UNIT 11 Work, Rest, Play
• Point to each person in the picture and say, ‘Look! She
Aims:
In this unit, pupils will:
• describe actions happening at the moment of
speaking.
• ask and answer questions about actions happening
at the moment of speaking.
• listen to, read, write and say numbers aloud.
• ask and answer questions about different activities
people are doing at the moment of speaking.
• review how to describe actions happening at the
moment of speaking.
• learn and improve the pronunciation of the \IN\
ending.
• focus on the spelling of -ing verbs.
• read and write about a pet.
• describe and talk about pets.
• learn how to start and close an informal letter.
Grammar:
Present continuous – sentences and questions about
actions happening at the moment of speaking: ‘What
am I doing?’ ‘You are playing. You are surfing the net.’
‘What is he doing?’ ‘He’s cleaning his room.’
Vocabulary:
Actions
Numbers 10–60
Extra materials: Lesson 1 – a ball, actions
flashcards on page 150, some background music; Lesson
2 – copies of the ‘Find someone who...’ worksheet on page
151, magazines and A4 sheets of paper, puzzles made from
2 2.38
magazine pictures; Lesson 3 – copies of the memotest
cards on page 152, blank slips of paper, copies of Bingo
cards; Lesson 4 – copies of ‘The Martian’s family’ and
‘The monkey’s family’ worksheets on page 153, A4
sheets of paper; Lesson 5 – sentences written on cards,
envelopes, pictures of actions being performed, copies of
the ‘Jumbled words!’ worksheet on page 154; Lesson 6 –
magazines and poster paper; Making progress – slips
of paper with number sequences, copies of the ‘Jigsaw
sentences’ worksheet on page 154
Lesson 1
3 2.39
Warmer  Opposites now!
• Toss a ball to a pupil and say an adjective aloud.
• The pupil catches the ball and says the opposite.
• Remember to keep the pace agile at all times.
1 2.37
• Ask pupils to open their books at pages 98 and 99 and
to look at the picture. Write ‘98’ and ‘99’ on the board.
• Ask pupils to describe what they see (people in the
living room doing different things). Help them with any
language they may need.
88
is watching TV.’ ‘Look! He is surfing the net.’ etc.
• Repeat each a couple of times. Encourage pupils to
repeat the words after you.
• Play track 2.37 right through. Pupils follow in their
books. Hold up your book and point to each person
mentioned.
• Say the actions aloud, eg: ‘watching TV’ or ‘talking’, etc.
Pupils point to the person doing it.
• You can use the actions flashcards (see photocopiable
materials, page 150) to introduce, present, drill or
recycle the ‘-ing’ actions in the unit.
Audioscript
Lisa: Hello?
Kim: Hi! It’s me. How are you?
Lisa: Oh, hi. I’m tired.
Kim: Me too! What are you doing?
Lisa: I’m doing my homework. And I’m talking to you!
Kim: What’s that?
Lisa: Oh, that’s Grandpa. He’s in the garden. He’s working.
Kim: What’s Wendy doing?
Lisa: She’s watching TV.
Kim: Is that your brother Tim? What’s he doing?
Lisa: He’s playing.
Kim: What’s Sam doing?
Lisa: I don’t know. Oh, he’s reading a book.
Kim: And your mum and dad?
Lisa: Mum and Dad? Umm… Dad is cleaning the living room.
And Mum… she’s surfing the net.
Lisa: Hello? Hello? Kim, what are you doing?
Kim: Mmmm…? Oh, sorry!
Lisa: Really?
• Play track 2.38. Pupils point to each action in the picture.
• Play the track again. Stop after each action. Encourage
pupils to repeat.
Audioscript
work, watch TV, read, play, surf the net, clean, talk, do homework
Let’s have fun!
Say one action aloud, eg: ‘watching TV’ or ‘surfing
the net’. All the class has to stand up and mime it.
Then call one pupil to the front. Whisper an action to
him/her. He/She mimes it and the rest of the class
has to guess the action.
• Ask pupils to look at the pictures in Activity 3.
• Ask them to describe what they see.
• Read the Shaper’s question aloud. Then read sentences
a and b aloud.
• Ask pupils to match the photos with the sentences.
• Play track 2.39. Have pupils check their answers.
Audioscript/Answers
Girl: I like resting. I go to the park and I rest on the grass.
Sometimes I read a book. I read for hours!
Boy: I’m working. I’m doing my homework. It’s a science project
and I’m surfing the net for information.

• Read the question at the bottom of the page aloud.
• Have pupils answer it.
Extension
• Write the following words on the board: ‘books’,
‘comics’, ‘magazines’, ‘newspapers’, ‘websites’.
• Ask pupils to read the words aloud and ask them which
of these they like reading and which they do not like
reading.
• Make a ranking. Draw a table on the board.
• Pupils come to the front and put a tick in the
corresponding column. Tell them they can only tick two
columns.
• At the end, read the results aloud, eg: ‘Ten pupils like
reading…’ etc. Pupils can read the results and make
sentences with the information. These sentences can
be put up on display on the walls under ‘Class surveys’.
Cooler  Stop the music!
• Play background music and ask pupils to move around
the classroom.
• When the music stops, pupils should freeze while
miming an action.
• Call out the name of a pupil in the class. The rest look
at him/her and say what he/she is doing.
Activity Book, page 94, Activities 1 & 2
Lesson 2
Warmer  Find someone who…
• Give out copies of the worksheet (see photocopiable
materials, page 151).
• Pupils should write the correct number in the boxes
according to the sentences below the picture.
• Check the answers orally. Have pupils describe the
classroom scene.
• As a follow-up, you can ask some pupils to look around
their classroom and to describe what the other pupils
are doing at the moment (they should be miming the
different actions).
1 2.40
• Ask pupils to open their books at page 100 and to look
at the pictures. Write ‘100’ on the board.
• Ask pupils to describe what they see. Help them with
any language they may need.
• Play track 2.40 right through.
• Confirm their predictions.
• Play frame 1. Draw their attention to the invitation
‘Would you like to…?’ Explain the meaning behind the
question. Provide other questions inviting pupils to do
other things.
• Play frame 2. Draw pupils’ attention to the question
‘What am I doing?’ and the answer ‘You are watching
TV.’ Provide other examples and encourage pupils to
give their own examples.
UNIT 11
• Play frame 3. Focus on the question and the answer.
• Play frame 4. Draw pupils’ attention to the phrases
‘That’s impossible!’ ‘Wait a minute…’ ‘I’m sorry.’ Give
other instances of these sentences.
2
• Play track 2.40 again. Have pupils follow in their books.
• Play the track again. Stop after each frame and
encourage pupils to repeat.
• Divide the class into groups. Each plays a role. Give
them time to rehearse.
• Monitor, help, praise and encourage them.
3
• Ask pupils to pair up.
• Read the Shapers’ dialogue aloud.
• Encourage pupils to play the game with their partner.
• Call several pairs to the front and they perform
examples of the task.
Shape your
grammar!
Read the sentences in the ‘Shape your grammar!’
box aloud. Reinforce the idea of the actions taking
place at the moment of speaking. Focus pupils’
attention on form and meaning.
Extension
• Ask pupils to stay in the same pairs as in the previous
task.
• Provide pairs with magazines and A4 sheets of paper.
• Pairs should find people doing different activities. They
cut out the pictures and they stick them onto the sheets.
Tell them to add to some of the people speech bubbles
with the question ‘What am I doing?’ and to the other
characters, speech bubbles with the corresponding
answers.
• Have pairs present their work to the rest of the class.
Cooler Puzzles!
• Pupils love doing puzzles. A very easy way to get hold
of puzzles is to get several pages of ads in magazines
of people doing different actions, eg: eating, dancing,
driving, etc.
• Cut out several pages. Stick them all onto cardboard.
Then cut the photos up into pieces (neither big or small).
• Put each puzzle in an envelope.
• Have pupils work in small groups of three or four.
• Give each group an envelope. Pupils take out all the
pieces and solve the puzzle.
• When they are ready, they present their work to the
class.
Activity Book, page 95, Activities 1 & 2 and My Language Bank
89
UNIT 11
Lesson 3
Warmer  Memotest with numbers
• Give out copies of the memotest cards (see
photocopiable materials, page 152).
• Ask pupils to pair up and give each pair a set. They
should match the numbers and the words.
1 2.41
• Present numbers 12–20 by showing the numbers and the
words. Encourage pupils to repeat the words after you.
• Put all the numbers on display on the board. Do not
place them in order. Ask pupils to close their eyes and
remove one or two numbers.
• Ask pupils to open their eyes and to say which numbers
are missing.
• Ask pupils to open their books at page 101. Write ‘101’
on the board.
• Draw their attention to Activity 1.
• Ask them to solve the calculations.
• Play track 2.41 right through.
• Have pupils check their answers.
Audioscript/Answers
1 5 + 6 = 11
2 35 + 8 = 43
3 23 + 5 = 28
4 50 + 7 = 57
• Draw pupils’ attention to the box with all the numbers.
• Introduce ‘thirty’, ‘forty’, ‘fifty’.
• Write several numbers on the board, eg: 16, 46, 22, 19,
35, 50, and ask pupils to read them aloud.
• Ask pupils to provide the numbers before and after the
ones on the board.
2
• Draw pupils’ attention to the blanks in the sequences.
• Read the first group aloud and elicit which number may
fit the gap.
• Ask pupils to pair up. Have them complete the blanks.
• Check the answers together.
• Ask pupils to come and write the words on the board.
Answers: 1 eight; 2 fifteen; 3 twenty-four; 4 forty; 5 forty-six
Extension  Numbers in my life
• Ask pupils to choose three important numbers in their
life.
• Have them write their numbers down on slips of paper.
• Encourage them to stand up and say why these numbers
are important in their life.
• Give examples of your life. Write key language on the
board, eg: ‘This number is important in my life because
it is the number of…’ ‘This number is very important to
me: I’ve got… toys/CDs.’ etc.
3 • Ask pupils to give their answers and to mention where
• Tell pupils they are going to play a game in pairs.
• Show the example in Activity 3. Explain the task in L1
if necessary.
90
• Give other examples.
• One pupil chooses a number and his/her partner says,
‘Add 2.’ The first pupil should then give the right number.
• If pupils enjoy the game, you can then change the
instruction and have them say, ‘Add 4.’ or ‘Take out 3.’ etc.
Let’s have fun!
In this game pupils sit in a circle and they say which
their favourite number is. All pupils have to pay
attention. When the round is over, pupils have to
relay the information they remember. Pupils need to
use some of the following phrases: ‘Tom’s favourite
number is…’ or ‘Tom likes…’
Cooler  Bingo time!
• Give out copies of the blank Bingo card (see
photocopiable materials, page 106).
• There are nine empty boxes on the card. Tell pupils to
choose nine numbers from 1 to 20 first. Then play the
game.
• You can play a second round. This time you can tell
pupils to choose 9 numbers between 20 and 50.
Activity Book, page 96, Activities 1–3
Lesson 4
Warmer  That is not correct!
• Mime an action, eg: sleeping, and tell pupils, ‘Look!
I’m doing my homework.’
• Obviously, this is not correct. Pupils look at what you
are doing (sleeping) and say, ‘That is not correct. You
are sleeping.’
• Repeat this mismatch between what you say and what
you do a couple of times. Then introduce a variation in
the pronouns by calling a boy/girl to the front to do the
same. The boy/girl mimes an action such as watching
TV but you say, ‘Look! He/She is reading a book.’
Therefore, pupils say, ‘That is not correct. He/She is
watching TV.’
• In this way, you make them practise sentences with ‘he’
and ‘she’.
1
• Ask pupils to open their books at page 102. Write ‘102’
on the board.
• Draw their attention to the dialogue on the chat
window.
• Show pupils the names: ‘Dad99’ and ‘TTom’.
• Read the first four lines aloud.
• Ask some comprehension questions.
• Ask pupils to read the rest of the dialogue in silence.
• Draw their attention to questions 1 and 2 above the
dialogue.
the information is in the dialogue.
Answers: 1 He’s at a hotel. 2 He’s surfing the net for information for
his homework.

• Write on the board the names of all the people
mentioned: ‘Tom’, ‘Dan’ and ‘Becky’.
• Ask pupils to describe what each child is doing.
Extension  What is the family doing?
• Give out copies of ‘The Martian’s family’ and ‘The
monkey’s family’ worksheets (see photocopiable
materials, page 153).
• Have pupils complete the sentences for both the
Martian and the monkey. Then tell them to draw their
families accordingly.
2
• Read the dialogue between the two Shapers.
• Elicit other possible questions about the other members
of their families.
• Ask pupils to pair up, to close their books and to ask
and answer about the people in the family.
Shape your
grammar!
As a round-up, read the questions and answers in
the ‘Shape your grammar!’ box aloud.
Keeping contact with
family and friends
• Read the message in the ‘Values’ box. Discuss the
meaning of the message.
• Ask pupils if they consider it important to be in contact
with family and friends and why. Help them with any
language they may need.
Cooler  Close your eyes and describe!
• Ask pupils to close their eyes and to imagine the
situation you describe.
• You present different scenarios (see some examples
below) and pupils have to imagine what each member
of their family is doing in that place, eg: ‘It is very
hot. The family is at the beach.’ ‘It is a grey Saturday
afternoon. All the family is at home.’ ‘It is a spring
sunny afternoon. The family is in the park.’
• Ask pupils to open their eyes and describe what they
are all doing.
• As a follow-up, give each pupil an A4 sheet of paper
and they choose one of the scenarios and draw their
family there. Then encourage them to do a ‘stand up
and talk’ task in which they describe what each person
is doing.
Activity Book, page 97, Activities 1–4
UNIT 11
Lesson 5
Warmer  Physical line-up
• Prepare several sentences, all containing an ‘-ing’ verb.
Write each word of the sentence on a card. Put all the
cards of the sentence in an envelope.
• Divide the class into groups of four or five. Give each
group an envelope. Pupils take out the cards and put
them in order to make a correct and logical sentence.
• Pupils stand up at the front in a line. Each holds up a
card and they stand in such a way that the rest of the
class can read the sentence.
1 2.43
• Ask pupils to open their books at page 103. Write ‘103’
on the board.
• Tell them to look at the photos in Activity 1.
• Ask pupils to describe what they see.
• Read the words in the box above the photos aloud.
• Ask pupils to complete the blanks with those words.
• Ask them to read their sentences aloud and check the
answers.
Audioscript/Answers
1 He’s running a marathon.
2 He’s stopping the cars.
3 He’s playing baseball.
4 She’s making bread.
Extension
• Ask pupils to cut out pictures or photos from magazines.
They stick these on cardboard and they write a sentence
describing what each person is doing.
• Put these up on display.
2 2.44
• Draw pupils’ attention to the sentences in Activity 2.
• Ask pupils what letters they think are missing.
• Have pupils complete the blanks.
• Play track 2.44 right through.
• Ask pupils to listen and check their answers.
• Have them read the sentences aloud.
Audioscript/Answers
1 She’s watching TV.
2 They’re running in the park.
3 Sophie is doing her homework.
3 2.45
• Focus on the picture next to the sentence in Activity 3.
• Ask pupils to say which animals they can see (a rabbit
and a rhino).
• Ask them what each one is doing.
• Read the sentence next to the picture aloud and slowly.
Read it again aloud, pausing after the word ‘reading’.
• Play track 2.45 twice.
• Pay the track again and stop after the word ‘reading’.
Encourage pupils to read the first part.
• Play the rest of the track and encourage pupils to repeat
the second part.
91
UNIT 11
• Play the track again right through. Give time for pupils
to practise reading the sentence.
• Encourage pupils to read the sentence by themselves.
Extension
• Put pictures of actions being performed in a bag, eg:
‘reading’, ‘walking’, ‘surfing the net’, ‘playing’, etc.
• Call a pupil to the front. Ask him/her to draw one
picture out of the bag.
• Have him/her describe the picture and then write the
‘-ing’ verb on the board.
• Repeat this procedure with several pupils. At the end,
there will be a lot of ‘-ing’ words on the board.
• Point to one and ask pupils to read and spell the word.
Let’s have fun!
Ask pupils to have a look at all the words on the
board and to answer the question ‘Which is your
favourite ‘-ing’ word?’ Pupils give their answers. Put a
tick next to the ‘-ing’ words mentioned. The word with
the most ticks is the favourite word in the class.
Cooler  Jumbled words!
• Give out copies of the worksheet (see photocopiable
materials, page 154).
• Pupils have to put the letters in order to write the
actions correctly.
Answers: watching TV; working; talking; surfing the net; sleeping;
reading
Activity Book, page 98, Activities 1–3
Lesson 6
Warmer Tic-Tac-Toe
• Divide the class into two teams.
• Draw a ‘Tic-Tac-Toe’ grid on the board. Write an ‘-ing’
word in each square.
• Call a pupil from team A. He/She chooses a box and
makes up a sentence with the word in the box. If the
sentence is correct, he/she marks the box with a cross
or a circle.
• Follow the same procedure with a pupil from team B.
• The pupil who is unable to make up a correct sentence
misses the turn.
• The first team to mark three crosses or circles in a
diagonal or straight line says, ‘Tic-Tac-Toe’ and wins the
game.
1
• Ask pupils to open their books at page 104. Write ‘104’
on the board.
• Tell them to look at the letter and the two photos next
to it.
• Ask pupils to describe what they see in the photos
(a grey cat and a white cat).
Draw their attention to
the letter.
92
• Ask pupils who is writing the letter (Lara).
• Invite pupils to predict what the letter may be about if
there is a photo of a cat next to it.
• Ask pupils to read in silence.
• Confirm their predictions.
• Ask pupils to find the following words in the letter:
‘snowy’, ‘big’, ‘my desk’.
• Have pupils say what these words refer to and where
they appear in the letter.
• Ask pupils to check which photo shows Lara’s pet.
• Confirm their answers.
Answer: 2
• Ask pupils to describe the pet. (It has got big, pink and
white ears.)
• Ask pupils to say what the pet usually does. (It sits on
Lara’s desk.)
• Invite pupils to say what the pet is doing at the moment
of speaking. (It is watching Lara.)
Extension
• Give pupils some time to read the letter again in silence.
• Tell pupils to pair up, close their books and tell each
other what they remember about the cat.
• Tell each pair to relay all the information to another pair.
• Ask all the pairs to report back to the class.
• Pupils try to reconstruct the text in the letter together.
Pen Pal
Ask pupils to find these words in the letter: ‘Hi, there!’
and ‘Write soon’. Ask pupils which one is used to
open a letter and which one to close it. Refer to the
text in the ‘Pen Pal’ section. Read it aloud and clarify
doubts. Ask pupils to take two coloured pencils and
to underline the beginning and the end of the letter.
2
• Direct pupils’ attention to the table in Activity 2.
• Discuss the different headings in the table and elicit
examples to write in each box.
• Ask pupils to make a drawing of their pets in their
notebooks.
• Ask them to copy the table into their notebooks and to
complete it with details about their pets.
• Monitor, help and praise them. Provide some ideas on
the board for the ‘interesting fact’ part.
3
• Have pupils show the drawing of their pets and talk
about them. This is another ‘stand up and talk’ task.
• Give them time to practise the talk on their own.
Go around and help them get started.
• Encourage pupils to come to the front to talk about their
pets.
 UNIT 11

Cooler  People and their pets! 3

• Draw pupils’ attention to the picture in Activity 2 again.
• Bring magazines and poster paper to the classroom.
• Explain the task: pupils need to find some people in the
• Divide the class into groups. Each group has to find a
picture.
boy/man and a girl/woman, and a pet for them.
• Do the first one together.
• They stick their pictures on a poster and the present
• Ask pupils to compare their findings with a partner.
their work to the class.
• Check the answers together.
• If the people they find are well-known, the can use
• Pupils assess their work by colouring the spots in
their real names. If they are not well-known, pupils give
‘My progress’.
these people names. Suggested language: ‘This is…
He/She has got a pet. It is a/an (animal). His/Her name Answers: 1 7; 2 8; 3 9; 4 10
is… He/She is… (description). He/She… (interesting Cooler  Jigsaw sentences
fact). In the photo, he/she is… (action the pet is doing).
• Give out copies of the worksheet (see photocopiable
Activity Book, page 99, Activities 1 & 2 and Unit 11 takes shape!
materials, page 154).
• Divide pupils into groups.
Making progress • Explain the task: groups have to make sentences with
the words given in the box. They can use more than
Warmer  What number is missing? one in a sentence and they can repeat all the words
• Divide the class into groups. they need. They can make affirmative and negative
• Give each group a couple of slips of paper. Each slip sentences or questions.
must present a sequence of numbers in which some are • Read all the words in the box aloud and provide a few
missing. examples.
• They complete the sequence and come to the front to • Set a time limit. Monitor their work all the time. Help
read the whole sequence aloud. the groups in trouble.
• Encourage groups to read their sentences aloud.
1 • The group with the most correct sentences is the
• Ask pupils to open their books at page 105. Write ‘105’ winner.
on the board. Activity Book, page 99, Activities 1–3
• Ask pupils to look at the calculations in Activity 1.
• Explain the task. The aim is to write the numbers in
words and then solve the calculations and write the
results as numbers.
• Do the first calculation as an example.
• Give pupils time to complete the task individually.
• Have them check their answers with a partner.
• Check the answers together. Encourage pupils to come
to the front to write the answers.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: 1 15; 2 41; 3 28; 4 36; 5 53

2
• Ask pupils to look at the picture in Activity 2.
• Have them describe some of the things they see.
Elicit some sentences from them.
• Draw their attention to sentences 1–6.
• Read sentence 1 aloud and elicit answers.
• Elicit from pupils what the other characters are doing.
• Check the answers orally.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: 1 writing; 2 talking/having coffee; 3 working in the
garden/planting flowers; 4 playing (with balls); 5 reading;
6 cleaning the floor

93
 UNIT 12 Our Holidays!
Aims:
In this unit, pupils will:
• learn the name of objects related to the beach.
• identify plants and animals that live in the ocean.
• describe actions happening at the moment of
speaking.
• ask and answer questions about actions people are
doing at the moment of speaking.
• listen for specific information.
• talk about a family holiday.
• learn and improve the \ø\ sound.
• read and understand a postcard.
• talk about holidays.
• write a simple postcard.
• use exclamation marks.
Grammar:
Present continuous – questions and answers about
actions happening at the moment of speaking: ‘What are
the children doing?’ ‘They are climbing.’ ‘Where’s Megan?’
‘Is she packing the car?’ ‘Yes, she is.’ ‘No, she isn’t.’
Negative sentences about actions happening at the
moment of speaking: ‘The dogs aren’t playing in the sea.’
Vocabulary:
Beach objects and features
Holiday activities
The weather
Extra materials: Lesson 1 – copies of the ‘Sort
into categories!’ worksheet on page 154, blank slips of
paper, beach-related flashcards on page 155; Lesson 2 –
magazines, copies of the ‘Jumbled sentences!’ worksheet
on page 156; Lesson 3 – copies of the ‘Odd one out’
worksheet on page 157, some poster paper; Lesson 4 –
copies of the ‘Find someone who...’ worksheet on page
156 and the ‘Matching task’ worksheet on page 157, a
ball; Lesson 5 – copies of the ‘Snake wordsearch 1 & 2’
worksheet on page 157; Lesson 6 – copies of the
memotest cards on page 158 and the ‘My postcard’
worksheet on page 159, newspaper pages
Lesson 1
Warmer  Sort into categories!
• Give out copies of the worksheet (see photocopiable
materials, page 154).
• Divide the class into groups. Have pupils discuss for a
couple of minutes and then they sort the words out and
place them in the different categories.
• Check the answers orally.
Answers: Numbers: twenty, fifty-four, eleven, nineteen; Food:
spaghetti, pizza; Feelings: tired, sad, happy, OK; Jobs: police officer,
teacher, firefighter, doctor; Actions: sleeping, playing, resting,
surfing the net, working
94
Extension
• Ask each group to think of a word for each category
which has not been included in the box.
• Give five slips of paper to each group. They write each
word on a different slip.
• Groups exchange their slips and sort out the words into
categories.
• Each group shows their work to the group who wrote
the words on the slips. This group corrects the work.
1 2.46
• Ask pupils to open their books at page 106. Write ‘106’
on the board.
• Ask them to look at the picture and to describe what
they see. Help them with any language they may need.
• Ask pupils to predict what is happening on the beach.
• Pupils give their ideas.
• Play track 2.46 right through. Hold up your book and
point to the objects mentioned in the dialogue.
• Confirm their predictions.
Audioscript
Dad 1: Phew! It’s very hot! Put on your sunhat.
Boy 1: OK, Dad.
Girl: Mum, I’m cold. Where’s my towel?
Mum 1: Here you are.
Girl: Thank you.
Boy 2: Dad, Dad. Look at my beautiful shells. There are lots of shells
in the sand. Look – blue, yellow and orange. Ouch!
Dad 2: The orange shell is a crab!
Boy 2: Yikes!
Dad 3: What are you doing, Chase?
Chase: I’m making a sandcastle. Hey!
Dad 3: Oh no. Let’s make a new sandcastle.
Mum 2: What are you doing, Tim? Don’t play on the rocks! It’s
dangerous.
Tim: I’m looking for a starfish. Come and look too, Mum!
Extension
• Use the beach-related flashcards (see photocopiable
materials, page 155) to present the new vocabulary.
• Say one aloud and point to the flashcard. Have pupils
repeat after you.
• Put up the flashcards on the board.
• Number the flashcards and say one number aloud.
• Pupils say the word.
2 2.47
• Play track 2.47 right through again.
• Play the track again and stop after each word. Pupils
repeat the word.
Audioscript
sunhat, sand, shells, crab, towel, sandcastle, starfish, rocks
 UNIT 12

Let’s have fun! 1 2.49

Unfinished drawings
Call one pupil to the front. Whisper a word (from
Activity 1) to him/her. He/She draws part of the
object/animal. The class has to guess. The pupil
continues so as to finish his/her drawing.
3 2.48
• Ask pupils to look at the photos in Activity 3.
• Read the questions next to the photos. Let pupils
discuss the questions in groups.
• Encourage pupils to provide an answer.
• Play track 2.48 right through.
• Have pupils check their answers.
• Play the track again – only sentence 1. Ask pupils which
photo is being described.
• Follow the same procedure with sentences 2 and 3.
• Clarify any vocabulary doubts.
Audioscript/Answers
1 Seaweed is a plant that grows in the ocean. It’s also a delicious
food!
2 A cactus grows on land in deserts. It can live in very hot weather.
3 Coral lives in the ocean. It looks like a plant but it isn’t! It’s a
small animal.
Extension
• Ask pupils to read the sentence at the bottom of the
page. Have them name two plants and two animals that
live in the ocean.
• Divide the class into groups. Give them time to do some
research (in the school library or their netbooks).
• Have groups report back to the class. You can prepare
two lists on the board, under the headings ‘Sea animals’
and ‘Sea plants’.
Possible answers: Plants that live in the ocean: kelp, sea
grass, plankton, algae, sponges; Animals that live in the ocean:
seahorses, dolphins, swordfish, sea lions, turtles, etc
Cooler  Home or beach?
• Present a list of words on the board, eg: ‘bed’, ‘crab’,
‘towel’, ‘sand’, ‘TV’, ‘starfish’, ‘fridge’, ‘shells’,
‘window’.
• In groups, pupils decide whether the words belong to a
home scene or a beach scene. Some may belong to both,
eg: towel.
Activity Book, page 101, Activities 1 & 2
Lesson 2
Warmer  A day on the beach!
• Divide the class into groups of four or five.
• Ask them to present a family scene on the beach.
• When they are ready, they introduce themselves and they
say what the different members of the family are doing.
• Ask pupils to open their books at page 108. Write ‘108’
on the board.
• Ask pupils to look at the pictures and to describe what
they see.
• Encourage them to predict what is happening on the
beach.
• Play track 2.49 right through.
• Confirm pupils’ predictions.
• Play the track again. Stop after frame 1. Focus on the
questions. Have pupils repeat the questions and answers.
• Follow the same procedure with frame 2.
• Play the track again. Stop after frame 3. Draw pupils’
attention to the phrases ‘Be careful!’, ‘Don’t worry.’ and
‘This is fun!’
• Play the track again. Stop after frame 4. Focus on the
questions. Pupils repeat the questions and answers.
2
• Play track 2.49 again. Have pupils follow in their books.
• Play the track again. Stop after each frame and
encourage pupils to repeat.
• Divide the class into groups. Each plays a role. Give
them time to rehearse.
• Monitor, help and encourage them.
• Encourage pupils to act out the dialogue. Praise their
effort and hard work.
3
• Read the Shapers’ dialogue aloud.
• Write the following questions on the board: ‘What are
the grandparents doing?’ ‘What are the children doing?’
‘What are the dogs doing?’
• Elicit the corresponding answers.
• Draw pupils’ attention to the use of ‘They are…’
• Give pupils time to practise the questions and the
answers on the board.
Shape your
grammar!
Draw pupils’ attention to the ‘Shape your grammar!’
box. Read the question and answers aloud.
Extension 1
• Call two or three pupils to the front.
• Have them mime an action. Ask the class, ‘What are
they doing?’ The rest of the class has to guess.
Extension 2  What are they doing?
• Divide the class into groups.
• Distribute magazines to the groups. They must find
pictures of several people doing things. The aim is to
practise the plural form.
• When they are ready, groups present their work to the
class.

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UNIT 12
Cooler  Jumbled sentences!
• Give out copies of the worksheet (see photocopiable
materials, page 156).
• For ‘Part 1’, have pupils work individually. They order
the words to get a logical sentence.
• Give them time to check their work with a partner.
• Check the answers together.
Answers: 1 What are the children doing? 2 What is the dog eating?
3 The mother is reading a book. 4 What are the grandparents doing?
• For ‘Part 2’, have pupils work in pairs.
• Tell pairs that they have to replace the words in bold in
each sentence with another word.
• Encourage pupils to read their versions aloud.
Handy Tip
This type of task boosts pupils’ creativity and helps
them see how powerful some words are.
Activity Book, page 102, Activities 1 & 2 and My Language Bank
Lesson 3
Warmer  Odd one out
• Give out copies of the worksheet (see photocopiable
materials, page 157).
• Pupils do the task individually (they identify the odd one
out) and then they check with a partner.
• Check the answers together. Have pupils give reasons
to justify their answers.
Answers: a classroom; b pencil; c living room; d school bag; e spider
1 2.50
• Ask pupils to open their books at page 109. Write ‘109’
on the board.
• Have pupils look at the pictures in Activity 1. Tell them
that the pictures refer to the weather.
• Present the new words.
• Play track 2.50 right through.
• Play the track again.
• Have pupils repeat. Correct pronunciation if necessary.
Audioscript
1 It’s sunny.
2 It’s rainy.
3 It’s cloudy.
4 It’s windy.
5 It’s snowy.
6 It’s stormy.
2 singing competition.
• Ask pupils to look at the picture in Activity 2.
• Ask them how many people they see and how they are
feeling. Also, ask them what the weather is like.
• Read sentence 1 aloud. Ask pupils which answer they
should circle – ‘Yes’ or ‘No’.
• Check the answer together.
96
• Give pupils time to do the rest of the sentences by
themselves.
Answers: 1 Yes; 2 No; 3 Yes; 4 No
Extension
• Ask pupils to look at the picture in Activity 2 again for
two minutes.
• Ask them to close their books and to say what they
remember about the picture.
3 2.51
• Play track 2.51 right through. Check the answers to
Activity 2 together.
• Play the track again. Stop at the end of the first verse.
• Ask pupils how the family is feeling (unhappy).
• Ask pupils why they think the family is unhappy. Pupils
predict reasons for their unhappiness.
• Play the second verse.
• Ask pupils who the verse is about. Ask what Mum is
doing and why. Ask how Mum is feeling.
• Play the third verse.
• Ask pupils who the verse is about. Ask what Dad is
doing and why. Ask how Dad is feeling.
• Follow the same procedure with the fourth verse. Ask
how Eva is feeling.
• Follow the same procedure with the last verse.
• Play the track again right through.
• Divide the song into parts. Encourage pupils to repeat
the lines.
• Play the track again and help them say the lines.
Extension 1
• Write the following adjectives on the board: ‘dirty’,
‘sad’, ‘boring’, ‘cold’, ‘OK’.
• Ask pupils to try and remember how these words are
used in the song.
Extension 2
• Write the following ‘-ing’ words on the board: ‘cooking’,
‘cleaning’, ‘reading’, ‘looking for’.
• Pupils try to remember who is doing what in the picture.
• Elicit complete sentences with the words given.
• Have pupils go back to the book to see if the sentences
are right.
4 2.51
• Play track 2.51 again right through.
• Invite pupils to listen and sing the song.
• If you wish, divide the class into groups and hold a
• Have the class vote for the best group.
Cooler  A perfect holiday!
• Divide the class into groups of four or five.
• Give each group some poster paper where they must
draw or stick pictures of a family on holiday. They decide
what each member is doing and how they are feeling.

• They present their work to the class and talk about
the family, their holiday, their feelings and what each
member is doing.
Activity Book, page 103, Activities 1–3
Lesson 4
Warmer  Find someone who…
• Give out copies of the worksheet (see photocopiable
materials, page 156).
• Pupils have to read the sentences below the picture and
find the people in the beach scene. They number the
people accordingly.
1 • Read the questions aloud. Then encourage pupils to
• Ask pupils to open their books at page 110. Write ‘110’
on the board.
• Tell pupils to look at the pictures and ask them who
these people are (a family: Mum, Dad, a boy and a girl).
• Introduce new language: ‘taking out the rubbish’,
‘walking the dog’, ‘packing the car’. Mime the actions or
make simple drawings on the board.
• Pupils repeat the new language after you.
• Ask pupils to read the short dialogue by themselves.
• Read the phrases next to the pictures aloud.
• Ask pupils to write the name of the people doing those
actions. Ask pupils to make complete sentences. Then
have them answer the question in the rubric.
• Draw pupils’ attention to the questions ‘Where’s
Megan?’ and ‘Is she taking out the rubbish?’
• Present the short form ‘No, she isn’t.’
• Follow the same procedure with Ben and Lois.
• Read the dialogue aloud.
• Encourage pupils to repeat the lines after you.
• Give pupils time to practise reading the dialogue in pairs.
• Encourage them to read the dialogue aloud.
Answers: 1 Ben is walking the dog. 2 Lois is cleaning the garden.
3 Megan is packing the car.
Mum is drinking tea/coffee./Mum is looking through the window.
2
• Read the Shapers’ dialogue aloud.
• Ask pupils to pair up.
• Have them practise the same mini-dialogue about the
other characters in the dialogue.
Shape your
grammar!
Draw pupils’ attention to the ‘Shape your grammar!’
box. Read the question and the Yes/No answers
aloud.
UNIT 12
Extension 1
• To give pupils further practice, go to the picture in
Activity 2, Lesson 3.
• Pupils pair up. Ask them to have short exchanges similar
to the ones presented in Activity 2.
• Encourage pairs to present some exchanges in front of
the class.
• Correct only when necessary.
Extension 2
• Give out copies of the ‘Matching task’ (see
photocopiable materials, page 157).
• Have pupils read the questions and the options on the
right. Then they circle the correct answer in each case.
read the corresponding answers aloud.
 
Helping at home
• Read the message in the ‘Values’ box aloud. Clarify
any vocabulary queries. Ask pupils what they think
about this message.
• Have pupils say what they do at home to help and
describe what their parents do at home. Help them
with any language they may need. Accept ideas in L1.
Cooler  Ball game
• Toss a ball to a pupil and ask a question starting with
either ‘Is he/she…?’ or ‘Is it…?’ The pupil catches the
ball and gives a short answer.
• Draw pupils’ attention to the correct use of the
pronouns.
Activity Book, page 104, Activities 1 & 2
Lesson 5
Warmer  Jump to the right or the left!
• Ask pupils to open their books at page 111. Write ‘111’
on the board.
• Ask questions about the people in the picture.
• If the answer is ‘Yes’, pupils jump to the right and say,
‘Yes, he/she/it is.’ If the answer is ‘No’, pupils jump to
the left and say, ‘No, he/she/it isn’t.’
• The pace should be agile and remind pupils to use ‘he/
she/it’ appropriately.
1
• Ask pupils to look at the picture in Activity 1 again.
• Ask them to describe how many boys/girls they see
(three boys and three girls, and a man talking on a
mobile phone).
• Read the questions aloud. Clarify any language queries.
• Read the options aloud.
97
UNIT 12
• Ask pupils to pair up. Invite them to match the questions
with an appropriate answer.
• Give them time to complete the task.
• Check the answers orally. Clear up any doubts.
Answers: 1 d; 2 e; 3 a; 4 f; 5 b; 6 c
2 Ryan; 3 Gina; 4 Tom; 5 Dad; 6 Mia
2 2.52
• Draw pupils’ attention to the words in Activity 2.
• Tell the class that the same letter is missing in all words.
• Give them time to discuss the answer with a partner.
• Elicit which letter fits all the blanks.
• Read the words aloud.
• Play track 2.52 right through.
• Play the track again. Stop after each word. Have pupils
repeat each word individually.
• Correct pronunciation if necessary.
Answers: mum, fun, rubbish, uncle, lunch
Extension
• Write the words from Activity 2 on the board.
• Ask pupils to repeat the words.
• Ask them to close their eyes and erase some letters in
each word.
• Ask pupils to open their eyes and to check the words
again.
• In pairs, they discuss which letters are missing in each
word. Each pair reports back to the class.
• Encourage pupils to come to the front to complete the
words.
3 2.53
• Draw pupils’ attention to the sentences in Activity 3.
• Read the sentences aloud.
• In pairs, have pupils discuss which words are suitable
for each blank. Remind them that they must use the
words from Activity 2.
• They report their answers to the class. Ask pupils to
come to the board and to write the words. Also, ask
them to spell each word.
• Once the blanks have been completed, read the
sentences aloud.
• Play track 2.53 right through.
• Encourage pupils to read the sentences aloud imitating
the speaker as much as they can.
• Correct pronunciation as well as intonation.
Answers: Mum; lunch; Uncle; fun
Cooler  Snake wordsearch 1 & 2
• Give out copies of the worksheet (see photocopiable
materials, page 157).
• For ‘Part 1’, have pupils circle the words in the snake
wordsearch, showing where they start and finish.
• Invite them to spell out each word they discover.
Answers: reading, working, watching TV, surfing the net, resting,
sleeping, playing
98
• For ‘Part 2’, have pupils work in groups to complete the
body by inserting a string of ‘-ing’ words.
• Once the task is ready, groups exchange their work
so that each group has to solve the task designed by
another group.
• Check the answers together.
Activity Book, page 105, Activities 1 & 2
Lesson 6
Warmer Memotest
• Give out copies of the memotest cards (see
photocopiable materials, page 158).
• Have pupils pair up to play memotest with the
vocabulary about the beach.
1
• Ask pupils to open their books at page 112. Write ‘112’
on the board.
• Ask pupils to look at the photos and to describe what
they see. Help them with any language they may need.
• Ask pupils to look at the postcard. Ask, ‘Who is writing
it?’
• Ask them to predict what information may appear in the
postcard.
• Read the postcard aloud. Clarify any language queries.
• Read question 1 aloud. Elicit an appropriate answer.
• Read questions 2 and 3 aloud. Give pupils time to find
the information in the text.
• Check the answers together. Ask pupils to show you
where the correct answers appear in the postcard.
Answers: 1 You can see whales, seals, dolphins and many other
ocean animals. 2 They are playing with the dolphins. 3 Yes, it is.
Extension
• Write the following information on the board and
encourage pupils to use it to give details about the trip
described in the postcard in Activity 1: ‘12.00 pm’,
‘3.30 pm’, ‘dolphins’.
• Help pupils get their message across.
Pen Pal
Draw pupils’ attention to the postcard. Draw exclamation
marks on the board. Ask pupils to find exclamation
marks in the postcard. Ask pupils if they remember why
and when these are used. If they remember, help them
explain. If they do not remember, direct them to the
‘Pen Pal’ section. Read the information aloud and check
comprehension. Ask pupils to provide further examples.
In order to guide them, you can tell them that sentences
associated with feelings are likely to take an exclamation
mark. Make a point of the different use of exclamation
marks in English and in Spanish. In Spanish, exclamation
marks are used at the beginning of a sentence and at
the end, whereas in English exclamation marks are only
used at the end of a sentence.

2 from the group are doing at the beach (they need to
• Direct pupils’ attention to the box in Activity 2.
• Have them draw a picture of their holidays. They then
describe what they are doing in the picture.
Handy Tip
A good idea for further oral practice is to ask pupils
to sit in a circle. After each of the pupils describes
his/her picture of his/her holiday, encourage the
rest to relay part of the information given by their
friends. You can ask pupils to work in groups: there
are more minds to resort to. In this way, pupils
who remember very little feel less pressure.
Extension  My postcard
• Give out copies of the sample postcard (see
photocopiable materials, page 159).
• Read what is written on it. Brainstorm words, phrases
that can be used in the body of the postcard.
• Give pupils time to complete the task.
• Move around the classroom. Monitor and help them.
Guide and provide language where necessary.
• Read some versions aloud.
Cooler  Balls galore
• Think of a couple of sentences connected with holidays,
eg: ‘The children are climbing rocks.’ ‘My family is at
the beach.’ ‘My sister is making a sandcastle.’ ‘My
brother is looking for crabs.’
• Bring newspaper pages to the class. On each page, write
the words of one of the sentences above spread out on the
page. One word may be horizontal, another vertical, etc. On
the top left corner, write the number of words pupils need
to find on the page. To guide them, use capital letters for
the initial of the first word of the sentence.
• Make a paper ball with each page. Divide the class into
groups. Toss all the paper balls at the same time. Each
group must catch one, straighten out the page and look
for the number of words shown on the top left corner.
Once they have found all the words, they try to find a
logical order for the words to make up a sentence.
• Once the groups are ready, they read their sentences
aloud.
Activity Book, page 106, Activities 1 & 2 and Unit 12 takes shape!
Making progress
Warmer  Visualization + Memory
• Ask pupils to stand up, to close their eyes and to
imagine they are on holiday at the beach. Tell them to
visualize what they are doing.
• Pupils stand in a circle and they describe what they are
doing at the beach.
• Once all pupils have said their line, ask volunteers to
raise their hands and to describe what three people
UNIT 12
remember what they have just said).
• You can have the same task (visualization + memory)
with other sentences, eg: ‘Imagine it is a cloudy day.
You are at home and… Oh no! It is raining now!’ Ask
pupils what they are doing at home. All pupils say their
lines. Then ask them how much they remember from
their friends’ answers.
1
• Ask pupils to open their books at page 113. Write ‘113’
on the board.
• Ask them to look at the picture in Activity 1 in detail.
• Encourage them to describe what they see.
• Draw pupils’ attention to the list of words.
• Explain the task: pupils must find these elements in
the picture, circle them and write the corresponding
number next to them.
• Check the answers orally.
• Pupils assess their work by colouring the spots in
‘My progress’.
2
• Draw a table on the board with the headings ‘In the
ocean’ and ‘On land’ for pupils to complete with the
names of the animals in Activity 1.
• Provide an example for each list, eg: fish (in the ocean),
dog (on land).
• Give pupils time to discuss the work in groups.
• Monitor and help them where necessary. Help them
with any language they may need.
• Have groups read their lists aloud.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: In the ocean: crab, fish, seagull; On land: dog, crab
3
• Ask pupils to look at the picture in Activity 1 again.
• Read the sentences aloud. Clarify any vocabulary doubts.
• Give pupils time to complete the task by themselves.
• When they are ready, give them time to compare their
work with a partner.
• Check the answers together.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: 1 Yes; 2 No; 3 Yes; 4 No
Extension
• For the sentences to which the answer is ‘No’, ask
pupils to provide a correct sentence.
Cooler Hangman
• Have pupils play this game to have fun, to recycle
vocabulary recently seen and to focus on spelling.
Suggested words: ‘seaweed’, ‘shells’, ‘rubbish’, ‘towel’,
‘starfish’, ‘sandcastle’.
Activity Book, page 107, Activities 1 & 2
99
REVISION 6
Warmer  Vocabulary races
• Divide the class into groups of four.
• Write a letter on the board.
• Ask pupils to jot down as many words as possible that
begin with that letter.
• Set a time limit. Then ask pupils to read aloud their lists.
• Count all the words which are correct.
• The winner is the group with the highest number of words.
• Repeat the task with another letter.
1 • Ask pupils to describe what they see in the photos.
• Ask pupils to open their books at page 114. Write ‘114’
on the board.
• Have them look at the table in Activity 1. Draw their
attention to the three columns in the table.
• Copy the table onto the board.
• Direct pupils’ attention to the list of actions on the left.
Encourage them to read the list aloud.
• Explain the task: pupils must sort out the actions on the list
and place them in the corresponding category in the table.
• Give pupils time to discuss their work in pairs.
• Check the answers orally. Have pupils come to the front
and complete the table on the board.
• Tell pupils to work in groups of four. Ask them to add
three more actions – if possible one for each category.
• Encourage groups to share their ideas with the class.
Possible answers: work: clean my room; rest: read a book, watch
TV, have a nap; play: look for crabs, swim, make a sandcastle.
Extension  Class survey
• Use the table in Activity 1 to prepare a quick class
survey. Choose actions from each category and ask the
class how many of them do those actions.
• For instance, ask, ‘How many of you make a sandcastle
when you are on holiday?’ Count the number of pupils
and write the number next to the phrase in the table.
• Follow the same procedure with all the other actions.
• Count the number of pupils and write the general results
on the board.
• Encourage pupils to read the results aloud, eg: ‘Ten
pupils make sandcastles when they are on holiday.’ etc.
2
• Ask pupils to look at the photos in Activity 2 and to
describe what they see in each.
• Encourage pupils to tell a partner what the children are
doing in each photo.
• Check the answers orally.
• Ask pupils to come to the front and write the answers
on the board.
Answers: 1 He’s looking for crabs. 2 She’s cleaning her room.
3 She’s resting/having a nap.
Extension Memory
• Ask pupils to look at the three photos in Activity 2 and
to try and memorize what each child is doing.
100
All about Travelling
• Prepare slips of paper with the numbers ‘1’, ‘2’ and ‘3’
written on them. Put these on your desk and shuffle them.
• Ask pupils to close their books and to come to the
front. They choose a slip, read the number on it and
try to remember what the child in the photo with that
number is doing, eg: ‘2: There is a girl in photo 2. She is
cleaning her room.’
3
• Ask pupils what they can see in Activity 3 (three photos
and three postcards).
• Direct their attention to the names at the bottom of
each postcard.
• Give pupils time to read the postcards in silence.
• Explain the task. Pupils discuss their ideas with a partner.
• Check the answers orally. Ask pupils to show where the
information to complete the task is.
Answers: 1 c; 2 a; 3 b
Extension  True or False?
• Prepare slips of paper with true/false sentences about
Activity 3 and stick them onto the board. Suggested
sentences: ‘Ellie’s family is at a hotel.’ ‘Ellie is playing
games with a cousin.’ ‘Her parents are climbing the
rocks.’ ‘Anna goes skiing every day.’ ‘Her sister loves
cold weather.’ ‘Max is at the beach.’ ‘He is looking for
shells.’ ‘His mum is sunbathing.’
• Divide the class into groups and have them decide if the
sentences are true or false.
4
• Tell pupils they are going to do a project about holidays.
• Have them follow the steps to prepare their postcards.
• Draw their attention to the mini-exchanges in the green
boxes on the right.
• Read them aloud and elicit any other questions you
may ask a friend about their holidays, eg: ‘What is
the weather like?’ ‘Who is the man/woman in the
postcard?’ ‘What is he/she doing?’ etc.
• Give pupils time for them to ask and answer questions
about their holidays and to exchange their postcards
with their friends.
• Encourage pupils to perform their mini-exchanges in
front of the class.
Cooler  Who is he/she?
• Remind pupils of the people in the three postcards in
Activity 3. Write their names on the board.
• Give them time to refresh what each is doing.
• Call a pupil to the front and whisper into his/her ear an
action performed by one of these people for him/her to
mime, eg: ‘Ellie’s brother/playing with Ellie.’
• The rest of the class has to guess who and what the
pupil is doing the mimicry of.
Activity Book, pages 108–110, Activities 1–9
Activity Book, page 111, Going for Starters!