story. Talk about the caterpillar and ask pupils to make
up sentences to describe it. Read the words in the box
with all the class and make sure that they understand
them.

Use the example to show pupils that they should read
and complete the sentences. Ask the class to suggest
which sentence goes in which space and correct any
mistakes verbally before pupils begin to work on their
own. Once they have finished, check the answers with
the whole class.
8 Draw and write.

Ask pupils to draw the young animal they prefer.
After drawing the animal, they should complete the
description.

While they are doing the activity walk around the class,
help them with any vocabulary they need and check
their written work.

Ask some pupils to come to the front one by one to
show and describe their animal.

Divide the class into six groups. Give each group one of
the storycards.

Without looking at their books, pupils try to reconstruct
the dialogue that goes with their part of the story. Let
them add extra phrases if they want.

Ask the different groups to come up to the front of the
class in random order and to act out their scene.

When all the groups have acted out their scenes, ask the
whole class to say what order the scenes should go in.

page 21.
Photocopiable 14

Hand out a copy of the Story worksheet and page
73. Pupils first of all cut out the speech bubbles
from the story on page 73.

Play the recording a first time so that pupils can
identify which bubble goes with which scene. Walk
around the class to check and help.

Play the recording a second time so that pupils can
double check that they have the speech bubbles
with the correct scenes before they stick them down.

Encourage the class to take their completed
worksheets home and to use them to tell the story
to their families.
Material Material



Class CD

Storycards for Unit 2

pages 16 and 72

Active Teach

Active Book

scissors, glue
Story Story
1
3
5
4
6
2
19
Lesson 4
The Baby Buttery
8
29
Listen and read. Then listen and act out.
Look! Ive got a
What is it?
Look at me!
Oh! Then what is it?
Whats this?
No, it isnt. Its furry and its
got legs. Look! 1, 2, 3, 4, 5, 6 ...
Its got lots of legs.
No, it isnt.
It hasnt
got a shell.
Look! Its on
my stone.
Oh! Its a baby
buttery!
Revision: snake, tortoise, buttery, furry. Is it a (snake)? No, it isnt.
Its got (legs). It hasnt got (a shell). Its a (buttery).
Receptive: baby, shell, caterpillar
Photocopiable 14
Is it a baby tortoise? Wow! Is it a
baby snake?
Hello! Im a
caterpillar.
Wow! Poppy. It is
a magic stone.
And this is
my mother.
WD3PB_Ud2.indd 19 18/10/10 18:39:40
58
Is it an elephant?

read a simple comic strip

act out a story
Key language
Vocabulary
snake, tortoise, furry
Structures
Is it a (snake)? No, it isnt. Its got (legs). It
hasnt got (a shell). Its a (dog).
Receptive language
baby, shell, caterpillar, butterfly


Repeat the song from this unit to revise the vocabulary
and get the class in a lively frame of mind.

In the pupils own language, speak about very young
animals (cubs, puppies, etc.) and the differences
between them and their parents.

Ask pupils to describe any very young animals they
have seen.
Main activities
8 Listen and read. Then listen and act out.

Say Lets listen to the story. Tell the story using the
storycards, play the recording, and ask the Before
listening to the story questions.

Suggestion: If an interactive whiteboard or computer
is available, you can use the electronic version of the
storycards in Active Teach.

As you hold up each storycard, point to the characters
and explain what is happening in the story.

Show Storycard 1, and ask the class what they can
see. Ask Whats her name? Whats his name? Remind
the pupils of the characters names, if necessary. Make
sure that the class understands that the children are in
a park and are playing. Ask Where are they? What are
they doing?

Show the pupils Storycard 2 and explain that Alfie
has found something. Ask Whats this? Pupils will give
different answers. Accept any answers that make
sense, whether given in English or the pupils own
language. Ask Is it a dog/cat/rabbit? to elicit the answer
No. Point to the creature (the caterpillar) and ask What
colour is it?

With Storycard 3, ask who Alfie is with. Say Whos this?
Point to the creature and ask Is it funny? (It is strange
and has a huge smile on its face.) If necessary, remind
the class what leg means and ask How many legs has
it got?

With Storycard 4, point to each of the characters and
ask Whats his/her name? Explain that all the children
want to have a look at the creature. Point and ask
Where is the creature? Point to Poppys hand and ask
What has Poppy got? If necessary, remind the class of
the story in unit 1 in which an elderly lady gives Poppy
a magic stone.

With Storycard 5, point to the creature and ask Wheres
the creature? Teach pupils the word caterpillar.
Translate it into their own language if necessary. Point
to the butterfly and ask Whats this?

Hold up Storycard 6 and ask Is the caterpillar speaking?
Then ask What is it saying? Pupils will give different
answers. Accept any answers that make sense, either
in English or the pupils own language. Explain that
they will find out the answers to the questions when
they listen to the story.
Lesson 4
24
61

Answers: 1 fox, deer; 2 lion; 3 frog, crocodile;
4 polar bear, artic fox.

Ask pupils if they can think of any other animals that
live in these four habitats. For example, 1 bears, 2
giraffes, elephants, etc.
9 Match and copy.

With the class, look at the picture of the deer. Together
with the class, read out loud the parts of the body in
the box and point to them in the picture.

Use the example to show that pupils should copy the
parts of the body in the right place. Check the answers
with all the class.
10 Think and complete.

Talk about the table with the class and make sure that
they understand how it works.

With the class, look at the column which has the deer in it.
Gradually go down the column and ask the questions and
say the answers. Make sure that the class understands
them and are in agreement with the answers.

With the class, look at the column with the ostrich. Ask
the questions one by one; pupils answer. When they
agree on the answer, they write the appropriate word
or words in the table

Repeat the same procedure for the crocodile.

Pupils work in pairs to fill in the information in the table
for the rest of the animals. Check the answers with all
the class.

Choose an animal from the poster without telling the
class which one it is.

Suggest questions which the class can ask you to
guess the animal, for example Is it ...? Has it got ...?

Pupils ask Is it (fast)? Answer Yes, it is. or No, it isnt.

Repeat the procedure with other animals and
encourage different pupils one by one to take on the
role of the teacher.

page 21.

Divide the class into small groups. They are going
to make a collage of animals.

Pupils use the photos that they have brought to
class. Ask them to stick them down and, for each
animal, to write the animals name and adjectives
to describe it. Help them with any vocabulary they
need.

Make a display of all the collages in the classroom.
Ask the groups to come to the front of the class
one by one with their collage and to describe it to
their classmates.
Photocopiable 15

Hand out a copy of the Poster project worksheet
to each pair. Pupils cut out the circles and put a
pencil through the middle of each one. Pupils then
take turns to spin both of the tops and make a
correct sentence using the words which they land
on, for example, A deer lives in the forest. A deer
doesnt live in the Polar regions.
Photocopiable 16

Give out a copy of the Cross-curricular worksheet
to each pupil.

In the first activity, pupils write the names of the
animals underneath the correct habitat.

Answers: The forest: fox, deer, frog; The artic:
artic fox, polar bear; The savannah: lion, elephant;
Wetlands: crocodile, frog

In the second activity, pupils write the appropriate
habitats underneath the animals.

Answers: sealsea; duckwetlands;
giraffesavannah; squirrelforest
Material Material



Class CD

Poster 2 and stickers

Photocopiable 1516, Teachers Resource

magazine photos of animals (brought in by pupils)

pieces of paper

scissors

glue
20
Lesson 5
1 2
4 3
Photocopiables 1516
9
30
Listen and read. Then say.
What colour are the
helps them hide.
geography
WD3PB_Ud2.indd 20 18/10/10 18:40:10
60
Is it an elephant?

cross-curricular work: geography - learn about
animal habitats and camouflage

describe animals
Key language
Vocabulary
frog, strong, tall, slow, fast, furry, long, short
Structures
Its (fast). Its got (long) (legs).
Receptive language
fox, lion, polar bear, deer, arctic fox, crocodile,
tail, very, dangerous, their, them, hide. (Foxes)
live here.


Use Poster 2 to teach fox, lion, polar, bear, frog, deer,
arctic fox and crocodile.

Use pupils own language to check that they
understand that the map shows different habitats and
areas where animals live.

Ask pupils what they have learnt about animals in other
school subjects.

Ask pupils to tell you what types of habitat there are in
Spain and to give examples of animals who live there.
Main activities
9 Listen and read. Then say.

Pupils look at the pictures at the top of the page.

Play the recording.

Pupils listen and read the description and decide what
the animal is (the deer).

Teach the words dangerous and tall.

Talk about the other young animals in the photos.

Ask pupils to make up sentences about the size, colour
and speed of the different animals.

Ask pupils to make up sentences about the animals
bodies.

In pairs, pupil A describes an animal; pupil B guesses
what it is.

Pupils swap roles.
30
fox
lion
polar bear
frog
deer
arctic fox
crocodile

Ask the class if they know where the different animals
live. Discuss the answers in the pupils own language.

Ask pupils to look at the photos of the different
habitats on the lower half of the page. Talk about the
photos.

Pupils describe the colours and say what they can see:
trees, plants, grass, water, ice.

Tell them to look at the poster and ask them to come
out and point to the place on the map where the
different habitats are located.

Read the text about the colour of animals (in the middle
of the four photos).

In pupils own language, check that they understand
the concept of animal camouflage.

Help the class to match the animals to their main
habitats: sea, wetlands, savannah, forest.
Lesson 5
25
61

Answers: 1 fox, deer; 2 lion; 3 frog, crocodile;
4 polar bear, artic fox.

Ask pupils if they can think of any other animals that
live in these four habitats. For example, 1 bears, 2
giraffes, elephants, etc.
9 Match and copy.

With the class, look at the picture of the deer. Together
with the class, read out loud the parts of the body in
the box and point to them in the picture.

Use the example to show that pupils should copy the
parts of the body in the right place. Check the answers
with all the class.
10 Think and complete.

Talk about the table with the class and make sure that
they understand how it works.

With the class, look at the column which has the deer in it.
Gradually go down the column and ask the questions and
say the answers. Make sure that the class understands
them and are in agreement with the answers.

With the class, look at the column with the ostrich. Ask
the questions one by one; pupils answer. When they
agree on the answer, they write the appropriate word
or words in the table

Repeat the same procedure for the crocodile.

Pupils work in pairs to fill in the information in the table
for the rest of the animals. Check the answers with all
the class.

Choose an animal from the poster without telling the
class which one it is.

Suggest questions which the class can ask you to
guess the animal, for example Is it ...? Has it got ...?

Pupils ask Is it (fast)? Answer Yes, it is. or No, it isnt.

Repeat the procedure with other animals and
encourage different pupils one by one to take on the
role of the teacher.

page 21.

Divide the class into small groups. They are going
to make a collage of animals.

Pupils use the photos that they have brought to
class. Ask them to stick them down and, for each
animal, to write the animals name and adjectives
to describe it. Help them with any vocabulary they
need.

Make a display of all the collages in the classroom.
Ask the groups to come to the front of the class
one by one with their collage and to describe it to
their classmates.
Photocopiable 15

Hand out a copy of the Poster project worksheet
to each pair. Pupils cut out the circles and put a
pencil through the middle of each one. Pupils then
take turns to spin both of the tops and make a
correct sentence using the words which they land
on, for example, A deer lives in the forest. A deer
doesnt live in the Polar regions.
Photocopiable 16

Give out a copy of the Cross-curricular worksheet
to each pupil.

In the first activity, pupils write the names of the
animals underneath the correct habitat.

Answers: The forest: fox, deer, frog; The artic:
artic fox, polar bear; The savannah: lion, elephant;
Wetlands: crocodile, frog

In the second activity, pupils write the appropriate
habitats underneath the animals.

Answers: sealsea; duckwetlands;
giraffesavannah; squirrelforest
Material Material



Class CD


Photocopiable 1516, Teachers Resource

magazine photos of animals (brought in by pupils)

pieces of paper

scissors

glue
20
Lesson 5
1 2
4 3
Photocopiables 1516
9
30
Listen and read. Then say.
What colour are the
helps them hide.
geography
WD3PB_Ud2.indd 20 18/10/10 18:40:10
60
Is it an elephant?

cross-curricular work: geography - learn about
animal habitats and camouflage

describe animals
Key language
Vocabulary
frog, strong, tall, slow, fast, furry, long, short
Structures
Its (fast). Its got (long) (legs).
Receptive language
fox, lion, polar bear, deer, arctic fox, crocodile,
tail, very, dangerous, their, them, hide. (Foxes)
live here.


Use Poster 2 to teach fox, lion, polar, bear, frog, deer,
arctic fox and crocodile.

Use pupils own language to check that they
understand that the map shows different habitats and
areas where animals live.

Ask pupils what they have learnt about animals in other
school subjects.

Ask pupils to tell you what types of habitat there are in
Spain and to give examples of animals who live there.
Main activities
9 Listen and read. Then say.

Pupils look at the pictures at the top of the page.

Play the recording.

Pupils listen and read the description and decide what
the animal is (the deer).

Teach the words dangerous and tall.

Talk about the other young animals in the photos.

Ask pupils to make up sentences about the size, colour
and speed of the different animals.

Ask pupils to make up sentences about the animals
bodies.

In pairs, pupil A describes an animal; pupil B guesses
what it is.

Pupils swap roles.
30
fox
lion
polar bear
frog
deer
arctic fox
crocodile

Ask the class if they know where the different animals
live. Discuss the answers in the pupils own language.

Ask pupils to look at the photos of the different
habitats on the lower half of the page. Talk about the
photos.

Pupils describe the colours and say what they can see:
trees, plants, grass, water, ice.

Tell them to look at the poster and ask them to come
out and point to the place on the map where the
different habitats are located.

Read the text about the colour of animals (in the middle
of the four photos).

In pupils own language, check that they understand
the concept of animal camouflage.

Help the class to match the animals to their main
habitats: sea, wetlands, savannah, forest.
Lesson 5
26
63

Look at the pictures with the whole class. Ask pupils
to make up short sentences (orally) to describe the
animals.

Look at the picture of the polar bear. Read out loud the
gapped text. Pupils suggest words from the box on the
right to fill in the gaps and then write in the answers.

Follow the same procedure for the other three animals.
Check the answers with the whole class.

Use Poster 2.

Choose an animal and describe it. Speak about its size,
colour, body, speed, etc. so that pupils can guess what
it is.

Ask pupils where the animal lives. In the pupils own
language speak about its habitat and if it uses any kind
of camouflage.

Put the stickers for Poster 2 on the table and ask pupils
to come up and put the stickers on the appropriate
animals.

page 21.

Play a version of Animal consequences. Hand out
a sheet of paper to each pupil. Show them how to
fold it in four horizontally and then open it up.

Tell them to draw the head of any animal they want
in the left quarter of the paper and to continue
with the neck so that it encroaches slightly into the
next quarter. Pupils fold the paper so that only the
part of the neck sticking out is visible.

Pupils pass their paper to the classmate on their
right. He/she then draws the body of an animal
and part of the front legs in the next quarter and
folds the paper as before. He/she then passes the
paper to the classmate on his/her right who draws
the hind legs and, finally, the tail.

Pupils pass the piece of paper one last time, open
it up and look at the drawings. Pupils show the
drawings to the rest of the class and talk about
them. For example, Its got (an elephant) head,. Its
got (an ostrich) body.
Photocopiable 17

Hand out a copy of the Cross-curricular worksheet.
Pupils complete the information about the
animals.

Answers: Llama Argentina, Bolivia, Chile,
Paraguay and Peru, childrens own answer.
Wombat Australia; grey, brown, childrens own
answer. Red Panda Himalayas; brown, childrens
own answer. Lemur Madagascar; grey and white;
childrens own answer.
Material Material



Class CD


scissors

glue

page 19

Active Teach

Active Book

sheets of paper
21
Lesson 6
11
31
Listen, read and match.
W
i
n
d
o
w
on the

w
o
r
l
d
Revision: colours, parts of the body Its (brown) and (furry).
Its got (long ears).
Receptive: llama, lemur, wombat, fat, tail, face, Australia,
South America, Madagascar, India. (Wombats) live in (Australia).
Photocopiable 17
Which special animal
lives in your country?
B
Special Animals
Llamas live in South
America. This is my
llama. Its brown, and its
very furry. Its got big black
eyes and long ears. Llamas
are very strong.
Lemurs live in
Madagascar. This is a
picture of me with a lemur.
Its brown and its got a
black and white face. Its
got big eyes and a long
nose. Its got a long tail.
Wombats live in
Australia. This
wombat is fat and
furry. Its brown. Its got
a big mouth and small
eyes. Its got short legs.
Wombats are slow.
A C
1 2 3
WD3PB_Ud2.indd 21 19/10/10 17:13:12
62
Is it an elephant?

cross-curricular awareness

learn about special animals
Receptive language
llama, lemur, wombat, red panda, fat, tail, face,
Australia, South America, Madagascar, India.
(Wombats) live in (Australia).
Revision
colours, parts of the body


Use Poster 2 to explain that some animals are special
and only live in certain countries.

Use the wombat and the polar bear as examples.

Ask the class if they can name any other animals that
only live in certain countries.
Main activities
11 Listen, read and match.

Pupils look at the photos, talk about them and try to
guess what countries the children and the animals are
from.

Play the recording. Pupils listen, read the texts, and
match each one to the corresponding photo.

Check the answers.

Read the texts with the whole class. Explain the
vocabulary and new expressions if necessary.

Ask pupils what they know about the different animals
and countries in the photos.

Answers: 1 C; 2 A; 3 B.
31
1 Wombats live in Australia. This wombat is fat and
furry. Its brown. Its got a big mouth and small eyes.
Its got short legs. Wombats are slow.
2 Llamas live in South America. This is my llama. Its
brown, and its very furry. Its got big black eyes and
long ears. Llamas are very strong.
3 Lemurs live in Madagascar. This is a picture of me
with a lemur. Its brown and its got a black and white
face. Its got big eyes and a long nose. Its got a long
tail.

Read the question with the whole class and write on
the board the answers that they come up with.

You might want to suggest that pupils get into groups
and make a poster about special animals in the country
where they live or where they are from.

They should include information about the animals
appearance and their habitat.

You can then mount a display of all the posters.
Lesson 6
27
63

Look at the pictures with the whole class. Ask pupils
to make up short sentences (orally) to describe the
animals.

Look at the picture of the polar bear. Read out loud the
gapped text. Pupils suggest words from the box on the
right to fill in the gaps and then write in the answers.

Follow the same procedure for the other three animals.
Check the answers with the whole class.

Use Poster 2.

Choose an animal and describe it. Speak about its size,
colour, body, speed, etc. so that pupils can guess what
it is.

Ask pupils where the animal lives. In the pupils own
language speak about its habitat and if it uses any kind
of camouflage.

Put the stickers for Poster 2 on the table and ask pupils
to come up and put the stickers on the appropriate
animals.

page 21.

Play a version of Animal consequences. Hand out
a sheet of paper to each pupil. Show them how to
fold it in four horizontally and then open it up.

Tell them to draw the head of any animal they want
in the left quarter of the paper and to continue
with the neck so that it encroaches slightly into the
next quarter. Pupils fold the paper so that only the
part of the neck sticking out is visible.

Pupils pass their paper to the classmate on their
right. He/she then draws the body of an animal
and part of the front legs in the next quarter and
folds the paper as before. He/she then passes the
paper to the classmate on his/her right who draws
the hind legs and, finally, the tail.

Pupils pass the piece of paper one last time, open
it up and look at the drawings. Pupils show the
drawings to the rest of the class and talk about
them. For example, Its got (an elephant) head,. Its
got (an ostrich) body.
Photocopiable 17

Hand out a copy of the Cross-curricular worksheet.
Pupils complete the information about the
animals.

Answers: Llama Argentina, Bolivia, Chile,
Paraguay and Peru, childrens own answer.
Wombat Australia; grey, brown, childrens own
answer. Red Panda Himalayas; brown, childrens
own answer. Lemur Madagascar; grey and white;
childrens own answer.
Material Material



Class CD


scissors

glue

page 19

Active Teach

Active Book

sheets of paper
21
Lesson 6
11
31
Listen, read and match.
W
i
n
d
o
w
on the

w
o
r
l
d
Revision: colours, parts of the body Its (brown) and (furry).
Its got (long ears).
Receptive: llama, lemur, wombat, fat, tail, face, Australia,
South America, Madagascar, India. (Wombats) live in (Australia).
Photocopiable 17
Which special animal
lives in your country?
B
Special Animals
Llamas live in South
America. This is my
llama. Its brown, and its
very furry. Its got big black
eyes and long ears. Llamas
are very strong.
Lemurs live in
Madagascar. This is a
picture of me with a lemur.
Its brown and its got a
black and white face. Its
got big eyes and a long
nose. Its got a long tail.
Wombats live in
Australia. This
wombat is fat and
furry. Its brown. Its got
a big mouth and small
eyes. Its got short legs.
Wombats are slow.
A C
1 2 3
WD3PB_Ud2.indd 21 19/10/10 17:13:12
62
Is it an elephant?

cross-curricular awareness

learn about special animals
Receptive language
llama, lemur, wombat, red panda, fat, tail, face,
Australia, South America, Madagascar, India.
(Wombats) live in (Australia).
Revision
colours, parts of the body


Use Poster 2 to explain that some animals are special
and only live in certain countries.

Use the wombat and the polar bear as examples.

Ask the class if they can name any other animals that
only live in certain countries.
Main activities
11 Listen, read and match.

Pupils look at the photos, talk about them and try to
guess what countries the children and the animals are
from.

Play the recording. Pupils listen, read the texts, and
match each one to the corresponding photo.

Check the answers.

Read the texts with the whole class. Explain the
vocabulary and new expressions if necessary.

Ask pupils what they know about the different animals
and countries in the photos.

Answers: 1 C; 2 A; 3 B.
31
1 Wombats live in Australia. This wombat is fat and
furry. Its brown. Its got a big mouth and small eyes.
Its got short legs. Wombats are slow.
2 Llamas live in South America. This is my llama. Its
brown, and its very furry. Its got big black eyes and
long ears. Llamas are very strong.
3 Lemurs live in Madagascar. This is a picture of me
with a lemur. Its brown and its got a black and white
face. Its got big eyes and a long nose. Its got a long
tail.

Read the question with the whole class and write on
the board the answers that they come up with.

You might want to suggest that pupils get into groups
and make a poster about special animals in the country
where they live or where they are from.

They should include information about the animals
appearance and their habitat.

You can then mount a display of all the posters.
Lesson 6
28
65

Play A Tour of London (see Board games notes,
page 180). If a pupil lands on the Police square, he/
she takes a flashcard and you ask him/her a question.
If it is a picture of one of the animals, ask Whats this?
Pupils answer Its a (tortoise). Its (an elephant). If it is
a picture showing one of the adjectives, pupils should
say the adjective and act it out.

Play The Colour Race to revise language from Units 1
and 2 (see Board games notes, page 180). The game
cards are on pages 181-188.

Suggestion: If you have access to an interactive
whiteboard or computer in the classroom, you can use
the electronic version of the game in Active Teach.

Explain that pupils should read the clues (1-6) to the
crossword puzzle and fill in the answers. The answers
are the names of the different animals pupils have seen
in this unit. Pupils should work on their own.

Draw the crossword on the board and check the
answers. Say (One) Whats this? Elicit the answers.
13 Draw an animal. Answer the questions.

Revise the adjectives seen in the unit using the
flashcards and/or wordcards.

Ask pupils to think of one of the animals they have seen
in the unit and to draw it in the space provided.

Pupils then read and answer the questions.

Ask some pupils to come to the front of the class to
show their drawings. Check their answers.

Put the animal flashcards on the board. Ask some
pupils to come to the board and write the names of the
animals under the flashcards.

Ask the rest of the class if they think that the pupils
have written the animals correctly.

Use the wordcards to help the class check the spelling.

page 21.
Photocopiable 18

Photocopiable 18

Give out a copy of the Reinforcement worksheet to
those pupils who need to revise.

In the first activity, pupils have to match the
descriptions to the animals.

Answers: 1 ostrich; 2 tiger; 3 - giraffe

In the second activity, pupils read and circle the
correct description for each animal.

Answers: tiger strong, furry, orange; giraffe
tall, yellow, slow
Photocopiable 19

Give out a copy of the Fast finishers worksheet to
the strongest pupils.

Pupils look at the table and the examples. Answer
any questions which pupils may have.

Pupils have to write two sentences about the
ostrich and the bear which are similar to the ones
in the example.

Answers: An ostrich is tall, grey and very fast. Its
got two legs. A bear is strong, brown and fast. Its
got four legs.
Material Material




Class CD

Unit 2 Board game and game cards

a ball or small bean bag


Active Teach

Active Book

Cut-out pictures of animals or pupils own
drawings of them
22
Lesson 7
Lets
talk!
14
32
Listen and say the chant.
13 Choose an animal. Then ask and answer.
Practice: animals, adjectives. Is it (furry)? Yes, it is. No, it isnt.
Pronunciation: question intonation, rhythm and stress
Photocopiables 1819
Is it furry?
Is it long?
Is it a snake?
Yes, it is.
Yes, it is.
No, it isnt.
Brown bear, brown bear,
What can you see?
I can see an elephant and its thirsty.
Thirsty elephant, thirsty elephant,
What can you see?
I can see a tortoise and its hungry.
Hungry tortoise, hungry tortoise,
What can you see?
I can see a tiger and its angry.
RUN!!!!!!
WD3PB_Ud2.indd 22 18/10/10 18:40:25
64
Is it an elephant?

revise the language from Unit 2

practise pronunciation with a chant

play a communication game to revise language
Revision
animals, adjectives
Is it (furry)? Yes, it is / No, it isnt.
Lenguaje receptivo
Run!


Get into a circle with all the class. You will need a ball or
a small bean bag.

Say Im thinking of an animal. Pupils try to guess the
name of the animal, going in order around the circle.
Throw the ball/bean bag to the pupil who guesses right.

This pupil thinks of an animal and the rest try to guess
in the same way as before.
Main activities

Ask pupils to look at the pictures and read out loud the
speech bubbles with all the class.

Explain that pupils are going to play a game in pairs
where they will ask questions to guess the names of
animals.

Tell pupils to think about an animal that they have
learned about during the unit.

Elicit other adjectives that pupils saw in the previous
lesson to describe animals and write them on the
board.

In pupils, pupil A asks a question about the animal;
pupil B replies. Pupils change roles once pupil A
guesses the animal.
14 Listen and say the chant.

Ask the class to look at the picture next to the chant
and to talk about it.

Use the picture to revise the names of animals and
the adjectives hungry and thirsty. Teach the adjective
angry.

Play the chant. Pupils listen and read.

Play the chant again. Pupils listen and clap along with
the rhythm.

Play the chant several times so that pupils can learn it.

Play track 33. Pupils sing along to the karaoke version.
32
What can you see?
I can see an elephant, and its thirsty.
What can you see?
I can see a tortoise, and its hungry.
What can you see?
I can see a tiger, and its angry.
Run!!!!!!
Lesson 7
29
65

Play A Tour of London (see Board games notes,
page 180). If a pupil lands on the Police square, he/
she takes a flashcard and you ask him/her a question.
If it is a picture of one of the animals, ask Whats this?
Pupils answer Its a (tortoise). Its (an elephant). If it is
a picture showing one of the adjectives, pupils should
say the adjective and act it out.

Play The Colour Race to revise language from Units 1
and 2 (see Board games notes, page 180). The game
cards are on pages 181-188.

Suggestion: If you have access to an interactive
whiteboard or computer in the classroom, you can use
the electronic version of the game in Active Teach.

Explain that pupils should read the clues (1-6) to the
crossword puzzle and fill in the answers. The answers
are the names of the different animals pupils have seen
in this unit. Pupils should work on their own.

Draw the crossword on the board and check the
answers. Say (One) Whats this? Elicit the answers.
13 Draw an animal. Answer the questions.

Revise the adjectives seen in the unit using the
flashcards and/or wordcards.

Ask pupils to think of one of the animals they have seen
in the unit and to draw it in the space provided.

Pupils then read and answer the questions.

Ask some pupils to come to the front of the class to
show their drawings. Check their answers.

Put the animal flashcards on the board. Ask some
pupils to come to the board and write the names of the
animals under the flashcards.

Ask the rest of the class if they think that the pupils
have written the animals correctly.

Use the wordcards to help the class check the spelling.

page 21.
Photocopiable 18

Photocopiable 18

Give out a copy of the Reinforcement worksheet to
those pupils who need to revise.

In the first activity, pupils have to match the
descriptions to the animals.

Answers: 1 ostrich; 2 tiger; 3 - giraffe

In the second activity, pupils read and circle the
correct description for each animal.

Answers: tiger strong, furry, orange; giraffe
tall, yellow, slow
Photocopiable 19

Give out a copy of the Fast finishers worksheet to
the strongest pupils.

Pupils look at the table and the examples. Answer
any questions which pupils may have.

Pupils have to write two sentences about the
ostrich and the bear which are similar to the ones
in the example.

Answers: An ostrich is tall, grey and very fast. Its
got two legs. A bear is strong, brown and fast. Its
got four legs.
Material Material




Class CD

Unit 2 Board game and game cards

a ball or small bean bag


Active Teach

Active Book

Cut-out pictures of animals or pupils own
drawings of them
22
Lesson 7
Lets
talk!
14
32
Listen and say the chant.
Practice: animals, adjectives. Is it (furry)? Yes, it is. No, it isnt.
Pronunciation: question intonation, rhythm and stress
Photocopiables 1819
Is it furry?
Is it long?
Is it a snake?
Yes, it is.
Yes, it is.
No, it isnt.
What can you see?
I can see an elephant and its thirsty.
What can you see?
I can see a tortoise and its hungry.
What can you see?
I can see a tiger and its angry.
RUN!!!!!!
WD3PB_Ud2.indd 22 18/10/10 18:40:25
64
Is it an elephant?

revise the language from Unit 2

practise pronunciation with a chant

play a communication game to revise language
Revision
animals, adjectives
Is it (furry)? Yes, it is / No, it isnt.
Lenguaje receptivo
Run!


Get into a circle with all the class. You will need a ball or
a small bean bag.

Say Im thinking of an animal. Pupils try to guess the
name of the animal, going in order around the circle.
Throw the ball/bean bag to the pupil who guesses right.

This pupil thinks of an animal and the rest try to guess
in the same way as before.
Main activities

Ask pupils to look at the pictures and read out loud the
speech bubbles with all the class.

Explain that pupils are going to play a game in pairs
where they will ask questions to guess the names of
animals.

Tell pupils to think about an animal that they have
learned about during the unit.

Elicit other adjectives that pupils saw in the previous
lesson to describe animals and write them on the
board.

In pupils, pupil A asks a question about the animal;
pupil B replies. Pupils change roles once pupil A
guesses the animal.
14 Listen and say the chant.

Ask the class to look at the picture next to the chant
and to talk about it.

Use the picture to revise the names of animals and
the adjectives hungry and thirsty. Teach the adjective
angry.

Play the chant. Pupils listen and read.

Play the chant again. Pupils listen and clap along with
the rhythm.

Play the chant several times so that pupils can learn it.

Play track 33. Pupils sing along to the karaoke version.
32
What can you see?
I can see an elephant, and its thirsty.
What can you see?
I can see a tortoise, and its hungry.
What can you see?
I can see a tiger, and its angry.
Run!!!!!!
Lesson 7
30
67
Reader
Pirates 2

Point to the pictures from the previous chapter of the
reader and ask the class what they can remember.

Revise the different characters names. Point to a
character and ask Whos this?

Play the recording . Pupils point to each picture as they
hear it.

Encourage pupils to tell the story using English as far as
possible.

Elicit from the class that the cat pirates are furious
because the rats have got hold of the treasure. When
the cats get to the island in a submarine, they are
hungry, thirsty and angry. Doo Doo hides from them
but he has an idea when he sees the red ink.

Play the recording again and ask pupils to read the
text.

Play the recording again. This time pause it after each
scene. Ask the pupils to point to the characters who
are speaking.

Play the recording one more time. Pause it after each
scene and do the actions. Pupils copy what you are
doing.

Finally, play the recording straight through. The class
acts out the story
120
1 Doo Doo: Whats this? Its a rocket!
2 Doo Doo: Its a submarine! Its Fat Cat!
3 Doo Doo: Fat Cat! Oh dear! In here!
4 Cat 1: Im thirsty!
Cat 2: Im hungry!
Cat 3: Im tired!
5 Fat Cat: Grrrrrrrrr! And Im angry! Find the treasure!
And the pirates.
6 Fat Cat: Open the door!
7 Fat Cat: Wheres the treasure!
Cats: Its not here, boss.
8 Cat: What are these? Books, pencils, rulers?
Fat Cat: Bah! No treasure.
9 Doo Doo: Ah ha! Red, and a pen. Ive got an idea!
I can ...

Pupils complete the self-evaluation page on their own.

First of all they do the I can activities. They can use
their Pupils Books or Activity Books to help them to
evaluate their progress.

After pupils complete each section, they should colour
in one of the faces to show how much help they have
needed.

Encourage pupils to be honest as they do this. This will
help them to realistically evaluate their learning and
progress.

Pupils stick the stickers in their Picture Dictionaries.

Walk around the class as pupils are working and ask
questions about the vocabulary.

Remind the class that they can use their Picture
Dictionaries to help them revise.

page 21.
Photocopiable 20

If you are short of time to do the All about me
activity, use this worksheet to get through the task
more quickly . Hand out a copy of the Portfolio
worksheet to each pupil. Pupils have to insert
a photo of their favourite animal and fill in the
information required.
You can now do Unit 2 pages 10-11 in the
Test booklet .

You can also do the End of term 1 Test page 20 in the
Test Booklet.
Material Material



Class CD


Reader: Pirates 2

Tests: pages 1011

sheets of paper or card

page 22

sheets of paper

Photos of animals
Remember!
Its
It isnt
(a tiger).
(an elephant).
Is it (a tiger)?
Yes, it is.
No, it isnt.
Its got
It hasnt got
(long legs).
23
Lesson 8
All about me
My favourite animal
is the giraffe.
Its strong and tall.
Its got long legs.

17 Write about your favourite animal. Find a picture.
16 Find and say.
Unit 2 revision
Portfolio work
Self-assessment
Photocopiable 20
Now you can
read Pirates 2!
WD3PB_Ud2.indd 23 18/10/10 18:40:28
66
Is it an elephant?

revise the vocabulary seen in the unit and use it
in a personal way

learn to evaluate ones own progress
Revision
tortoise, strong, tall, slow, fast, furry
legs).
rocket, submarine, treasure, pencils, rulers,
books, numbers 10 to 100. Whats this? Its a
(rocket). What are these? Im thirsty/hungry/
angry.
Receptive language
Oh, dear! In here. Find (the treasure). Wheres
the treasure? Its not here, boss. Ive got an
idea.


Do the chant from the previous lesson.

Stick the adjective and animal wordcards on the board.
Pupils choose five and write them down.

Say the animals and adjectives in random order. Pupils
cross out the words which they hear.

The first pupil to cross out all of his/her words says
Bingo!
Main activities
16 Find and say.

Ask pupils to look at the picture. Read the Remember!
box out loud with all the class.

Explain that pupils should make up all the true and false
sentences about the picture which they can.

Choose a pupil to ask a question and point to one of
the animals in the picture.

Ask another pupil to answer Yes if the sentence is true
and No if it is false.

You can do this as a whole class activity and divide
pupils into two teams, or you can ask pupils to play in
small groups. If you do this as a whole class activity,
keep a running score for each team.

If pupils work in groups, pupil A points to something
in the picture and says a sentence; the first pupil to
answer correctly scores a point and then makes up his/
her own sentence.
All about me
17 Write about your favourite animal. Find a
picture.

Ask pupils to look at the portfolio task in their books.

Read the text out loud with all the class. Then copy it
on the board and underline the words that need to be
replaced.

Ask pupils to work with coloured sheets of paper or
card. Tell them to use their imagination to draw their
favourite animal or to find a picture of it.

Walk around the class while pupils write their texts on
their own. Give help when needed.

Encourage pupils to show their work to their
classmates and to read it to them.

Tell the class to put the work they have done in their
portfolios.
Lesson 8
31
67
Reader
Pirates 2

Point to the pictures from the previous chapter of the
reader and ask the class what they can remember.

Revise the different characters names. Point to a
character and ask Whos this?

Play the recording . Pupils point to each picture as they
hear it.

Encourage pupils to tell the story using English as far as
possible.

Elicit from the class that the cat pirates are furious
because the rats have got hold of the treasure. When
the cats get to the island in a submarine, they are
hungry, thirsty and angry. Doo Doo hides from them
but he has an idea when he sees the red ink.

Play the recording again and ask pupils to read the
text.

Play the recording again. This time pause it after each
scene. Ask the pupils to point to the characters who
are speaking.

Play the recording one more time. Pause it after each
scene and do the actions. Pupils copy what you are
doing.

Finally, play the recording straight through. The class
acts out the story
120
1 Doo Doo: Whats this? Its a rocket!
2 Doo Doo: Its a submarine! Its Fat Cat!
3 Doo Doo: Fat Cat! Oh dear! In here!
4 Cat 1: Im thirsty!
Cat 2: Im hungry!
Cat 3: Im tired!
5 Fat Cat: Grrrrrrrrr! And Im angry! Find the treasure!
And the pirates.
6 Fat Cat: Open the door!
7 Fat Cat: Wheres the treasure!
Cats: Its not here, boss.
8 Cat: What are these? Books, pencils, rulers?
Fat Cat: Bah! No treasure.
9 Doo Doo: Ah ha! Red, and a pen. Ive got an idea!
I can ...

Pupils complete the self-evaluation page on their own.

First of all they do the I can activities. They can use
their Pupils Books or Activity Books to help them to
evaluate their progress.

After pupils complete each section, they should colour
in one of the faces to show how much help they have
needed.

Encourage pupils to be honest as they do this. This will
help them to realistically evaluate their learning and
progress.

Pupils stick the stickers in their Picture Dictionaries.

Walk around the class as pupils are working and ask
questions about the vocabulary.

Remind the class that they can use their Picture
Dictionaries to help them revise.

page 21.
Photocopiable 20

If you are short of time to do the All about me
activity, use this worksheet to get through the task
more quickly . Hand out a copy of the Portfolio
worksheet to each pupil. Pupils have to insert
a photo of their favourite animal and fill in the
information required.
You can now do Unit 2 pages 10-11 in the
Test booklet .

You can also do the End of term 1 Test page 20 in the
Test Booklet.
Material Material



Class CD


Reader: Pirates 2

Tests: pages 1011

sheets of paper or card

page 22

sheets of paper

Photos of animals
Remember!
Its
It isnt
(a tiger).
(an elephant).
Is it (a tiger)?
Yes, it is.
No, it isnt.
Its got
It hasnt got
(long legs).
23
Lesson 8
All about me
My favourite animal
is the giraffe.
Its strong and tall.
Its got long legs.

17 Write about your favourite animal. Find a picture.
16 Find and say.
Unit 2 revision
Portfolio work
Self-assessment
Photocopiable 20
Now you can
read Pirates 2!
WD3PB_Ud2.indd 23 18/10/10 18:40:28
66
Is it an elephant?

revise the vocabulary seen in the unit and use it
in a personal way

learn to evaluate ones own progress
Revision
tortoise, strong, tall, slow, fast, furry
legs).
rocket, submarine, treasure, pencils, rulers,
books, numbers 10 to 100. Whats this? Its a
(rocket). What are these? Im thirsty/hungry/
angry.
Receptive language
Oh, dear! In here. Find (the treasure). Wheres
the treasure? Its not here, boss. Ive got an
idea.


Do the chant from the previous lesson.

Stick the adjective and animal wordcards on the board.
Pupils choose five and write them down.

Say the animals and adjectives in random order. Pupils
cross out the words which they hear.

The first pupil to cross out all of his/her words says
Bingo!
Main activities
16 Find and say.

Ask pupils to look at the picture. Read the Remember!
box out loud with all the class.

Explain that pupils should make up all the true and false
sentences about the picture which they can.

Choose a pupil to ask a question and point to one of
the animals in the picture.

Ask another pupil to answer Yes if the sentence is true
and No if it is false.

You can do this as a whole class activity and divide
pupils into two teams, or you can ask pupils to play in
small groups. If you do this as a whole class activity,
keep a running score for each team.

If pupils work in groups, pupil A points to something
in the picture and says a sentence; the first pupil to
answer correctly scores a point and then makes up his/
her own sentence.
All about me
17 Write about your favourite animal. Find a
picture.

Ask pupils to look at the portfolio task in their books.

Read the text out loud with all the class. Then copy it
on the board and underline the words that need to be
replaced.

Ask pupils to work with coloured sheets of paper or
card. Tell them to use their imagination to draw their
favourite animal or to find a picture of it.

Walk around the class while pupils write their texts on
their own. Give help when needed.

Encourage pupils to show their work to their
classmates and to read it to them.

Tell the class to put the work they have done in their
portfolios.
Lesson 8
32
69
Activity Book: Answers
68 68
33
69
Activity Book: Answers
68 68
34
14
Well Done! 3 Photocopiable Pearson Educacin, S.A., 2011
14
Class:
Song worksheet 2
Photocopiable 13
Name:
Class:
Mini Wordcards 2
Photocopiable 12
Name:
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02_WDTRB_3_Unit2_DF.indd 14 18/2/11 10:14:43
13
Class:
Mini Flashcards 2
Photocopiable 11
Name:

35
14
14
Class:
Song worksheet 2
Photocopiable 13
Name:
Class:
Mini Wordcards 2
Photocopiable 12
Name:
o
s
t
r
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c
h
g
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r
a
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13
Class:
Mini Flashcards 2
Photocopiable 11
Name:

36
16
16
Class:
Poster project 2
Photocopiable 15
Name:
Class:
Story worksheet 2
Photocopiable 14
Name:
The Baby Butterfly
2
3 4
5 6
1
Well Done! 3 Photocopiable Pearson Educacin, S.A., 2011 Well Done! 3 Photocopiable Pearson Educacin, S.A., 2011
15
Class:
Song worksheet 2
Photocopiable 13
Name:
Class:
Mini Wordcards 2
Photocopiable 12
Name:
27

Listen and ll in the gaps.
Fotprints! Fotprints!
Lok at the fotprints!
Whats the animal?
Whats the animal?
Its got long, legs.
Long, strong legs.
Black and .
Whats the animal?
Whats the animal?
A big body.
Its fury and strong.
and strong.
Whats the animal?
Whats the animal?
Four legs.
Its smal and slow.
Smal and .
What is it?
What is it?
37
16
16
Class:
Poster project 2
Photocopiable 15
Name:
Class:
Story worksheet 2
Photocopiable 14
Name:
The Baby Butterfly
2
3 4
5 6
1
15
Class:
Song worksheet 2
Photocopiable 13
Name:
Class:
Mini Wordcards 2
Photocopiable 12
Name:
27

Listen and ll in the gaps.
Whats the animal?
Whats the animal?
Its got long, legs.
Long, strong legs.
Black and .
Whats the animal?
Whats the animal?
A big body.
Its fury and strong.
and strong.
Whats the animal?
Whats the animal?
Four legs.
Its smal and slow.
Smal and .
What is it?
What is it?
38
18
18
Class:
Photocopiable 17
Name:
Class:
Photocopiable 16
Name:
polar bear crocodile deer elephant fox arctic fox frog lion
POLAR REGIONS
THE FOREST
polar bear
the Savannah
17
Class:
Poster project 2
Photocopiable 15
Name:
Class:
Story worksheet 2
Photocopiable 14
Name:
F
o
r
e
s
t
P
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a
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v
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h
W
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39
18
18
Class:
Photocopiable 17
Name:
Class:
Photocopiable 16
Name:
polar bear crocodile deer elephant fox arctic fox frog lion
POLAR REGIONS
THE FOREST
polar bear
the Savannah
17
Class:
Poster project 2
Photocopiable 15
Name:
Class:
Story worksheet 2
Photocopiable 14
Name:
F
o
r
e
s
t
P
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l
a
r

R
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g
i
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S
a
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a
h
W
e
t
l
a
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d
s

40
20
20
Class:
Fast nisher worksheet 2
Photocopiable 19
Name:
Class:
Reinforcement worksheet 2
Photocopiable 18
Name:
2 Read and circle.
1 Read and match.
Its got long legs.
2 tiger
3 ostrich
1 giraffe
s
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rong

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a
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19
Class:
Photocopiable 17
Name:
Class:
Photocopiable 16
Name:
Llama
Red Panda Lemur
Wombat
Country:
Colour:
Its got:
Its:
Country:
Colour:
Its got:
Its:
Country:
Colour:
Its got:
Its:
Country:
Colour:
Its got:
Its:
41
20
20
Class:
Photocopiable 19
Name:
Class:
Photocopiable 18
Name:
2 Read and circle.
1 Read and match.
Its got long legs.
2 tiger
3 ostrich
1 giraffe
s
t
rong

t
a
l
l

y
e
l
l
o
w

f
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a
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a
b
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19
Class:
Photocopiable 17
Name:
Class:
Photocopiable 16
Name:
Llama
Red Panda Lemur
Wombat
Country:
Colour:
Its got:
Its:
Country:
Colour:
Its got:
Its:
Country:
Colour:
Its got:
Its:
Country:
Colour:
Its got:
Its:
42
22
22
Class:
Extra practice worksheet 2
Photocopiable
Name:
Class:
Photocopiable 20
Name:
Make notes.
Complete.
Read and .
What colours is it?
Whats it like?
Body: Tail:
Legs: Eyes:
Head: Mouth:
Its and .
Its and .
Its got .
orange pink purple
big small long
strong tall short
furry slow fast
My Favourite
Animal
21
Class:
Photocopiable 19
Name:
Class:
Photocopiable 18
Name:
Read and make sentences.
s
t
rong

t
a
l
l

y
e
l
l
o
w

f
u
r r y

o
r
a
n
g
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43
22
22
Class:
Extra practice worksheet 2
Photocopiable
Name:
Class:
Photocopiable 20
Name:
Make notes.
Complete.
Read and .
What colours is it?
Whats it like?
Body: Tail:
Legs: Eyes:
Head: Mouth:
Its and .
Its and .
Its got .
orange pink purple
big small long
strong tall short
furry slow fast
My Favourite
Animal
21
Class:
Photocopiable 19
Name:
Class:
Photocopiable 18
Name:
Read and make sentences.
s
t
rong

t
a
l
l

y
e
l
l
o
w

f
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44
Class:
Name:
Class:
Name:
Well Done! 3 Photocopiable Pearson Educacin. S.A, 2011 Well Done! 3 Well Done! 3
2 Look and say.
1
110 110
Listen and number.

10
45
Class:
Name:
Well Done! 3 Photocopiable Pearson Educacin. S.A, 2011 Well Done! 3 Well Done! 3
2 Choose and write.
1 Read and match.
1 Its slow.
2 Its furry.
3 Its strong.
4 Its tall.
1 Its a bear.
Its
.
2 Its an ostrich.
Its
.
3 Its a tortoise.
Its
.
4 Its an elephant.
Its
.
11
a
b
c
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Class:
Name:

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46
Storycard 1
T
Does Ale know what it is? (No.)
What do you think it is? Answers will vary
ALFIE: Look! Ive got a ! What is it?
00
Is this dog/cat/rabbit? (No.)
What colour is it? (It is red and green.)
Storycard 2
The Baby Buttery
Is it an elephant? 22
storycards3P_A4.indd 16 26/10/10 17:16:40
Storycard 1
T
RYAN: Wow! Is it a baby snake?
ALFIE: No, it isnt. Its furry and its got legs. Look!
1, 2, 3, 4, 5, 6 ... Its got lots of legs.
00
Who is this? (Ryan.) (Ale.)
Is the creature furry? Pointing at the caterpillar. (Yes.)
How many legs has it got? (Seven.)
Storycard 3
What does Ryan think it is? (A baby snake.)
What is it? (We dont know.)
What do you think it is? Answers will vary.
22
The Baby Buttery
Is it an elephant?
Storycard 1
T
What does Victoria think it is? (A tortoise.)
Is it a tortoise? (No.)
Why not? (It hasnt got a shell.)
VICTORIA: Is it a baby tortoise?
ALFIE: No, it isnt. It hasnt got a shell.
POPPY: Oh! Then what is it?
00
Who can you see? Pointing. (Ale.) (Ryan.) (Victoria.) (Poppy.)
Wheres the creature? (On Ale.)
What has Poppy got? (The magic stone.)
Storycard 4
22
The baby buttery
Is it an elephant?
Storycard 1
T
What is the creature? (A caterpillar/a baby bettery.)
What can it do? (Speak.)
Why? (The stone is magic.)
POPPY: Look! Its on my stone.
CATERPILLAR: Hello! Im a caterpillar.
RYAN: Wow! Poppy. It is a magic stone
00
Wheres the creature? (On Poppys stone.)
Whats this? Pointing at the buttery. (A buttery.)
Storycard 5
22
The Baby Buttery
Is it an elephant?
Storycard 1
T
What does the caterpillar say? (This is my mother.)
What does Victoria say? (Its a baby buttery.)
CATERPILLAR: And this is my mother.
VICTORIA: Oh! Its a baby buttery!
00
Is the caterpillar speaking? (Yes.)
What is it saying? Answers will vary.
Storycard 6
22
The Baby Buttery
Is it an elephant?
47
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48

Prepare the area of the class where pupils will act out
the story. A few simple props are enough, for example
some desks can be used as the boats.

Assign the roles. Make sure that all the pupils have
the chance to take part in acting out the story at least
once. Each chapter should be acted out at least twice.

Play the lead-in music to the recording and let the
actors express themselves freely.

Now play the rest of the recording straight through
without pausing so that the pupils involved can act out
the story.

Praise their efforts and encourage the class to applaud
at the end.
Using the reader at home

At the end of each unit have the pupils bring a note
home to their parents with ideas on how they can work
on the reader together with their children. You can find
some suggestions below.

Children open their books at the chapter they have just
done and tell their parents the story (in their mother
tongue), taking care to say the names of the characters
in English.

Children show their parents the chapter in their Active
Book and explain what is happening while they listen.

Pupils complete the activity page for the relevant
chapter. This normally consists of simple activities
linked to the contents and characters that appear in
the chapter.

Parents work together with their children to put
the stickers in right place in the picture story which
summarises the chapter. Pupils will need the help of an
adult or older brother or sister to read the text and put
the stickers in the right place.
Pirates 2 Answers
About the reader

The reader that accompanies Well Done! 3 is called
Pirates. The story is divided into six chapters. The
reader can be used in two ways: in class, to help pupils
recycle and revise the language they have seen; and
at home, to foster pupils enjoyment of reading. Each
chapter of the reader ends with a series of activities,
followed by a page with scenes from the story which
enables pupils to revise the chapter with the aid of
stickers.

The story can be listened to on the Class CD and the
Active Teach and Active Book components.
The main characters
Ratino is the cabin boy
and is full of energy and very
determined.
Pavaratty is
the cook. Hes always cheerful and
thinking about eating. He is very
brave and loyal.
Captain McRat is the rats
captain. He is very brave.
Although he is sometimes bad-
tempered, he is always fair. He
has a parrot called Polly.
Ritarat is the most fearless of the
band. Sometimes it seems as if she
were in charge of the pirates.
Fat Cat is
the rats arch-enemy.
Using the reader in class

Teaching notes for using the reader in class are
included in lesson 8 of each unit. Instructions for
getting the most out of the activities and the answer
key are included at the end of the Teachers Guide.
Acting out the story

To prepare pupils to act out the story, play the
recording so that they can learn the key phrases and
expressions. Stop the recording at the end of each line
and ask the class to guess what will happen next. Do
this slowly and make sure the pupils get involved and
try to learn the lines.
Reader notes

Prepare the area of the class where pupils will act out
the story. A few simple props are enough, for example
some desks can be used as the boats.

Assign the roles. Make sure that all the pupils have
the chance to take part in acting out the story at least
once. Each chapter should be acted out at least twice.

Play the lead-in music to the recording and let the
actors express themselves freely.

Now play the rest of the recording straight through
without pausing so that the pupils involved can act out
the story.

Praise their efforts and encourage the class to applaud
at the end.
Using the reader at home

At the end of each unit have the pupils bring a note
home to their parents with ideas on how they can work
on the reader together with their children. You can find
some suggestions below.

Children open their books at the chapter they have just
done and tell their parents the story (in their mother
tongue), taking care to say the names of the characters
in English.

Children show their parents the chapter in their Active
Book and explain what is happening while they listen.

Pupils complete the activity page for the relevant
chapter. This normally consists of simple activities
linked to the contents and characters that appear in
the chapter.

Parents work together with their children to put
the stickers in right place in the picture story which
summarises the chapter. Pupils will need the help of an
adult or older brother or sister to read the text and put
the stickers in the right place.
Pirates 2 Answers
About the reader

The reader that accompanies Well Done! 3 is called
Pirates. The story is divided into six chapters. The
reader can be used in two ways: in class, to help pupils
recycle and revise the language they have seen; and
at home, to foster pupils enjoyment of reading. Each
chapter of the reader ends with a series of activities,
followed by a page with scenes from the story which
enables pupils to revise the chapter with the aid of
stickers.

The story can be listened to on the Class CD and the
Active Teach and Active Book components.
The main characters
Ratino is the cabin boy
and is full of energy and very
determined.
Pavaratty is
the cook. Hes always cheerful and
thinking about eating. He is very
brave and loyal.
Captain McRat is the rats
captain. He is very brave.
Although he is sometimes bad-
tempered, he is always fair. He
has a parrot called Polly.
Ritarat is the most fearless of the
band. Sometimes it seems as if she
were in charge of the pirates.
Fat Cat is
the rats arch-enemy.
Using the reader in class

Teaching notes for using the reader in class are
included in lesson 8 of each unit. Instructions for
getting the most out of the activities and the answer
key are included at the end of the Teachers Guide.
Acting out the story

To prepare pupils to act out the story, play the
recording so that they can learn the key phrases and
expressions. Stop the recording at the end of each line
and ask the class to guess what will happen next. Do
this slowly and make sure the pupils get involved and
try to learn the lines.
Reader notes
Teachers
Sample Material
Table of Contents
Introduction
Teaching Notes
Tests
Storycards
Poster
Reader Notes

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Bill Bowler & Sue Parminter

02_WDTRB_3_Unit2_DF.indd 13 18/2/11 10:14:42

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