Inglês 4.

º ano
Sandy Albuquerque | Susana Marques

TEACHER’S GUIDE

TEACHER’S ALL ABOUT CULTURE

PLANS FESTIVITIES
PLANNER SEESAW 4 CORNER

NEE ASSESSMENT
JUST FOR FUN EXTRA MATERIAL PROJECTS
WORKSHEETS BANK
1. Teacher’s Planner

Personal Information .................................................................................................................................... 2

School Calendar .............................................................................................................................................. 3
Calendar (2016-2023) ................................................................................................................................... 4
My Attendance Record ................................................................................................................................ 6
Meetings ............................................................................................................................................................ 7
Students’ List .................................................................................................................................................... 8
Class Profile ...................................................................................................................................................... 9
Classroom Display ........................................................................................................................................ 10
Students’ Attendance Record ................................................................................................................. 11
Summaries ...................................................................................................................................................... 12
Test Dates ........................................................................................................................................................ 13

Assessment Grids

ͻ Values and Attitudes ..................................................................................................................... 14

ͻ End of Term ...................................................................................................................................... 15

ͻ End of Year ........................................................................................................................................ 16

 Seesaw 4

Personal Information

Name: _____________________________________________________________________________________________

Phone Number: _____________________________

Address: ___________________________________________________________________________________________

Email: _____________________________ @ _____________________________

School: __________________________________________________ Phone Number: ________________________

Schedule

Time Mon R Tues R Wed R Thurs R Fri R

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 Seesaw 4

School Calendar School Year ______/______

1st Term 2nd Term 3rd Term

Sep Oct Nov Dec T Jan Feb Mar Apr T Apr May Jun T Total

Mon

Tues

Wed

Thurs

Fri

1st Term

Starts: ____________________________________________________ Ends: ___________________________________

2nd Term

Starts: ____________________________________________________ Ends: ___________________________________

3rd Term

Starts: ____________________________________________________ Ends: ___________________________________

Breaks

Christmas: __________________________________________________________________________________________

Carnival: ___________________________________________________________________________________________

Easter: _____________________________________________________________________________________________

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Calendars

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My Attendance Record (registo de faltas) School Year ______/______

Data Justificação Artigo

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Meetings School Year ______/______

School: _________________________________________________________________________________________________

Date / Time Room Agenda

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 Seesaw 4

Students’ List School Year ______/______

School: _________________________________________________________________________________________________

Class: ____________________________________ Head Teacher: _______________________________________________

No. Name Date of Birth Notes

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Class Profile School Year ______/______

Class: ____________________________________ Head Teacher: _______________________________________________

No. _____ Age _____ No. _____ Age _____ No. _____ Age _____ No. _____ Age _____ No. _____ A ge _____

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Classroom Display School Year ______/______

School: _________________________________________________________________________________________________

Class: ____________________________________ Head Teacher: _______________________________________________

No. No. No. No. No. No. No. No.

No. No. No. No. No. No. No. No.

No. No. No. No. No. No. No. No.

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No. No. No. No. No. No. No. No.

Teacher: __________________________________________

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 Sep Oct Nov Dec 1st Term Jan Feb Mar Apr 2nd Term Apr May Jun 3rd Term Total
No. Jus. Inj. Jus. Inj. Jus. Inj. Jus. Inj. Jus. Inj. Jus. Inj. Jus. Inj. Jus. Inj. Jus. Inj. Jus. Inj. Jus. Inj. Jus. Inj. Jus. Inj. Jus. Inj.
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Students’ Attendance Record (registo de faltas)

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School Year ______/______
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Summaries School Year ______/______

School: _________________________________________________________________________________________________

Class: ____________________________________ Head Teacher: _______________________________________________

Lesson no. Homework Faltas

Summary
Date Presença
Notes Material
Atraso
Disciplinar
Homework

Lesson no. Homework Faltas

Summary
Date Presença
Notes Material
Atraso
Disciplinar
Homework

Lesson no. Homework Faltas

Summary
Date Presença
Notes Material
Atraso
Disciplinar
Homework

Lesson no. Homework Faltas

Summary
Date Presença
Notes Material
Atraso
Disciplinar
Homework

Lesson no. Homework Faltas

Summary
Date Presença
Notes Material
Atraso
Disciplinar
Homework

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 Seesaw 4

Test Dates School Year ______/______

School: _________________________________________________________________________________________________

Class: ____________________________________ Head Teacher: _______________________________________________

Date Sep Oct Nov Dec Jan Feb Mar Apr May Jun
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 Work Habits Social Development
No. Name Shows Listens and Completes Works neatly Works Participates Cooperates Respects Respects Behaves
effort follows directions assignments and carefully independently in class with peers property others in class
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Values and Attitudes – Assessment Grid

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 Listening, Reading and Writing Speaking Attitudes Total
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 1st Term 2nd Term 3rd Term
No. Name Final
Test 1 Test 2 Speaking Attitudes Mark Test 1 Test 2 Speaking Attitudes Mark Test 1 Test 2 Speaking Attitudes
Mark
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Class: ___________
2. All about Seesaw 4

Language Syllabus ....................................................................................................................... 18

Seesaw Components .................................................................................................................... 22

Seesaw Learning (teaching methodologies, methods

and approaches) ............................................................................................................................. 24

Seesaw Unit Overview ................................................................................................................ 26

Classroom Management Guidelines ................................................................................. 29

Lesson Guide Overview .............................................................................................................. 31

Seesaw Digital Resources Overview ............................................................................... 33

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 Language Syllabus
Unit Topics Vocabulary Use of Language CLIL

Starter Unit – • Greetings Greetings: • What day is it today? It’s • Geography:

Greetings from hello, hi, bye, good Monday. Capitals
London • Countries morning, good afternoon,
good evening • What’s today’s date? It’s 15th • Culture: Flags
• Nationalities Countries: September. and symbols
• Days of the Week Portugal, the USA, • When is your birthday? It’s
England, Ireland,
on the 28th of February.
• Months Scotland,Wales, Canada,
Australia, India, South
• Ordinal Numbers Africa
Nationalities:
Portuguese, American,
English, Irish, Scottish,
Welsh, Canadian,
Australian, Indian, South
African
Days of the Week:
Monday, Tuesday,
Wednesday, Thursday,
Friday, Saturday, Sunday
Months:
January, February,
March, April, May, June,
July, August, September,
October, November,
December
Ordinal Numbers:
1st – 31st

Unit 1 – At School • School School: • (I am) (running) in the gym. • Recycling:

playground, library, Recycling bins
• School Activities classroom, cafeteria, • It’s (half) (past) (eight).
gym, music room, art • Literacy: You’re
• Time room, IT room • Prepositions of Time: Late!
School Activities: English starts at 11 o’clock.
• Recycling We have English on
singing, running, playing,
reading, drawing, eating Mondays and Wednesdays.
Time: I do my homework after
eight o’clock, half past school.
nine, quarter to one,
quarter past two
Recycling:
don’t litter, pick up
papers, recycling bins:
yellow bin, green bin,
blue bin

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 Unit Topics Vocabulary Use of Language CLIL

Unit 2 – My • Around Town House: • Where do you live? I live in • Culture: Types
Community kitchen, bedroom, (London) in a (flat). of homes
• House bathroom, living room,
dining room, study, hall, • Prepositions of Place: • Literacy:
• Types of Home garden, cupboard, clock, The (picture) is behind the Around Town!
mirror, bath, bookcase, (sofa). The (lamp) is on
bed, picture, sofa, lamp, the (bookcase). The (mat)
mat, TV is under the (bed). The
(TV) is in the (living room).
Around Town: Where is the (bookshop)?
park, hospital, library, The (bookshop) is next
school, bookshop, train to the (school). The (zoo)
station, zoo, supermarket, is opposite the (train
restaurant, cinema station). The (library) is in
front of the (park). The
Types of Home: (supermarket) is between
house, home, apartment/ the (cinema) and the
flat (restaurant).

Unit 3 – Our Body • Parts of the Body The Human Body: • Possessive Case: • Senses: The
and Senses face, eyes, ears, mouth, (He) has got his (mother)’s Five Senses
• Our Five Senses nose, hair, head, legs, (eyes).
arms, shoulders, knees, • Literacy: After
toes, hands, fingers, foot, (She)’s got (long brown) School!
feet hair.

Our Five Senses: • Present Simple:

taste, touch, sight, We (see) with our (eyes).
hearing, smell, sweet,
fluffy, look, hear, smile, • Articles: a/an, the
wave, run

Unit 4 – Food and • Food and Drink Healthy Diet: • What’s your favourite • Health: Food
Drink fruit, strawberry, (drink)? It’s (juice). Wheel
• Healthy Diet banana, apple, grapes,
orange, pear, pineapple, • I like (apples) and (grapes), • Literacy: I am
• Numbers (1-100) watermelon, milk, water, but I don’t like (peas). Hungry
vegetables, tomato,
carrot, peas, beans, • Can I have some (bread),
onion, potato, fish, please? Yes, here you are.
meat, egg, cheese, ham, • What would you like to
sandwiches, juice, bread, (eat)? I’d like some (fish and
cereal, milk potatoes), please.
Meals:
breakfast, lunch, snack
time, dinner
Numbers:
1-100

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 Language Syllabus

Unit Topics Vocabulary Use of Language CLIL

Unit 5 – Let’s Go to • Zoo Animals Zoo Animals: lion, tiger, • Question forms and short • Animals: Items
the Zoo crocodile, elephant, answers with to do: that animals
• Farm Animals giraffe, monkey, hippo, give us
snake • Does (a lion) (eat meat)?
• Animals and Yes, it does. • Literacy:
Sounds Farm Animals: pig, Let’s Feed the
horse, cow, chicken, • Does (a snake) (have Farm Animals?
• Animals legs)? No, it doesn’t.
Movements sheep
• Do (monkeys) (eat fruit)?
Animals and Sounds: Yes, they do.
cow – moo,
mouse – squeak, • Do (giraffes) (eat meat)?
pig – oink, No, they don’t.
duck – quack,
dog – woof, sheep – baa, • (Lions) can (run), but they
chicken – cluck, can’t (swing).
cat – meow, horse – neigh
• Can a (monkey) (slither/
Animal Movements: swing)?
swim, run, slither, • No, it can’t./Yes, it can.
swing, jump, fly

Unit 6 – Let’s Go • Outdoor Outdoor Activities: • I can (ride a bike). • Sun Safety:
Outside Activities go for a walk, play What do you
Frisbee, go camping, have • I can’t swim. need to stay
• The Beach a picnic, play volleyball, safe in the sun?
build sandcastles, • Let’s go to the beach.
• Sun safety fly a kite, surf, swim, • Literacy:
• Question Words: Whose
skateboard, ride a bike, Whose (sunglasses are
rollerblade Sunglasses Are
these)? Who is (reading These?
The Beach: pail, shovel, a book)?
flip flops, towel, shorts,
ball, dress, beach, sand, • Nouns in the Singular
sea, sun and in the Plural and
Sun Safety: sunglasses, Determiners:
sunscreen, hat, This is a (pail). That
water, sunshade is a (ball). These are
(flip flops). Those are
(sandcastles).

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 Festivities Vocabulary Use of Language

Halloween vampire, zombie, witch, costumes, jack-o’-lantern, spider, haunted • I’m a (skeleton).
house, skeleton, bat
• It’s a (spider).

Thanksgiving scarecrow, Native Americans, teepee, Pilgrims, Mayflower, corn, • It’s (a scarecrow).
pumpkin pie, turkey, thanks

Christmas holly, cracker, bell, lights, gingerbread man, candy cane, elf, • It’s (a cracker).
pudding

Valentine’s Day Valentine’s card, love, present, heart, friendship, teddy bear, • It’s (a teddy bear).
flowers

St Patrick’s Day gold, pot, leprechaun, shamrock, hat, rainbow, clover • It’s (a rainbow).

Father’s Day Father’s day, father, dad, family, stepfather, grandfather, special, • In (Portugal) Father’s day is
love, best, trophy on (the 19th of March).

Easter Easter, chocolate eggs, bunny, garden, basket, swing, flowers, • It’s (a basket).
statue, fountain, tree

Mother’s Day Mother’s day, mother, mum, family, love, present, flower pot • It’s Mother’s Day.

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 Components
Stickers

Page 36
Page 49
Page 55
Page 84

Activity
Book

Teacher’s Book
( cutouts,
mini flashcards
& stickers)

Seesaw

Seesaw

Seesaw

Seesaw

Seesaw

Reward Box
Big Ben Clock Theatre of Dreams
Story Book
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DOWNLOAD
para PEN, PC e MAC

Teacher’s
Guide Online em:
My First Audio CDs
Vocabulary www.seesaw4.te.pt
and Language
Book
(inclui stickers)

Behaviour Chart
1
2

5
6

10
11

12

Classroom
13

14

15

Language
1
16

17

18

May I come in, 19

20
2
please? 21

22
Could you
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repeat, please?
24
3 25

May I 4
sharpen my
9 781111 139124

pencil? Sorry, I don’t

understand.
5
7
May I go to
the toilet,, Sorry, I’m
please?
May poster
Starter unit I clean
the board?
6
late
late.
5 Story Hats
How do you
Ho
8

ay __________ in
say Step aside,
9
Classroom Management
Unit 10 1 poster
Signs
a gym a cafeteria an art room

English? please. eating

drawing

I’ve
finished.
Hello, what’s your name?
Hello, what’s your name?
reading
And you?
I’m Simon running
How old are you, Simon?

Bee Smart
rt
II’m 9 years old. And you?
a library
I’m 10 years old.
I’m from England.

Unit 2 poster
Where are you from?
a classroom a music room
I’m from Portugal
an IT room

bedroom study bedroom

singing

bathroom
playing computer
(game)
bookcase mirror

lamp picture

Unit 3 poster bed

bath

living room hall dining room

m kitchen
k
TV
cupboard

Unit 4 poster sofa

mat

ćngers
eyes
Unit 5 poster elephants
feet
shoulders garden
grapes orangess
apples mouth
hands ćsh milk

legs tigers

lions
watermelons
mel
bananas strawberries

juice
pears hippos
water
meat
knees
pineapples onio
onions
ons
nose giraffes
hair

Unit 6 poster tomatos head arms

eggs

ssnake
nake

carrots play a kite

toes ears cheese
potatoes

ride a bike swiw

surfcrocodile

rollerblade

skateboard go for a walk monkeys

beans play frisbee

build sandcastles
peas

go camping
play volleyball

have a picnic

100 Flashcards
Behaviour Chart 100 Wordcards 100 Ideias
Classroom Language for successful lessons
7 posters
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 Learning
The authors of agree with the principle
that a child should learn a second language in the
same manner as their first language. Bearing this in
mind, was designed to enable fun and
meaningful learning associated with a child’s real
life experiences. It also respects the natural process
of learning through the acquisition of the four skills:
listening, speaking, reading and writing. There is a
wide variety of teaching methods and approaches
and it is impossible to say which one is best. That
will depend a lot on what type of teacher you are
and what type of students you have. We believe,
however, that these approaches can complement
each other and that teachers should try and use a
variety of teaching methodologies and methods
in order to cater for the range of learning needs
and styles that are present within most class
environments. Therefore, was prepared
bearing the following in mind:
• The Natural Approach
It aims to foster naturalistic language acquisition
in a classroom setting. To this end, it emphasises
communication and places decreased importance
on conscious grammar study and explicit
correction of student errors. Efforts are also made
to make the learning environment as stress-free
as possible. In the natural approach, language
output is not forced, but allowed to emerge
spontaneously after students have been exposed
to large amounts of comprehensible language
input. This acquisition-focused approach sees
communicative competence progressing through
three stages: (a) Aural comprehension, (b) Early
speech production, and (c) Speech activities, all
fostering “natural” language acquisition, much as
a child would learn his/her native tongue.
• Total Physical Response (TPR)
It is based on the theory that memory is enhanced
through association with physical movement.
It is also closely associated with theories of
mother tongue language acquisition in very
young children, where they respond physically
to parental commands. TPR as an approach
to teaching a second language is based, first
and foremost, on listening, and this is linked to
physical actions which are designed to reinforce
24
comprehension of particular basic items.
Listening and responding (with actions) serve
two purposes: it is a means of quickly recognising
meaning in the language being learnt, and a
means of passively learning the structure of the
language itself. Grammar is not taught explicitly,
but can be learned from the language input.
• Content Language Integrated Learning (CLIL)
This is a competence-based teaching approach
that is gaining ground in European education
systems. It refers to teaching subjects such
as science, history and geography to students
through a foreign language. This can be taught
by the English teacher using cross-curricular
content or the subject teacher using English
as the language of instruction. There is an
official European language policy which sees
CLIL as an appropriate instrument for fostering
plurilingualism.
• Topic-based or Theme-based Learning (TBL)
The emphasis of the lessons in language learning
is on a subject, a topic or a theme, and the
contents of the lessons are arranged around this
topic. Thematic learning is based on the idea that
knowledge acquisition is efficient among students
when they learn in the context of a coherent
and holistic way and when they can associate
whatever they learn with their surroundings and
real life examples.
• Teaching Proficiency Through Reading and
Storytelling (TPR Storytelling or TPRS)
It uses a mixture of reading and storytelling to help
students learn a foreign language in a classroom
setting. The method works in three steps:
– in step one, the new vocabulary structures
to be learned are taught using a combination
of translation, gestures, and personalised
questions;
– in step two, those structures are used – in a
spoken class story;
– and finally, in step three, these same structures
are used in a class reading.
Throughout these three steps, the teacher will
use a number of techniques to help make the
target language comprehensible to the students.
• Multiple Intelligences / Learning styles
These intelligences (or competencies) relate to
a person’s unique aptitude, set of capabilities
and ways they might prefer to demonstrate
intellectual abilities. Every child has different
learning styles or ways of learning and lessons
should incorporate a wide range of activities
to reach every student in a way that facilitates
his or her own particular learning. The main
intelligences are:
– Verbal-linguistic intelligence (“word smart”):
ability to use words and learn languages. These
learners have highly developed auditory skills
and are generally elegant speakers. They think
in words rather than pictures.
– Logical-mathematical intelligence (“number /
reasoning smart”): ability to use reason, logic
and numbers.
These learners think conceptually in logical
and numerical patterns, making connections
between pieces of information. Always curious
about the world around them, these learners
ask lots of questions and like to do experiments.
– Visual-spatial intelligence (“picture smart”):
the type that learns through seeing.
These learners tend to think in pictures and
need to create vivid mental images to retain
information. They enjoy looking at maps,
charts, pictures and videos.
– Bodily-kinesthetic intelligence (“body smart”):
ability to control body movements and handle
objects skillfully.
These learners express themselves through
movement. They have a good sense of balance
and hand-eye coordination. Through interacting
with the space around them, they are able to
remember and process information.
– Musical intelligence (“music smart”): ability to
produce and appreciate music.
These musically-inclined learners think in
sounds, rhythms and patterns. They immediately
respond to music either appreciating or
criticising what they hear. Many of these learners
are extremely sensitive to environmental sounds.
– Interpersonal intelligence (“people smart”):
ability to relate and understand others.
These learners try to see things from other
people’s point of view in order to understand
how they think and feel. They often have an
uncanny ability to sense feelings, intentions and
motivations. They are great organisers although
they sometimes resort to manipulation.
Generally, they try to maintain peace in group
settings and encourage cooperation. They use
both verbal (e.g. speaking) and non-verbal
language (e.g. eye contact, body language) to
open communication channels with others.
– Intrapersonal intelligence (“self-smart”):
ability to self-reflect and be aware of one’s inner
state of being.
These learners try to understand their inner
feelings, dreams, relationships with others, and
strengths and weaknesses.
takes into account different intelligences
with activities designed to stimulate the different
learning styles present in the classroom. For each
topic, there is something to appeal to every learner,
like flashcards with pictures and words, songs,
stories, questionnaires, posters, real pictures
and illustrations, word puzzles, maths activities,
games, pair and group work, drawing and colouring
activities, mazes, listening exercises and many
others. Moreover, for every lesson there is a detailed
lesson plan with suggestions of a variety of activities
that help the teacher find a balance to exploit all the
components while trying to reach everyone in class.
also seeks to find that balance by
presenting activities which vary from stirring to
settling, enabling the teacher to control the pace
and attention of the group. It was born out of the
SEESAW PRINCIPLE, i.e., classroom activities should
be executed in resemblance to a seesaw movement
(one side goes up, the other comes down). It is a
true example of a mechanical system with two
equilibrium positions. One side is stable and the
other is not. It can only work if there is a perfect
balance between both ends, and it only works if there
is an up and down movement. All in all,
is designed to facilitate a learning atmosphere that
nurtures motivation and successful learning.
25
 Unit Overview
The course centres on Simon, Squeaky, Maria
and Sean. Maria is a Portuguese girl who moved
to England and is in Simon’s class. Simon is
an English boy who has become Maria’s best
friend. His sidekick Squeaky, a squirrel who lives
in the tree in the school playground, is quite
mischievous and is constantly being naughty.
And newcomer Sean, who is Simon’s cousin, has
just moved from the countryside and is living
with Simon. Through their eyes, your students
will experience a whole new world.
begins with a Starter
Unit – Greetings from London.
It is an introductory 5 lesson
unit, focusing on cultural
aspects as well as revisiting
vocabulary and sentence
structures students should
have already learnt. Not only
does it welcome students into a
new world of language learning,
but it also provides those
who have already been
exposed to English the
opportunity to revise certain
topics. Remember to always
encourage those who have
attended English lessons before
to participate actively even if you
haven’t formally presented the
topic.
Following the Starter
unit, there are 6 main
units containing 6 lessons
each. The Teacher’s Guide
identifies each Student’s
Book page to be used in each
lesson along with the pages to be
used from the Activity Book as
well as the Culture Corner,
NEE, Just for Fun and Extra
Material worksheets. The
guidelines are structured
in a flexible manner so that
it can suit different teaching
conditions. Each detailed plan
26
provides a meaningful and contextualised lesson
for one to two hours of fun and challenging learning,
depending on your specific needs.
These 6 units are divided as following:
Unit 1 – At School focuses on the start of a new
school year and all it brings in a real life context.
Unit 2 – My Community takes each student out
of the comfort of their homes into the world which
surrounds them.
Unit 3 – Our Body and Senses works on the parts
of the body as well as our five senses.
Unit 4 – Food and Drink emphasises on the healthy
eating habits we should have.
Unit 5 – Let’s Go to the Zoo takes students to the
animal kingdom.
Unit 6 – Let’s Go Outside concludes a whole school
year of learning while focusing on outdoor activities
as well as how we should protect ourselves from
the sun.
Each unit is elaborated under the following
guidelines:
Vocabulary Presentation
Each unit and its key vocabulary is introduced and
contextualised through a colourful A1 poster, also
available in the Student’s Book. This illustration will
act both as an introduction to the topic and sets
the tone for the unit. Young learners need to hear a
word several times before they are able to retain it.
Unit 6 poster
play a kite
swiw
surf
ride a bike
rollerblade
go for a walk
play frisbee
s
build sandcastle
skateboard
play volleyball
go camping
have a picnic
 Therefore, creates opportunities for
students to demonstrate they have understood the
new words by using a non-verbal response, such
as pointing, miming or even sticking. Students’
listening skills are also further developed by
activities where they have to follow instructions.
Vocabulary is then presented through different
activities and exercises, such as flashcards, songs,
etc., in order to reach and engage each and every
student in class.
This, of course, enriches the
language learning experience as
it gives students the opportunity
to become someone else and feel
more confident in speaking English. The story
not only provides students with further listening
and reading exercises, but it also teaches them a
valuable lesson, such as citizenship, which could be
further developed in class.

Language Use 3

Unit
Be on time!
n.
1. Look and liste
School !
31

After No, Squeaky.

You touch with
your mouth.
You listen with your hands not
In these lessons students have the chance to No, Squeaky.
your ears not
your nose!

take language learning a step further by learning

different structures as they emerge naturally,
you eat
presented clearly and in a motivating way. See Squeaky,
food with you
r mouth!
e with your
You also wav
Once they have heard the target language, the hands. Here com
es Maria.
Hi, boys!

question-answer interaction is practiced through

Speakers’ Corner, where students are
Speakers’ encouraged to work in pairs and act The bus!
And you run with
your legs and
feet.

We’re late!
Corner out the mini dialogue.
After students are encouraged to ask
the questions and to give their own personal answer.
Each structures is presented in the student book 2. Read.
under the heading Language Focus. 3. Act it out.
) or a cross (
).
a tick (
4. Read and put
Students are also given the opportunity a) You listen with
your nose.

to consolidate these grammatical b) You eat with

your mouth.

your feet.
Language forms by developing their writing skills c) You run with

Focus through a wide range of exercises

42 forty-two

found in both Student’s Book and

Activity Book. Skills

Story In these lessons

The story is a follow up to what students have learnt
so far and takes learning a step further by bringing
the vocabulary and structures together. Each
interactive frame of the story engages students to
listen and pay attention. This lesson also provides
the students to wear a new Story Hat and to act out
the story they have listened and learnt.
es students are offered topic-based
skills work consolidating the
language of the unit as well
SKILLS as a second grammar point.
The activities presented help
students develop all four
language skills, with the focus
on a particular one. They also provide students
with thinking activities as well as the opportunity to
personalise their language, giving them a purpose
to use it.

27
 CLIL The last lesson of each
LET’S RECAP unit literally recaps the
Students are introduced to a CHECK
!
g
vocabulary and language
Listenin
topic from other subjects of the Reading
g taught. This allows students
ng
Speaki
CLIL
curriculum in Primary education Writing
g to check whether they have
ar
related to the overall topic in the Gramm learnt the key structures
unit. Their main purpose is to taught in the past units.
learn about other areas using the
English language.
LLet’s
e Recap
et’s

Creativity

Students then put the topic Just for Fun

and language of the unit to use
CREATIVITY in follow-up tasks including a At the end of each unit,
creative project to encourage
their imaginative expression.
Just for Fun aprovided Just for Fun activity is
for students to
end the topic on a happy
note and to see whether they are able to move on
aims to nurture students’ curiosity in to the next unit by giving them the chance to reflect
order to help them discover how the world works. and see what they’re capable of doing in English.
Children are naturally curious and demonstrate an
eagerness to explore and figure things out on their
own. Since curiosity is the desire to learn, Seesaw
displays a Curious Minds
section to aid students
Curious become lifelong learners,
Minds and hence learn more about
the world in the English
language.
As Albert Einstein said «I have no special talents.
I am only passionately curious».

28
 Classroom Management
Guidelines
The roots of education are bitter, but the fruit is sweet.
Aristotle
All teachers have different ideas on how to manage
their classroom and you are definitely the one who
knows your own class(es) best and thus knows
which strategies to use in order to do so. As you
know, one strategy may work with one class, but
won’t with another. Therefore, it is important that
you get to know your class first to see exactly how
to deal with each group. Nevertheless, we should
bear the following in mind:
Ground Rules
When teaching a class for the first time, be prepared
to establish ground rules and make sure students
know and understand what is acceptable and what
is not. We cannot expect our students to follow the
rules if we haven’t established them. They should
be aware of the consequences they will face if they
do not have the correct attitude in a classroom. For
example, when a student misbehaves, s/he must
know the procedure that will be set in motion. So, it
is up to you to decide what the classroom rules are.
In a situation as such, you can start by letting them
off with a verbal warning. Secondly, you can tell them
that the head teacher will be informed and lastly,
parents will be called in to speak to you. (Remember
that when someone breaks one of the rules in a more
serious manner, try to deal with it privately though).
Do this at the beginning of the year so that each
activity you execute in each lesson flows.
Create your own behaviour reward system so
students can realise their actions have consequences,
whether good or bad. It is also a good idea to use
positive reinforcement as much as possible. Allow
students to realise that the learning atmosphere is a
better place when they follow the ground rules. For
example, tell students that each of them will have a
Kite (see Starter Unit, Lesson 1) and that they have
to choose between being naughty or nice (stress the
importance of being nice). Each student is given a
Kite. They should write their name on it and colour it
to their taste. Tell them that the aim of this “game”
is to fly the highest towards the sky and that the first
student to reach the highest will win a prize. You can
use a reward from the Reward Box.
At the end of each lesson or
each week, students
decide (along with
the teacher) if they
were naughty or
nice. If they were
nice, they fly one step
higher. If they weren’t, they have
to try harder next lesson.
Class Routines
Establishing routines in a classroom is one of the
first steps to a successful and engaging learning
atmosphere. As previously stated, ensure that your
students know and understand what is expected
from them.
Start your lesson with the same routine. Let your
students know that their English lesson has begun
and that they will live a whole new experience for
the next hour! It is important for students to realise
that their English lesson has started.
Ask a student or two in each class to be the
Class Monitor(s) (use the badge(s) from the
Reward Box). Give them the responsibility
to take care of certain tasks in class. For
example, they can be responsible for
getting out the material when doing a craft.
Avoid having a group of students roaming
around the room fetching the material.
After each craft or when you finish delivering your
lesson, teach students the importance of tidying up.
Always allow some time to do so at the end of each
lesson. Through cleaning up after oneself, students
will learn the valuable lesson of being responsible.
29
 End your lesson with a routine too. For example, you
can say: Students wearing blue line up, please. Give
students a password too. Then in the next class,
they have to tell you it so they can go in.
Classroom Language
Don’t be alarmed if your students are not always
speaking in English. They will only do so if they know
how to use certain words, phrases or sentences.
So, to prevent them from communicating in their
mother tongue, prompt them to speak English.
Students should gradually incorporate classroom
language to communicate in during the lesson.
They will resort to L1 if they haven’t been taught
the language they should be using. By teaching
them the language involved in an English class,
they will certainly avoid speaking in their L1 and
consequently, there will be less noise.
provides a poster
to teach sentences/questions
ccommonly used in a classroom.
BBy giving students the language
th
they need to use in each lesson,
yyou’re giving them the opportunity
to speak English, and hence,
bboosting their confidence to
pparticipate in class activities. Do
th
the same when playing a board,
ggroup or pair game with your
ggroup. Games are more effective
h th
when the correctt language
l has been explored and
taught before playing. Students will use their L1 if they
don’t know them in English. Make sure you write all the
expressions needed for the activity you are carrying
out so students can resort to them when necessary.
Young learners tend to get overexcited when playing
and tend to talk over each other voices because they
eagerly want to play, so teach them the following: It’s
my turn. It’s your turn. Roll the dice.
Remember that primary school students will not
always work quietly. They’re always eager to see
what their classmates have done and whether their
best friend has completed the task before they
have. So instead of impeding them from speaking to
each other provide them with the necessary tools
30
they need to speak English. For example, Can I see?
Have you finished? Great work! Lead by example,
and encourage students to praise each other’s work
in English.
As teachers, you should always try to speak as much
L2 as possible although you will need to resort to
students’ mother tongue for more serious situations,
such as disciplining. If students rarely often hear you
speak in L1, when you do so, it will have a greater
impact on them. Moreover, instead of resorting to
scolding when the noise level starts to rise, grab
their attention by using the Seesaw Classroom
Management Signs. You can also chant Hands on
Top while putting your hands on top of your head.
Encourage students to reply Everybody STOP while
they put their hands on top of their
heads. Use the following chant too
Hocus, Pocus, Everybody Focus.
Vary and change your signals
throughout the year, as they will
not be able to last 10 months. Try
using One Two Three, Eyes on Me
and have students answer One
Two, Eyes on You.
Teaching a Mixed Ability Classroom
One of the biggest challenges we face as teachers
is teaching a mixed ability classroom and the better
prepared we are for this reality, the more fulfilling
the learning outcome will be. Challenge your
stronger students and help your weaker students.
Discipline problems can arise if students are feeling
bored and/or not being challenged or if they find the
learning process too difficult.
In this sense, the Activity Book offers teachers the
possibility of using two different types of worksheet:
Reinforcement, designed so that the less able can
succeed, and Extension, designed for the fast finishers
who need that extra push. Students work on the same
language, but they vary in levels of difficulty.
 Lesson Guide
Overview
Tell me, I’ll forget. Show me, I’ll remember. Involve me,
I’ll understand.
Chinese Proverb
provides us teachers with detailed and
fun lesson plans. The guidelines are structured in
a flexible manner so that they can suit different
teaching conditions for up to two hours.
was elaborated in accordance with the
required National Standards of the Portuguese
Ministry of Education and it’s divided into 6 units:
Unit 1 – At School
Unit 2 – My Community
Unit 3 – Our Body and Senses
Unit 4 – Food and Drink
Unit 5 – Let’s Go to the Zoo
Unit 6 – Let’s Go Outside
Each lesson plan has been elaborated bearing in
mind that each teacher has different needs and must
cater to different learning styles in a classroom. The
lesson plan is merely a guide for teachers and it’s
up to you to decide which activities fit your specific
needs.
was born out of the SEESAW PRINCIPLE,
i.e., classroom activities should be executed in
resemblance to a seesaw movement (one side goes
up, the other comes down). It is a true example of a
mechanical system with two equilibrium positions.
One side is stable and the other is not. It can only
work if there is a perfect balance between both
ends, and it only works if there is an up and down
movement.
Activities in a classroom should flow just like a
seesaw does: up and down (stirrers and settlers).
If a seesaw is not in constant movement, it loses
its raison d’être. Just like a seesaw, a lesson can’t
work if your activities are always stirrers (up) and
it won’t work if there always settlers (down). Too
many stirrers could overexcite your students and
lead to too much disruption, but too many settlers
make learning tedious. Your young learners need to
be actively involved, and a change of pace in class
is what it takes sometimes to engage your students.
Execute activities where students can get up out
of their seat, moving around. Remember, children
have a very short attention span and activities need
to move at a fast pace.
Energy levels decrease as the lesson moves on and
you must keep moving forward. If you have chosen
to do a certain activity and it doesn’t seem to work,
try another. Not all classes react the same to the
same activity.
Activities in provide a learning spiral.
Practice does make perfect and when teaching it
is important that students review what they have
already learnt. Before moving forward, revisit
vocabulary and language structures from time to
time.
Researchers have stated that after an initial 3
minute settling period (after a warm-up activity),
students’ attention is at its peak for the first 15-20
minutes of a lesson. This is why it is important that
you take advantage of this period to present new
vocabulary. So, when choosing the activities in your
class, you should keep this in mind. Choose from a
wide range of media ( , Extra Material,
quizzes, crafts, etc.).
31

Seesaw Lesson Plans
Each lesson plan starts off by indicating the
National Standards (Metas Curriculares) which are
being introduced in class; the language which will
be explored in class; and the material needed for
each lesson, which basically is a checklist (and a
quick reminder) of all you must gather before your
lesson starts.
Each lesson is divided into 3 parts: a warm-up,
language presentation and a round up at the end of
the lesson (ending the lesson). These three distinct
parts of a lesson are essential for language learning.
Just like before we practice any sport, we must
warm-up or else we won’t be able to achieve our best
performance. Once your students have warmed up,
the language is presented. Furthermore, students
are always given the opportunity to do pair and
group work to put the English language to use.
Always end the lesson on a happy note. Just like the
beginning of the lesson, students should leave the
lesson with a smile on their face, always wanting
more.
Every lesson plan also contains an extension
activity, which serves the purpose of going the extra
mile or to consolidate what students have learnt in
the lesson in a fun way.
32
Lesson 1
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de 6.1 Identificar vocabulário relacionado com o
forma clara e pausada. espaço escolar.
4.1 Entender instruções dadas diretamente 7. Compreender algumas estruturas
para completar pequenas tarefas. elementares do funcionamento da língua.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
7.1 Reconhecer e usar as estruturas dadas no
3.º ano.
2.1 Identificar vocabulário acompanhado por
imagens.
7.2 Usar lexical chunks ou frases que
contenham: articles.
(SI4) 3. Exprimir-se de forma adequada em Language Use:
contextos simples.
3.1 Utilizar formas de tratamento adequadas
Active language: library, cafeteria, gym; music room, art
room, IT room, playground. Where is (Squeaky)? He is in
quando se dirige ao professor.
4. Interagir com o professor e/ou com
the (playground). In my school there is an IT room but
there isn’t a music room.
os colegas em situações simples e
Materials Required:
previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar • Audio CD (track 9)
e recusar. • Student’s Book (pp. 14 and 15)
4.4 Perguntar e responder sobre os temas
previamente apresentados.
• Poster: Unit 1
• Flashcards: At School
(SP4) 4. Expressar-se, com vocabulário limitado,
em situações previamente preparadas.
• White tack
• Extra practice: Activity Book (pp. 7 and 9)
4.3 Falar sobre os temas trabalhados. • NEE Worksheets (pp. 218 and 219)
(W4) 3. Utilizar palavras conhecidas. • Culture Corner worksheet – School Around the
3.1 Legendar sequências de imagens. World (p. 209)
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas dramati-
zações.
:
• Apresentação em PowerPoint® – At School
• Galeria de flashcards – At School
5. Desenvolver o conhecimento do seu mundo
e do mundo do outro. Preparation:
5.1. Identificar o espaço escolar. • Print out the Culture Corner worksheet – School
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
Around the World (one per student).
Warm-up
• Write anagrams for the following countries and
capitals on the board: Australia, Canberra, Ireland
and Dublin. It’s a good way to warm up your lesson
with a challenge and revise last lesson’s vocabulary.
You can also ask students to match the capital to
the country.
Presentation
What are they doing?
Poster
• Draw students’ attention to what each character is
doing. Point to one of them and say (She) is (reading).
Say it again and this time mime it. Ask students to
mime too and say We’re reading. Do the same for
running, singing, playing computer and drawing.
Ending the lesson
Thumbs Up!
Student’s Book, p. 15, exercise 5
• Point to the different parts of the poster and say
This is (the cafeteria).
• If it is in fact (the cafeteria), students should put
their thumbs up and if it isn’t (the cafeteria), they
turn their thumbs down.
 Digital Resources
Overview
O é uma ferramenta inovadora que possibilita, em sala de aula, a fácil exploração do projeto
através das novas tecnologias. Permite o acesso a um vasto conjunto de conteúdos multimédia
associados ao manual:

• Animações das bandas desenhadas

• Karaokes
• Galerias de flashcards
• Atividades e exercícios interativos
• Jogos
• Áudios
• Apresentações em PowerPoint®
• Testes interativos
• Alphabet file

Animações das bandas desenhadas

Cenários de utilização/
Pág. Descrição do recurso Metas Curriculares
Sugestões de exploração

Animações das L4 • Para cada banda desenhada

várias histórias em 3. Compreender palavras e do manual existe uma ani-
banda desenhada expressões simples mação multimédia, que per-
de apresentação de mite uma projeção da his-
3.3. Identificar palavras e
vocabulário: tória interativa. O professor
expressões em pequenas
dispõe de diversas opções
histórias conhecidas.
de didatização:
18 • You’re Late! 4. Compreender frases simples,
30 – audição do áudio, acom-
• Around Town! articuladas de forma clara e
panhando as imagens e a
pausada
leitura de texto;
4.2 Entender frases sobre os temas
– listen and repeat em for-
estudados.
mato passo a passo (usan-
4.3 Acompanhar a sequência de do a versão do recurso
pequenas histórias conhecidas. step by step);
42 • After School! R4
54 • I Am Hungry! 2. Compreender frases e textos muito
66 • Let’s Feed the Farm simples
Animals! 2.1 Identificar vocabulário
78 • Whose Sunglasses are acompanhado por imagens.
These? 2.2 Ler pequenas histórias ilustradas,
com vocabulário conhecido.

33
 Animações das bandas desenhadas (continuação)

Cenários de utilização/
Pág. Descrição do recurso Metas Curriculares
Sugestões de exploração

SP4 – desenvolvimento do ra-

4. Expressar-se, com vocabulário
limitado, em situações
previamente preparadas
4.3 Falar sobre os temas
trabalhados.
ID4
5. Desenvolver o conhecimento do
seu mundo e do mundo do outro
5.1 Identificar o espaço escolar.
5.2 Identificar partes do corpo
humano.
5.3 Identificar comidas e bebidas.
5.4 Identificar os espaços à nossa
volta.
5.5 Identificar animais.
5.6 Identificar os cinco sentidos.
5.7 Identificar atividades ao ar
livre.
ciocínio lógico através da
exploração dos aconte-
cimentos de cada histó-
ria e reforço da memória
através de recall de acon-
tecimentos passados — o
professor pode trabalhar
esses acontecimentos an-
tes de mostrar a cena se-
guinte;
– promoção do diálogo, pe-
dindo aos alunos que ex-
ponham as palavras que
não compreenderam e que
tentem explicar a temática
da história apresentada.

LG4
6. Conhecer vocabulário com base
nos temas apresentados
6.1 Identificar vocabulário
relacionado com o espaço
escolar.
6.2 Identificar vocabulário
relacionado com o corpo
humano.
6.3 Identificar vocabulário
relacionado com comidas
e bebidas.
6.4 Identificar vocabulário
relacionado com os espaços
à nossa volta.
6.5 Identificar vocabulário
relacionado com animais.
6.6 Identificar vocabulário
relacionado com os cinco
sentidos.
6.7 Identificar vocabulário
relacionado com o sol.

34
Karaokes

Cenários de utilização/
Pág. Descrição do recurso Metas Curriculares
Sugestões de exploração

Canções interativas em L4 • As canções, particularmente em

formato karaoke, relativas 3. Compreender palavras formato de karaoke, constituem um
aos conteúdos estudados e expressões simples instrumento privilegiado de moti-
ao longo das unidades: vação dos alunos que podem ser
3.2 Identificar palavras
usadas para:
e expressões em
5 • Seesaw Anthem rimas e canções. • estimular a aprendizagem de no-
vos conteúdos e a introdução de
250 (TG) • The 3 R’s Song 4. Compreender frases
novo vocabulário;
28 • Squeaky Here, Squeaky simples articuladas de
There, Squeaky forma clara e pausada • incentivar os alunos a tentarem
identificar as palavras que já co-
Everywhere! 4.2 Entender frases
nhecem;
39 • Head, Shoulders, Knees sobre os temas
and Toes estudados. • motivar os alunos a acompanha-
rem a canção através da leitura
55 • I Am Hungry! do texto, sendo a canção apre-
259 (TG) • Old MacDonald Had a R4 sentada em versão completa
Farm 2. Compreender frases e (instrumental + voz);
63 • Walking Through the textos muito simples • apoiar os alunos na compreen-
Zoo são do léxico mais difícil, po-
75 • It’s Summer Time! SP4 dendo o professor colocar-lhes
89 • Santa Claus is Coming 3. Produzir sons, questões sobre a temática abor-
to town entoações e ritmos da dada.
90 • I Want to Hold Your língua
Hand 3.1 Dizer rimas, chants e • Sempre que possível, podem ser
cantar canções. feitos gestos alusivos ao vocabulá-
rio a ser trabalhado na canção.
W4 • O professor pode solicitar aos alu-
nos que se aventurem na segunda
3. Utilizar palavras secção do recurso, onde terão de
conhecidas cantar acompanhados apenas da
3.2 Preencher espaços versão instrumental da canção.
lacunares, em textos
muito simples, com
palavras dadas.

ID4
4. Conhecer-se a si e ao
outro
4.3 Participar em
jogos e pequenas
dramatizações.

35
 Galerias de flashcards

Cenários de utilização/
Pág. Descrição do recurso Metas Curriculares
Sugestões de exploração

Galerias de imagens em L4 • Recurso agregador de

formato flashcards: 2. Compreender frases e textos muito conteúdos, pensado para
simples ser utilizado mais de uma
2.1 Identificar vocabulário vez ao longo da unidade
• Starter unit: Greetings
acompanhado por imagens. para:
from London
• Unit 1: At School • rever o vocabulário
SP4
aprendido;
• Unit 2: My Community 4. Expressar-se, com vocabulário
limitado, em situações previamente
• complementar os do-
mínios de speaking,
preparadas
Ao reading e listening:
4.3 Falar sobre os temas trabalhados.
longo cada galeria pode ser
do W4 explorada em simultâ-
manual 3. Utilizar palavras conhecidas neo com o vocabulário
3.1 Legendar sequências de imagens. que está a ser traba-
lhado no manual.
• Unit 3: Our Body and ID4
Senses 5. Desenvolver o conhecimento do seu • Escolher um bloco de
mundo e do mundo do outro conteúdos, clicando no
• Unit 4: Food and Drink
5.1 Identificar o espaço escolar. cartão correspondente
• Unit 5: Let’s Go to the e apresentar aos alunos
Zoo 5.2 Identificar partes do corpo
humano. de forma semelhante aos
• Unit 6: Let’s Go Outside flashcards de cartolina:
5.3 Identificar comidas e bebidas.
• Festivities 5.4 Identificar os espaços à nossa volta.
– mostrar a imagem, per-
guntar ao aluno o que
5.5 Identificar animais. é e revelar a palavra cor-
5.6 Identificar os cinco sentidos. respondente à imagem,
5.7 Identificar atividades ao ar livre. clicando no botão tex-
to ;
LG4 – mostrar o áudio corres-
6. Conhecer vocabulário com base nos pondente à palavra es-
temas apresentados crita clicando em ;
6.1 Identificar vocabulário relacionado – sempre que termina a
com o espaço escolar. exploração de um car-
6.2 Identificar vocabulário relacionado tão, clicar no botão
com o corpo humano. para voltar ao menu
6.3 Identificar vocabulário relacionado principal.
com comidas e bebidas.
6.4 Identificar vocabulário relacionado • A associação de ima-
com o corpo humano. gem, texto e áudio é uma
6.5 Identificar vocabulário relacionado proposta completa para
com animais. trabalhar o vocabulá-
rio, uma vez que facilita
6.6 Identificar vocabulário relacionado a aprendizagem e permi-
com os cinco sentidos. te trabalhar uma dinâmi-
6.7 Identificar vocabulário relacionado ca de memory game mais
com o sol. focado no speaking.

36
Atividades e exercícios interativos

Cenários de utilização/
Pág. Descrição do recurso Metas Curriculares
Sugestões de exploração

Ao Atividades com os itens Atividades diretamente • Estas atividades estão disponíveis

longo de seleção do manual, em associadas ao manual,
do formato interativo. trabalhando os conteúdos
manual das metas curriculares
que estão assinalados na
banda lateral do manual
do professor.
apenas na versão do professor, permi-
tindo a implementação de estratégias
diversificadas na gestão de tempo em
sala de aula:
• permite captar a atenção dos alu-
nos, sempre maior quando são usa-
dos suportes multimédia;
• constitui alternativa à resolução
tradicional, em papel, de itens de
seleção, corrigindo de forma dinâ-
mica e projetando as respostas dos
exercícios na sala de aula;
• cada resposta é validada automa-
ticamente através das cores ver-
de (correto) ou vermelho (errado).
Quando existe áudio, a validação
é feita no final através do botão
Check;
• se o professor assim o entender,
poderá apenas projetar a solução
dos exercícios, clicando no botão
Correction, opção que se encontra
sempre disponível.

Ao Atividades Metas específicas a serem • Uma vez que o conteúdo surge con-
longo complementares ao trabalhadas no manual ao textualizado de uma forma ainda mais
do manual, de exploração de longo da unidade a que as interativa, estas atividades reforçam
manual vocabulário: atividades se referem. a componente lúdica ao serviço da
aprendizagem permitindo:
• trabalhar no domínio Lexis and
Grammar, com ênfase no vocabulá-
rio a ser explorado;
• apresentar estruturas gramaticais
que o aluno tem de reconstruir de
forma interativa, sem se aperceber
de que as está a trabalhar;
• nas atividades que são acompanha-
das de áudio, trabalhar a pronún-
cia e a aquisição de expressões e de
vocabulário pelos alunos, através
da repetição.

37
 Jogos

Cenários de utilização/
Pág. Descrição do recurso Metas Curriculares
Sugestões de exploração

No Jogos que poderão Metas específicas a Who Wants to Be a Seesaw Millionaire?

final ser usados para rever, serem trabalhadas no
de cada sistematizar e testar os manual ao longo da • Rever e consolidar o vocabulário trabalhado
unidade conhecimentos de forma unidade a que o jogo ao longo da unidade.
lúdica: se refere.
• Utilizar numa aula de sistematização e/ou de
revisão dos conteúdos. O jogo foi pensado
• Who Wants to Be a
para ser trabalhado individualmente ou em
Seesaw Millionaire?
grupo, em sala de aula.

• Explicar o funcionamento do jogo, navegan-

do através das secções do recurso:
– os alunos terão de responder a perguntas
de resposta única, num total de doze, para
vencer o jogo.
– podem utilizar as ajudas disponíveis.
• Formar equipas com os alunos para respon-
• London Adventure derem às questões.
10 • Odd One Out Quiz
16 • School Memory Game London Adventure
22 • Throw Away the • Rever e consolidar o vocabulário trabalhado
29 Rubbish ao longo da unidade.
41 • My House
55 • Monsters • Utilizar numa aula de sistematização e/ou
64 • In the Kitchen de revisão dos conteúdos. O jogo foi pensa-
do para ser trabalhado em grupo, em sala de
79 • Animal Wordsearch
aula.
87 • Let’s Go Outside
89 • Haunted House Game • Explicar o funcionamento do board game,
91 • Help Santa! navegando através das secções do recurso.
20 AD • Egg Hunt – os alunos terão que responder a perguntas
• Thanskgiving de resposta única para conseguirem avan-
çar no tabuleiro.
• Pot of Gold

• Formar equipas com os alunos para respon-

derem às questões.

38
Apresentações em PowerPoint®, áudios e testes interativos
Pág. Descrição do recurso
Na Apresentações alusivas
respetiva ao Speakers’ Corner,
unidade com apresentação de
vocabulário existente ao
longo do manual e de
algumas atividades de
conjunto para trabalhar em
sala de aula:
• Starter Unit : Greetings
from London
• Unit 1: At School
• Unit 2: My Community
• Unit 3: Our Body and
Senses
• Unit 4: Food and Drink
• Unit 5: Let’s Go to the Zoo
• Unit 6: Let’s Go Outside
Ao Todos os áudios do CD
longo estão disponíveis para
do o professor na versão
manual multimédia.
No final Testes em formato
de cada interativo que poderão ser
unidade usados para verificação e
avaliação da aquisição dos
conhecimentos.
Metas Cenários de utilização/
Curriculares Sugestões de exploração
Metas específicas • Disponível apenas na versão do professor,
a serem este recurso pode ser usado mais do que
trabalhadas no uma vez ao longo das unidades.
manual ao longo • Nas apresentações alusivas aos Speakers’
da unidade a que Corner, apresentar o áudio acompanhando
a apresentação se as imagens e a leitura de texto em formato
refere. de listen and repeat (passo a passo – clican-
do no botão para voltar a ouvir cada fala
da personagem);
• Aproveitar a interatividade das apresenta-
ções para pedir aos alunos que antecipem o
que vai acontecer em cada uma das ativida-
des;
• Apresentar vocabulário novo, mostrando as
imagens antes das respetivas palavras;
• Introduzir chunks de texto com a ajuda de
imagens e texto de forma interativa;
• Formar equipas para resolverem em conjun-
to os pequenos jogos disponíveis.
Metas específicas • Podem ser utilizados como complemento ao
a serem CD áudio sempre que a dinâmica de sala de
trabalhadas no aula o permitir.
manual ao longo
da unidade a que
os áudios e os
testes se referem.
Metas específicas • Podem ser utilizados numa aula de sistema-
a serem tização e/ou de revisão dos conteúdos de
trabalhadas no cada unidade.
manual ao longo • Os testes podem ser realizados em formato
da unidade a que interativo ou em papel. O professor pode ela-
os áudios e os borar testes, usando as questões disponíveis
testes se referem. no banco de questões. O professor pode, ain-
da, alterar as questões ou criar novas ques-
tões.
• Distribuir os testes em papel aos alunos, in-
dicando-lhes o tempo disponível para o reali-
zarem. Após esse tempo, os testes devem ser
recolhidos. A correção pode ser feita através
da projeção das respostas.
• Ao realizar os testes em formato interativo,
os alunos têm acesso imediato ao seu resul-
tado e correção.
39
 Alphabet File

Cenários de utilização/
Pág. Descrição do recurso Metas Curriculares
Sugestões de exploração

Ao Alphabet File que funciona Metas específicas a serem • O Alphabet File permite aos alunos
longo como dicionário do aluno. trabalhadas no manual ao arquivarem as palavras/expressões
longo da unidade a que o estudadas ao longo das aulas, de-
do
simulador se refere. vendo estas ser organizadas de acor-
manual do com as letras que compõem as
palavras. 
• Para isso, basta clicar nas gavetas
identificadas com as letras do alfa-
beto e completar a ficha de identi-
ficação da palavra. Além do registo
da palavra, opcionalmente, os alu-
nos podem redigir uma breve des-
crição da palavra e fazer upload de
uma imagem e/ou áudio represen-
tativos. Cada gaveta arquiva uma ou
mais fichas, devidamente identifica-
das com o respetivo ícone (clip).
• O aluno tem a possibilidade de im-
primir as suas fichas, devendo, para
isso, escolher o modelo de apresen-
tação mais adequado de entre os
três apresentados: visualização por
palavra; visualização por letra; vi-
sualização por alfabeto.
• Além da impressão, a ferramenta
dispõe de outras funções, nomea-
damente as de abrir, salvar, editar e
ajuda.

40
3. Plans

Metas Curriculares......................................................................................................................... 42

Seesaw 4 – Metas Crosscheck ............................................................................................. 46

Annual, term and unit plans.................................................................................................... 51

Lesson Plans

• Starter Unit ............................................................................................................................... 70

• Unit 1 .............................................................................................................................................. 80

• Unit 2.............................................................................................................................................. 92

• Unit 3.............................................................................................................................................. 104

• Unit 4 ............................................................................................................................................. 116

• Unit 5.............................................................................................................................................. 128

• Unit 6 ............................................................................................................................................. 140

• Festivities ................................................................................................................................... 152

• Extra Festivities ..................................................................................................................... 162

Games ...................................................................................................................................................... 166

Posters .................................................................................................................................................... 169

Audio CD track list and transcripts ................................................................................... 178

41
 Seesaw 4

Metas Curriculares de Inglês (homologadas a 31 de julho de 2015)

Domínio Objetivos e descritores
1. Compreender sons, entoações e ritmos da língua
1. Identificar sons e entoações diferentes na língua estrangeira por comparação com a língua
materna.
2. Identificar ritmos em rimas, chants e canções em gravações áudio e audiovisuais.
2. Compreender palavras e expressões simples
Compreensão 1. Identificar diferentes formas de cumprimentar (hi, good morning).
Oral 2. Identificar diferentes formas de se despedir (bye, see you later).
(Listening L3) 3. Identificar diferentes formas de agradecer (thanks, thank you).
4. Identificar diferentes formas de elogiar e de incentivar (good, well done).
5. Identificar formas de aceitar e de rejeitar (yes, please/no, thank you).
6. Entender instruções breves dadas pelo professor (come in, colour the sun yellow).
7. Identificar números e datas.
8. Reconhecer vocabulário simples referente aos temas estudados.
3. Compreender palavras e expressões simples
1. Identificar as horas.
2. Identificar palavras e expressões em rimas e canções.
Compreensão 3. Identificar palavras e expressões em pequenas histórias conhecidas.
Oral 4. Compreender frases simples, articuladas de forma clara e pausada
(Listening L4) 1. Entender instruções dadas diretamente para completar pequenas tarefas (pick up the paper,
put your hat on).
2. Entender frases sobre os temas estudados.
3. Identificar a sequência de pequenas histórias conhecidas.
1. Compreender palavras e frases simples
1. Identificar números.
Leitura
2. Identificar nomes de pessoas e de países.
(Reading R3)
3. Identificar vocabulário familiar acompanhado por imagens.
4. Ler pequenas frases com vocabulário conhecido.
2. Compreender frases e textos muito simples
Leitura
1. Identificar vocabulário acompanhado por imagens.
(Reading R4)
2. Ler pequenas histórias ilustradas, com vocabulário conhecido.
1. Exprimir-se, com ajuda e de forma adequada, em diferentes contextos
1. Utilizar interjeições/expressões para expressar alegria e surpresa (Great! Wow!).
Interação 2. Interagir com o professor, utilizando expressões/frases simples
Oral 1. Cumprimentar (good morning Miss Santos, bye James).
(Spoken 2. Agradecer (thanks, thank you).
Interaction 3. Despedir-se (bye, see you later).
SI3) 4. Responder sobre identificação pessoal (When is your birthday, Pedro?/In May.).
5. Responder sobre preferências pessoais (I love summer. And you?/Mee too!).
6. Responder sobre temas previamente apresentados e com a ajuda de imagens.
3. Exprimir-se de forma adequada em contextos simples
Interação 1. Utilizar formas de tratamento adequadas quando se dirige ao professor (Mr Silva, Miss Costa).
Oral 4. Interagir com o professor e/ou com os colegas em situações simples e previamente preparadas
(Spoken 1. Utilizar palavras e expressões para concordar (me too, so do I).
Interaction 2. Utilizar palavras e expressões para aceitar e recusar (sure/no, thank you).
SI4) 3. Perguntar e responder sobre preferências pessoais (What’s your favourite drink?/Orange juice.).
4. Perguntar e responder sobre temas previamente apresentados.
1. Produzir, com ajuda, sons, entoações e ritmos da língua
Produção 1. Repetir as letras do alfabeto.
Oral 2. Repetir sons e vocábulos conhecidos e memorizados.
(Spoken 3. Pronunciar, com alguma clareza, palavras conhecidas.
Production 4. Repetir rimas, chants e canções ouvidos em meios áudio e audiovisuais.
SP3) 2. Expressar-se, com vocabulário muito limitado, em situações previamente preparadas
1. Comunicar informação pessoal elementar: name, age, family.

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 Seesaw 4

Domínio Objetivos e descritores

3. Produzir sons, entoações e ritmos da língua
Produção
1. Dizer rimas, chants e cantar canções.
Oral
4. Expressar-se, com vocabulário limitado, em situações previamente preparadas
(Spoken
1. Exprimir agrado e desagrado (I love Christmas pudding, I don’t like turkey.).
Production
2. Descrever o que é/não é capaz de fazer (I can ride a bike, I can’t swim).
SP4)
3. Falar sobre os temas trabalhados.
1. Utilizar, com ajuda, palavras conhecidas
1. Legendar imagens.
2. Ordenar letras para escrever palavras associadas a imagens.
Escrita
3. Preencher espaços lacunares, em frases simples, com palavras dadas.
(Writing W3)
2. Produzir, com ajuda, frases simples
1. Ordenar palavras para escrever frases.
2. Preencher espaços lacunares em postais e convites.
3. Utilizar palavras conhecidas
1. Legendar sequências de imagens.
2. Preencher espaços lacunares, em textos muito simples, com palavras dadas.
Escrita
4. Produzir um texto muito simples com vocabulário limitado
(Writing W4)
1. Preencher balões de fala em sequências de imagens.
2. Escrever sobre si (My name is Pedro. I am 9 years old…).
3. Escrever sobre preferências (I like pizza, I don’t like fish, I love cats).
1. Conhecer-se a si e ao outro
1. Identificar-se a si e aos outros.
2. Identificar elementos da família restrita e alargada.
3. Identificar animais de estimação.
4. Identificar vestuário e calçado.
2. Conhecer o dia a dia na escola
Domínio
1. Identificar objetos e rotinas na sala de aula.
Intercultural
2. Identificar jogos e brincadeiras.
(Intercultural
3. Identificar alguns meios de transporte.
Domain ID3)
3. Conhecer algumas características do seu país e de outros países
1. Localizar diferentes países no mapa.
2. Identificar climas distintos.
3. Identificar elementos da natureza.
4. Identificar festividades do ano.
5. Identificar diferentes tipos de atividades associadas às estações do ano.
4. Conhecer-se a si e ao outro
1. Identificar festividades em diferentes partes do mundo.
2. Identificar atividades relacionadas com as festividades.
3. Participar em jogos e pequenas dramatizações.
Domínio 5. Desenvolver o conhecimento do seu mundo e do mundo do outro
Intercultural 1. Identificar o espaço escolar.
(Intercultural 2. Identificar partes do corpo humano.
Domain ID4) 3. Identificar comidas e bebidas.
4. Identificar os espaços à nossa volta.
5. Identificar animais.
6. Identificar os cinco sentidos.
7. Identificar atividades ao ar livre.

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 Seesaw 4

Domínio Objetivos e descritores

1. Conhecer vocabulário simples do dia a dia
1. Reconhecer nomes próprios (António, Sue).
2. Reconhecer nomes de alguns países (England, USA).
3. Reconhecer diferentes origens (Portuguese, English).
4. Identificar membros da família restrita e alargada (mother, grandfather).
5. Identificar números até 20.
6. Identificar os dias da semana.
7. Identificar os meses do ano.
2. Conhecer vocabulário relacionado com a escola
1. Identificar pessoas dentro da sala de aula (teacher, student).
2. Identificar objetos dentro da sala de aula (desk, chair).
3. Identificar atividades e jogos dentro e fora da sala de aula (reading, playing hide and seek).
4. Identificar meios de transporte de e para a escola (car, bus).
3. Conhecer vocabulário simples, de forma contextualizada, com base nas estações do ano
1. Identificar vocabulário relacionado com o outono/autumn.
ͻ Condições climatéricas (chilly, cloudy).
ͻ Vestuário e calçado (jumper, shoes).
ͻ Cores (grey/clouds, brown/leaves).
ͻ Atividades (collecting leaves, eating chestnuts).
ͻ Festividades (Halloween).
2. Identificar vocabulário relacionado com o inverno/winter.
ͻ Condições climatéricas (raining, snowing).
ͻ Vestuário e calçado (coat, boots).
Léxico e ͻ Cores (white/snow, brown/mud).
Gramática ͻ Atividades (skiing, drinking hot chocolate).
(Lexis and ͻ Festividades (Thanksgiving, Christmas).
Grammar 3. Identificar vocabulário relacionado com a primavera/spring.
LG3) ͻ Condições climatéricas (warm, mild).
ͻ Vestuário e calçado (dress, sandals).
ͻ Cores (black/bees, red/flowers).
ͻ Atividades (picking flowers, having a picnic).
ͻ Festividades (Easter).
4. Identificar vocabulário relacionado com o verão/summer.
ͻ Condições climatéricas (hot, sunny).
ͻ Vestuário e calçado (t-shirt, shorts).
ͻ Cores (yellow/sun, blue/sea).
ͻ Atividades (swimming, eating ice cream).
4. Conhecer, de forma implícita, algumas estruturas elementares do funcionamento da língua
1. Usar lexical chunks ou frases que contenham:
ͻ Nouns in the singular and in the plural (boot/boots, pen/pens).
ͻ Adjectives (brown dog, sunny day, hot chocolate).
ͻ Determiners (this is my book, that’s your pencil).
ͻ Personal Pronouns (I’m from Portugal, he’s 8 years old, they’re English).
ͻ Prepositions of Place: in, on, under, near (put a tick in the box, the pen is on the table).
ͻ Prepositions of Time: in, on, at (in the morning, on my birthday).
ͻ Imperative (clap your hands, stand up, look at the picture).
ͻ Verb to be.
ͻ Verb to have (got).
ͻ Present Simple (I love summer, he hates winter).
ͻ Present Continuous (the man is wearing boots, they are playing hide and seek).
ͻ Question Words: what, where, when, how, how old (What’s your name? How are you?).

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 Seesaw 4

Domínio Objetivos e descritores

5. Conhecer vocabulário simples do dia a dia
1. Identificar numerais cardinais até 100.
2. Identificar numerais ordinais nas datas.
3. Identificar as horas (eight o’clock, half past nine).
6. Conhecer vocabulário com base nos temas apresentados
1. Identificar vocabulário relacionado com o espaço escolar/at school.
ͻ Diferentes espaços na escola (playground, library).
ͻ Atividades na escola (singing, running).
ͻ Reciclagem na escola (don’t litter, pick up papers).
ͻ Ecopontos (yellow bin, green bin).
2. Identificar vocabulário relacionado com o corpo humano/our body.
ͻ Rosto (eyes, mouth).
ͻ Corpo (legs, arms).
3. Identificar vocabulário relacionado com comidas e bebidas/food is great.
ͻ Alimentação saudável (fruit, milk).
ͻ Snacks (sandwiches, juice).
4. Identificar vocabulário relacionado com os espaços à nossa volta/where we live.
ͻ Tipos de casa (house, flat).
ͻ Divisões da casa (kitchen, bedroom).
ͻ Locais e edifícios (park, hospital).
5. Identificar vocabulário relacionado com animais/let’s visit the animals.
ͻ Animais e sons (cat/meow, mouse/squeak).
Léxico e ͻ Animais na quinta (cow, horse).
Gramática
ͻ Animais do jardim zoológico (lion, zebra).
(Lexis and
6. Identificar vocabulário relacionado com os cinco sentidos/the five senses.
Grammar
ͻ Taste (taste the sweet orange).
LG4)
ͻ Touch (feel the fluffy dog).
ͻ Sight (look at the photos).
ͻ Hearing (hear the dog barking).
ͻ Smell (smell the flowers).
7. Identificar vocabulário relacionado com o sol/the sun is shining.
ͻ Atividades ao ar livre (playing on the beach, having a picnic).
ͻ A praia (sand, sea, sun).
ͻ Proteção contra o sol (hat, sunscreen, sunglasses).
7. Compreender algumas estruturas elementares do funcionamento da língua
o
1. Reconhecer e utilizar as estruturas dadas, de forma implícita, no 3. ano.
2. Usar lexical chunks ou frases que contenham:
ͻ Articles: a/an, the.
ͻ Nouns in the singular and in the plural -s/-es.
ͻ Possessive Case: ’s/’.
ͻ Connectors: and, but, or.
ͻ Determiners: this, that, these, those.
ͻ Prepositions of Place: next to, behind, in front of (sit next to João, stand behind the table).
ͻ Prepositions of Time: at, on, after (at two clock, after school).
ͻ May, can/can´t.
ͻ Let’s (Let’s go to the beach!).
ͻ Positive, negative, question forms and short answers with to do.
ͻ Question Words: who, whose (Who is your teacher? Whose book is this?).

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 Seesaw 4

Metas Crosscheck
Domínio Objetivo / Descritor U = Unit L = Lesson
3. Compreender palavras e expressões simples
1. Identificar as horas. U1: L.3, 4, 6.
SU: L.1, 3; U1: L.3;
2. Identificar palavras e expressões em rimas e canções. U2: L.2; U3: L.1; U4: L.3;
U5: L.1, 3; U6: L.1.
Compreensão 3. Identificar palavras e expressões em pequenas histórias U2: L.3; U3: L.3, 4;
Oral conhecidas. U4: L.3; U5: L.3; U6: L.3.
(Listening L4) 4. Compreender frases simples, articuladas de forma clara e
pausada
1. Entender instruções dadas diretamente para completar
All lessons
pequenas tarefas (pick up the paper/put your hat on).
2. Entender frases sobre os temas estudados. All lessons
3. Identificar a sequência de pequenas histórias conhecidas. U2: L.3.
2. Compreender frases e textos muito simples
Leitura 1. Identificar vocabulário acompanhado por imagens. All lessons
(Reading R4)
2. Ler pequenas histórias ilustradas, com vocabulário U1: L.3; U2: L. 3; U3: L.3;
conhecido. U4: L. 3; U5: L.3; U6: L.3.
3. Exprimir-se de forma adequada em contextos simples
1. Utilizar formas de tratamento adequadas quando se dirige
All lessons
ao professor (Mr Silva, Miss Costa).
4. Interagir com o professor e/ou com os colegas em situações
Interação simples e previamente preparadas
Oral 1. Utilizar palavras e expressões para concordar (me too, so U1: L.2.
(Spoken do I). U4: L.3.
Interaction 2. Utilizar palavras e expressões para aceitar e recusar
SI4) All lessons
(sure/no, thank you).
3. Perguntar e responder sobre preferências pessoais
U4: L.2, 3.
(What’s your favourite drink?/Orange juice.).
4. Perguntar e responder sobre temas previamente
All lessons
apresentados.

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Metas Crosscheck
Domínio Objetivo / Descritor U = Unit L = Lesson
3. Produzir sons, entoações e ritmos da língua
SU: L.1, 3; U1: L.6;
1. Dizer rimas, chants e cantar canções. U3: L.1; U4: L.3, U5: L.1, 3;
Produção U6: L.1.
Oral 4. Expressar-se, com vocabulário limitado, em situações
(Spoken previamente preparadas
Production 1. Exprimir agrado e desagrado (I love Christmas pudding,
U2: L.2; U4: L.2.
SP4) I don’t like turkey.).
2. Descrever o que é/não é capaz de fazer (I can ride a bike,
U5: L.4, 6; U6: L.2, 6.
I can’t swim.).
3. Falar sobre os temas trabalhados. All lessons
3. Utilizar palavras conhecidas
SU: L.1, 2; U1: L.1, 2, 3, 5,
6; U2: L.2, 4, 5, 6; U3: L.1,
1. Legendar sequências de imagens. 2, 4, 6; U4: L.1, 2, 3, 4, 5,
6; U5: L.1, 2, 3, 4, 5, 6;
U6: L.1, 2, 3, 4, 5, 6.
SU: L.2, 3, 4, 5; U1: L.2, 4;
U2: L.2, 3, 4, 6; U3: L.2, 3,
Escrita 2. Preencher espaços lacunares, em textos muito simples,
4, 5; U4: 2, 3, 4, 6;
(Writing W4) com palavras dadas.
U5: L.2, 3, 4, 6; U6: L.2, 3,
4, 5, 6.
4. Produzir um texto muito simples com vocabulário limitado
1. Preencher balões de fala em sequências de imagens. U4: L.4; U6: L.4.
SU: L.3, 4; U1: L.4;
2. Escrever sobre si (My name is Pedro. I am 9 years old.).
U2: L.4.
3. Escrever sobre preferências (I like pizza, I don’t like fish,
SU: L.3; U4: L. 2.
I love cats.).
4. Conhecer-se a si e ao outro
1. Identificar festividades em diferentes partes do mundo. Festivities
2. Identificar atividades relacionadas com as festividades. Festivities
3. Participar em jogos e pequenas dramatizações. All lessons
5. Desenvolver o conhecimento do seu mundo e do mundo do
Domínio outro
Intercultural 1. Identificar o espaço escolar. U1: L.1, 2, 3, 4, 5, 6.
(Intercultural
2. Identificar partes do corpo humano. U3: L.1, 2, 3, 4, 5, 6.
Domain ID4)
3. Identificar comidas e bebidas. U4: L.1, 2, 3, 4, 5, 6.
4. Identificar os espaços à nossa volta. U2: L.1, 2, 3, 4, 5, 6.
5. Identificar animais. U5: L.1, 2, 3, 4, 5, 6.
6. Identificar os cinco sentidos. U3: L.5, 6.
7. Identificar atividades ao ar livre. U6: L.1, 2, 3, 4, 5, 6.

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Metas Crosscheck
Domínio Objetivo / Descritor U = Unit L = Lesson
5. Conhecer vocabulário simples do dia a dia
1. Identificar numerais cardinais até 100. U4: L.4, 6.
2. Identificar numerais ordinais nas datas. SU: L.3.
3. Identificar as horas (eight o’clock, half past nine). U1: L.3, 4, 6.
6. Conhecer vocabulário com base nos temas apresentados
1. Identificar vocabulário relacionado com o espaço
escolar/at school.
ͻ Diferentes espaços na escola (playground, library).
ͻ Atividades na escola (singing, running). U1: L.1, 2, 3, 4, 5, 6.

ͻ Reciclagem na escola (don’t litter, pick up papers).

Léxico e
Gramática ͻ Ecopontos (yellow bin, green bin).
(Lexis and 2. Identificar vocabulário relacionado com o corpo
Grammar humano/our body.
LG4) ͻ Rosto (eyes, mouth). U3: L.1, 2, 3, 4, 5, 6.

ͻ Corpo (legs, arms).

3. Identificar vocabulário relacionado com comidas e
bebidas/food is great.
ͻ Alimentação saudável (fruit, milk). U4: L.1, 2, 3, 4, 5, 6.

ͻ Snacks (sandwiches, juice).

4. Identificar vocabulário relacionado com os espaços à
nossa volta/where we live.
ͻ Tipos de casa (house, flat).
U2: L.1, 2, 3, 4, 5, 6.
ͻ Divisões da casa (kitchen, bedroom).
ͻ Locais e edifícios (park, hospital).

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Metas Crosscheck
Domínio Objetivo / Descritor U = Unit L = Lesson
5. Identificar vocabulário relacionado com animais/let’s visit
the animals.
ͻ Animais e sons (cat/meow, mouse/squeak).
U5: L.1, 2, 3, 4, 5, 6.
ͻ Animais na quinta (cow, horse).
ͻ Animais do jardim zoológico (lion, zebra).
6. Identificar vocabulário relacionado com os cinco
sentidos/the five senses.

Léxico e ͻ Taste (taste the sweet orange).

Gramática ͻ Touch (feel the fluffy dog).
(Lexis and U3: L.5, 6.
Grammar ͻ Sight (look at the photos).
LG4) ͻ Hearing (hear the dog barking).
ͻ Smell (smell the flowers).
7. Identificar vocabulário relacionado com o sol/the sun is
shining.
ͻ Atividades ao ar livre (playing on the beach, having a
picnic). U6: L.1, 2, 3, 4, 5, 6.
ͻ A praia (sand, sea, sun).
ͻ Proteção contra o sol (hat, sunscreen, sunglasses).

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Metas Crosscheck
Domínio Objetivo / Descritor U = Unit L = Lesson
7. Compreender algumas estruturas elementares do
funcionamento da língua
1. Reconhecer e usar as estruturas dadas no 3.o ano. All lessons
2. Usar lexical chunks ou frases que contenham:
ͻ Articles: a/an, the. U1: L.1, 2; U3: L.2, 6.
ͻ Nouns in the singular and in the plural -s/-es. U6: L.4, 5, 6.
ͻ Possessive Case: ’s/’. U2: L.1; U3: L.4, 6.
Léxico e ͻ Connectors: and, but, or. U4: L.2, 6.
Gramática
(Lexis and ͻ Determiners: this, that, these, those. U6: L.4, 6.
Grammar ͻ Prepositions of Place: next to, behind, in front of (sit next
LG4) U2: L.2, 4, 6.
to João, stand behind the table).
ͻ Prepositions of Time: at, on, after (at two o’clock, after
U1: L.4, 5, 6.
school).
ͻ May, can/can’t. U5: L.4, 6; U6: L.2, 6.
ͻ Let’s (Let’s go to the beach!). U5: L.3.
ͻ Positive, negative, question forms and short answers with
U5: L.2, 6.
to do.
ͻ Question Words: who, whose (Who is your teacher?
U6: L.3.
Whose book is this?).

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Annual, term and unit plans

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Agrupamento: __________________________________________________________________________________________

Unidades Metas Conteúdos Recursos

Atividades Avaliação
temáticas Curriculares/Domínios lexicais didáticos
Starter Unit Domínio Intercultural Greetings: Look and listen ͻ Student’s Book Observação direta:
Greetings from 4. Conhecer-se a si e ao name, age, Listen and ͻ Activity Book ͻ Comportamento
London outro: nationality repeat ͻ Poster ͻ Participação
ͻ Greetings 4.3 Participar em ͻ CD áudio ͻ Interesse
Role-play
ͻ Countries jogos e pequenas Countries: ͻ Canções ͻ Envolvimento
and dramatizações. Portugal, Listen and sing ͻ Worksheets: nas atividades
Nationalities England, the Listen and  NEE ͻ Trabalho de casa
ͻ Days of the Léxico e Gramática USA, Ireland, complete  Just for Fun
Week 5. Conhecer vocabulário Australia, Look, read and  Extra Material Avaliação:
ͻ Months simples do dia a dia: Scotland, complete ͻ Flashcards ͻ Practice Test
ͻ Ordinal 5.2 Identificar Canada, South ͻ Wordcards ͻ Unit Test
Read and
Numbers numerais ordinais Africa, India, ͻ Projetos
circle
ͻ Dates/ nas datas. Wales ͻ Autocolantes Autoavaliação:
Birthdays 7. Compreender algumas Match and ͻ All I Know
write ͻ Crachás
estruturas Nationalities: ͻ Pulseiras
ͻ CLIL: elementares do Portuguese, Read and
ͻ
Capitals; funcionamento da English, complete
 Karaokes
Flags and língua: American, Irish, Look and write
Symbols 7.1 Reconhecer e usar Australian,
 Animações:
Read and Banda
as estruturas Scottish,
o make Desenhada
dadas no 3. ano. Canadian,
South African,  Flashcards
Compreensão Oral Indian, Welsh digitais
3. Compreender palavras  Wordcards
e expressões simples: Conteúdos digitais
3.2 Identificar  Quizzes Tempo
gramaticais
palavras e When is your
expressões em birthday? 1.
o

rimas e canções. th
It’s on (26 ) Período
4. Compreender frases (March). And
simples, articuladas yours? _______
de forma clara e AULAS
pausada: The capital of
4.1 Entender (Australia) is
instruções dadas (Canberra).
diretamente para
completar
pequenas tarefas.
4.2 Entender frases
sobre os temas
estudados.

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Agrupamento: __________________________________________________________________________________________

Unidades Metas Conteúdos Recursos

Atividades Avaliação
temáticas Curriculares/Domínios lexicais didáticos
Starter Unit Interação Oral Days of the
Greetings from 3. Exprimir-se de forma Week:
London adequada em contextos Monday,
ͻ Greetings simples: Tuesday,
ͻ Countries 3.1 Utilizar formas de Wednesday,
and tratamento adequadas Thursday,
Nationalities quando se dirige ao Friday,
ͻ Days of the professor. Saturday,
Week 4. Interagir com o professor Sunday
ͻ Months e/ou com os colegas em
ͻ Ordinal situações simples e Months:
Numbers previamente preparadas: January,
ͻ Dates/ 4.4 Perguntar e responder February,
Birthdays sobre temas previamente March, April,
apresentados. May, June,
ͻ CLIL: July, August,
Capitals; Produção Oral September,
Flags and 3. Produzir sons, entoações e October,
Symbols ritmos da língua: November,
3.1 Dizer rimas, chants e December
cantar canções.
4. Expressar-se, com Ordinal
vocabulário limitado, em Numbers:
st st
situações previamente 1 – 31
preparadas:
4.3 Falar sobre os temas Conteúdos
Tempo
trabalhados. gramaticais
When is your
Leitura birthday?
th
2. Compreender frases e textos It’s on (26 )
muito simples: (March). And
2.1 Identificar vocabulário yours?
acompanhado por
imagens. The capital of
(Australia) is
Escrita (Canberra).
3. Utilizar palavras conhecidas:
3.1 Legendar sequências de
imagens.
3.2 Preencher espaços
lacunares, em textos
muito simples, com
palavras dadas.
4. Produzir um texto muito
simples com vocabulário
muito limitado:
4.2 Escrever sobre si.
4.3 Escrever sobre
preferências.

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Agrupamento: __________________________________________________________________________________________

Unidades Metas Conteúdos Recursos

Atividades Avaliação
temáticas Curriculares/Domínios lexicais didáticos
Unit 1 Domínio Intercultural School: ͻ Student’s
Listen, point Observação
At School 4. Conhecer-se a si e ao playground, and repeat Book direta:
ͻ School outro: library, Look and ͻ Activity Book ͻ Comportamento
ͻ Activities 4.3 Participar em classroom, number ͻ Poster ͻ Participação
ͻ Time jogos e pequenas cafeteria, gym, ͻ CD áudio ͻ Interesse
Look and say
ͻ Recycling dramatizações. music room, ͻ Canções ͻ Envolvimento
5. Desenvolver o art room, IT Listen and ͻ Worksheets: nas atividades
ͻ CLIL: conhecimento do seu room mime  NEE ͻ Trabalho de casa
Recycling mundo e do mundo Listen and tick  Just for Fun
do outro: Activities: Look and listen  Extra Avaliação:
5.1 Identificar o singing, running, Material ͻ Practice Test
Read and
espaço escolar. playing ͻ Flashcards ͻ Unit Test
match
computer ͻ Wordcards
Léxico e Gramática games, reading, Look and match ͻ Projetos Autoavaliação:
5. Conhecer vocabulário drawing, eating Role-play ͻ Autocolantes ͻ All I Know
simples do dia a dia: Read ͻ Crachás
5.3 Identificar as Time:
Look, read and ͻ Pulseiras
horas. eight o’clock,
write ͻ
6. Conhecer vocabulário half past nine,
Write  Karaokes
com base nos temas quarter to one,
apresentados: quarter past two Complete
 Animações:
Banda
6.1 Identificar Put a tick or a
Conteúdos Desenhada
vocabulário cross Tempo
relacionado com o gramaticais  Flashcards
Read and digitais
espaço escolar Where is
unscramble  Wordcards o
(diferentes (Simon)? 1.
espaços na escola; He is in the Listen and digitais Período
atividades na (art room). repeat  Quizzes
escola; reciclagem Ask and answer _______
na escola; (Maria) is Listen and stick AULAS
ecopontos). running in the
Read and make
7. Compreender algumas (gym).
estruturas (They) are
elementares do (playing
funcionamento da football).
língua:
7.1 Reconhecer e usar What time is it?
as estruturas It’s (five) o’clock.
o
dadas no 3. ano. It’s quarter past
7.2 Usar lexical chunks (two).
ou frases que
contenham: My classes start
articles; at (half past
prepositions of eight).
time. I (do my
homework) after
school.

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Annual, term and unit plans

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Agrupamento: __________________________________________________________________________________________

Unidades Conteúdos Recursos

Metas Curriculares/Domínios Atividades Avaliação
temáticas lexicais didáticos
Unit 1 Compreensão Oral Prepositions
3. Compreender palavras e expressões of time:
simples: at, after, on,
3.1 Identificar as horas. in
3.2 Identificar palavras e expressões em
rimas e canções. Question
4. Compreender frases simples, articuladas words:
de forma clara e pausada: what time,
4.1 Entender instruções dadas when
diretamente para completar
pequenas tarefas. Recycling:
4.2 Entender frases sobre os temas don’t litter,
estudados. pick up
papers,
Produção Oral recycling bins:
3. Produzir sons, entoações e ritmos da yellow bin,
língua: green bin,
3.1 Dizer rimas, chants e cantar canções. blue bin
4. Expressar-se, com vocabulário limitado,
em situações previamente preparadas: Conteúdos
Tempo
4.3 Falar sobre os temas trabalhados. gramaticais
What time do
Leitura you (wake
2. Compreender frases e textos muito simples: up)?
2.1 Identificar vocabulário acompanhado When do you
por imagens. (play
2.2 Ler pequenas histórias ilustradas, computer)?
com vocabulário conhecido. Don’t litter.
Pick up
Escrita papers.
3. Utilizar palavras conhecidas: The (bottle)
3.1 Legendar sequências de imagens. goes in the
3.2 Preencher espaços lacunares, em (green) bin.
textos muito simples, com palavras
dadas.
4. Produzir um texto muito simples com
vocabulário muito limitado:
4.2 Escrever sobre si.
Interação Oral
3. Exprimir-se de forma adequada em
contextos simples:
3.1 Utilizar formas de tratamento
adequadas quando se dirige ao
professor.
4. Interagir com o professor e/ou com os
colegas em situações simples e
previamente preparadas:
4.4 Perguntar e responder sobre temas
previamente apresentados.

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Agrupamento: __________________________________________________________________________________________

Unidades Metas Conteúdos Recursos

Atividades Avaliação
temáticas Curriculares/Domínios lexicais didáticos
Unit 2 Domínio Intercultural House: Look and ͻ Student’s Book Observação
My 4. Conhecer-se a si e ao outro: kitchen, number ͻ Activity Book direta:
Community 4.3 Participar em jogos e bedroom, Listen and ͻ Poster ͻ Comportamento
ͻ House pequenas bathroom, repeat ͻ CD áudio ͻ Participação
ͻ Around dramatizações. living room, ͻ Canções ͻ Interesse
Listen and
Town 5. Desenvolver o conhecimento dining room, ͻ Worksheets: ͻ Envolvimento
put a tick or
ͻ Types of do seu mundo e do mundo study, hall,  NEE nas atividades
a cross
Home do outro: garden,  Just for Fun ͻ Trabalho de
5.4 Identificar os espaços à cupboard, clock, Look and casa
listen  Extra
ͻ CLIL: nossa volta. mirror, bath, Material
Types of bookcase, bed, Listen and ͻ Flashcards Avaliação:
Home Léxico e Gramática picture, sofa, match ͻ Wordcards ͻ Practice Test
6. Conhecer vocabulário com lamp, mat, TV Listen, repeat ͻ Projetos ͻ Unit Test
base nos temas and stick ͻ Autocolantes
apresentados: Around Town: ͻ Crachás Autoavaliação:
Listen,
6.4 Identificar vocabulário park, hospital,
complete and ͻ Pulseiras ͻ All I Know
relacionado com os library, school,
sing ͻ
espaços à nossa volta – bookshop, train
Look, stick  Karaokes
tipos de casa; divisões station, zoo,
da casa; locais e supermarket, and write  Animações:
Role-play Banda
edifícios. restaurant,
Desenhada
7. Compreender algumas cinema Read and
estruturas elementares do  Flashcards
circle
funcionamento da língua: Types of Home: digitais
Label the  Wordcards
7.1 Reconhecer e usar as house, home,
pictures digitais
estruturas dadas no apartment/flat,
o
3. ano. houseboat, Look, read  Quizzes
7.2 Usar lexical chunks ou igloo, stilt house and write
frases que contenham: Complete the
possessive case; Prepositions of sentences
prepositions of place. place: Unscramble
on, in, next to, and write
Compreensão Oral under, opposite,
Ask and
3. Compreender palavras e behind, between
answer
expressões simples.
3.2 Identificar palavras e Conteúdos Read and
Tempo
expressões em rimas e gramaticais make
canções. Simon’s Read, circle
o
3.3 Identificar palavras e grandma is in and write 1.
expressões em the (garden). Período
pequenas histórias
conhecidas. (Squeaky) is _______
under (the bed). AULAS

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Annual, term and unit plans

Escola: ___________________________________________________________________________ Ano letivo______/______

Agrupamento: __________________________________________________________________________________________

Unidades Conteúdos Recursos

Metas Curriculares/Domínios Atividades Avaliação
temáticas lexicais didáticos
Unit 2 Compreensão Oral
4. Compreender frases simples, articuladas
de forma clara e pausada:
4.1 Entender instruções dadas
diretamente para completar
pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
4.3 Identificar a sequência de pequenas
histórias conhecidas.

Interação Oral
3. Exprimir-se de forma adequada em
contextos simples:
3.1 Utilizar formas de tratamento
adequadas quando se dirige ao
professor.
4. Interagir com o professor e/ou com os
colegas em situações simples e
previamente preparadas: Conteúdos
Tempo
4.4 Perguntar e responder sobre temas gramaticais
previamente apresentados. Where’s the
(lamp)? The
Produção Oral (lamp) is on
3. Produzir sons, entoações e ritmos da the (table).
língua:
3.1 Dizer rimas, chants e cantar canções. My house is
4. Expressar-se, com vocabulário muito next to the
limitado, em situações previamente (school).
preparadas: You can buy
4.3 Falar sobre os temas trabalhados. books at the
bookshop.
Leitura
2. Compreender frases e textos muito You can play
simples: football at the
2.1 Identificar vocabulário acompanhado park.
por imagens. The
2.2 Ler pequenas histórias ilustradas, (bookshop) is
com vocabulário conhecido. opposite the
(cinema).
Escrita
3. Utilizar palavras conhecidas: I live in
3.1 Legendar sequências de imagens. (London) in a
3.2 Preencher espaços lacunares, em (flat).
textos muito simples, com palavras
dadas. An (igloo) is
4. Produzir um texto muito simples com made of
vocabulário muito limitado: (snow).
4.2 Escrever sobre si.

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Annual, term and unit plans

Escola: ___________________________________________________________________________ Ano letivo______/______

Agrupamento: __________________________________________________________________________________________

Unidades Conteúdos Recursos

Metas Curriculares/Domínios Atividades Avaliação
temáticas lexicais didáticos
Unit 3 Domínio Intercultural Parts of the Look and ͻ Student’s Observação
Our body 4. Conhecer-se a si e ao outro: Body: number Book direta:
and Senses 4.3 Participar em jogos e eyes, nose, Look, listen ͻ Activity Book ͻ Comportamento
ͻ Parts of pequenas dramatizações. head, and touch ͻ Poster ͻ Participação
the Body 5. Desenvolver o conhecimento do foot/feet, ͻ CD áudio ͻ Interesse
Listen and
ͻ Our Five seu mundo e do mundo do ears, smile, ͻ Canções ͻ Envolvimento
sing
Senses outro: legs, mouth, ͻ Worksheets: nas atividades
5.2 Identificar partes do corpo hands, knees, Look and  NEE ͻ Trabalho de
ͻ CLIL: humano. toes, hair, read casa
 Just for Fun
The Five 5.6 Identificar os cinco arms, fingers, Listen and  Extra
Senses sentidos. shoulders repeat Material Avaliação:
Read and ͻ Flashcards ͻ Practice Test
Léxico e Gramática Our Five put a tick or ͻ Wordcards ͻ Unit Test
6. Conhecer vocabulário com base Senses: a cross ͻ Projetos
nos temas apresentados: sight, taste, ͻ Autocolantes Autoavaliação:
Look and
6.2 Identificar vocabulário smell, touch,
write ͻ Crachás ͻ All I Know
relacionado com o corpo hearing ͻ Pulseiras
humano – rosto; corpo. Show and
tell ͻ
6.6 Identificar vocabulário Articles:
 Karaokes
relacionado com os cinco a/an, the Read
sentidos – taste; touch;
 Animações:
Read and Banda
sight; hearing; smell. Verbs related write Desenhada
7. Compreender algumas to parts of
Role-play  Flashcards
estruturas elementares do the body:
funcionamento da língua: run, listen, Look and digitais
7.1 Reconhecer e usar as eat, smile, match  Wordcards
o digitais
estruturas dadas no 3. ano. look, wave, Ask and
7.2 Usar lexical chunks ou touch, draw, answer  Quizzes
frases que contenham: see, smell, Read and
articles, possessive case. hear, taste make
Complete
Compreensão Oral Describing
the poem
3. Compreender palavras e hair:
expressões simples: short, long,
3.2 Identificar palavras e blonde,
expressões em rimas e brown, black,
canções. red
3.3 Identificar palavras e Conteúdos
expressões em pequenas Tempo
gramaticais
histórias conhecidas.
4. Compreender frases simples, o
2.
articuladas de forma clara e
Período
pausada:
4.1 Entender instruções dadas
_______
diretamente para
AULAS
completar pequenas
tarefas.
4.2 Entender frases sobre os
temas estudados.

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Unidades Recursos
Metas Curriculares/Domínios Conteúdos lexicais Atividades Avaliação
temáticas didáticos
Unit 3 Interação Oral Describing who
3. Exprimir-se de forma adequada people look like:
em contextos simples: To have got
3.1 Utilizar formas de someone’s (eyes).
tratamento adequadas
quando se dirige ao Textures:
professor. soft, hard, smooth,
4. Interagir com o professor e/ou sticky, bumpy
com os colegas em situações
simples e previamente Conteúdos
Tempo
preparadas: gramaticais
4.4 Perguntar e responder This is a (leg).
sobre temas previamente This is an (eye).
apresentados. They are feet.

You (listen) with your

Produção Oral
(ears).
3. Produzir sons, entoações e
I (smile) with my
ritmos da língua: (mouth).
3.1 Dizer rimas, chants e cantar We (wave) with our
canções. (hands).
4. Expressar-se, com vocabulário
limitado, em situações She’s got (long)
previamente preparadas: (brown) hair.
4.3 Falar sobre os temas He’s got (short)
trabalhados. (black) hair.

Leitura Who do you look

2. Compreender frases e textos like?
muito simples: I look like my (mum).
2.1 Identificar vocabulário I’ve got my (mum’s)
acompanhado por imagens. (eyes).
2.2 Ler pequenas histórias She has got her
ilustradas, com vocabulário (dad’s) (nose).
conhecido.
How does it feel?
Escrita It’s (sticky).
3. Utilizar palavras conhecidas:
3.1 Legendar sequências de
imagens.
3.2 Preencher espaços
lacunares, em textos muito
simples, com palavras
dadas.

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Unidades Metas Conteúdos Recursos

Atividades Avaliação
temáticas Curriculares/Domínios lexicais didáticos
Unit 4 Domínio Intercultural Food and Drink: Look and ͻ Student’s Observação
Food and 4. Conhecer-se a si e ao fruit, strawberry, number Book direta:
Drink outro: banana, apple, Look, listen ͻ Activity Book ͻ Comportamento
ͻ Food and 4.3 Participar em jogos e grapes, orange, and touch ͻ Poster ͻ Participação
Drink pequenas pear, pineapple, ͻ CD áudio ͻ Interesse
Listen and
ͻ Meals dramatizações. watermelon, milk, ͻ Canções ͻ Envolvimento
colour
ͻ Numbers 5. Desenvolver o water, vegetables, ͻ Worksheets: nas atividades
ͻ Healthy conhecimento do seu tomato, carrot, Listen and  NEE ͻ Trabalho de
Diet mundo e do mundo do peas, beans, onion, sing casa
 Just for Fun
outro: potato, fish, meat, Look, count  Extra
ͻ CLIL: 5.3 Identificar comidas e egg, cheese, ham, and write Material Avaliação:
Food bebidas. sandwiches, juice, Listen and ͻ Flashcards ͻ Practice Test
Wheel bread, cereal, milk write ͻ Wordcards ͻ Unit Test
Léxico e Gramática ͻ Projetos
Listen and
5. Conhecer vocabulário Expressing likes: ͻ Autocolantes Autoavaliação:
repeat
simples do dia a dia: I like, I don’t like, ͻ Crachás ͻ All I Know
5.1 Identificar numerais I don’t know, Listen and
stick ͻ Pulseiras
cardinais até 100. favourite
ͻ
6. Conhecer vocabulário com Colour and
 Karaokes
base nos temas Connectors: match
apresentados: and, but, or
 Animações:
Read and Banda
6.3 Identificar vocabulário write
Conteúdos Desenhada
relacionado com Tempo
Match the  Flashcards
comidas e bebidas gramaticais
questions to digitais
(alimentação There are (seven)
the answers  Wordcards o
saudável; snacks). (oranges). 2.
7. Compreender algumas My favourite fruit Read digitais Período
estruturas elementares do is (strawberry). Read and  Quizzes
funcionamento da língua: I like (pears) and write _______
7.1 Reconhecer e usar as carrots, but I don’t Role-play AULAS
estruturas dadas no like (beans) or
o Unscramble
3. ano. (oranges).
and write
7.2 Usar lexical chunks ou I have (milk)
frases que and (cereal) for Write and
contenham: breakfast. match
connectors. Ask and
answer
Read and
make

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Unidades Recursos
Metas Curriculares/Domínios Conteúdos lexicais Atividades Avaliação
temáticas didáticos
Unit 4 Compreensão Oral Meals:
3. Compreender palavras e breakfast, lunch,
expressões simples: snack time, dinner
3.2 Identificar palavras e
expressões em rimas e Numbers:
canções. 1 – 100
3.3 Identificar palavras e
expressões em pequenas Healthy and
histórias conhecidas. unhealthy:
4. Compreender frases simples, The food wheel
articuladas de forma clara e
pausada: Conteúdos
Tempo
4.1 Entender instruções dadas gramaticais
diretamente para completar How much is the
pequenas tarefas. bread, please?
4.2 Entender frases sobre os It’s 50 p.
temas estudados.

Interação Oral
3. Exprimir-se de forma adequada
em contextos simples:
3.1 Utilizar formas de tratamento
adequadas quando se dirige
ao professor.
4. Interagir com o professor e/ou
com os colegas em situações
simples e previamente
preparadas:
4.1 Utilizar palavras e expressões
para concordar.
4.2 Utilizar palavras e expressões
para aceitar e recusar.
4.3 Perguntar e responder sobre
preferências pessoais.
4.4 Perguntar e responder sobre
temas previamente
apresentados.

Produção Oral
3. Produzir sons, entoações e ritmos
da língua:
3.1 Dizer rimas, chants e cantar
canções.
4. Expressar-se, com vocabulário
limitado, em situações
previamente preparadas:
4.1 Exprimir agrado e desagrado.
4.3 Falar sobre os temas
trabalhados.

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Unidades Recursos
Metas Curriculares/Domínios Conteúdos lexicais Atividades Avaliação
temáticas didáticos
Unit 4 Leitura
2. Compreender frases e textos
muito simples:
2.1 Identificar vocabulário
acompanhado por imagens.
2.2 Ler pequenas histórias
ilustradas, com vocabulário
conhecido.

Escrita
3. Utilizar palavras conhecidas:
3.1 Legendar sequências de
imagens.
3.2 Preencher espaços
lacunares, em textos muito
simples, com palavras
dadas.
4. Produzir um texto muito simples
com vocabulário limitado:
4.1 Preencher balões de fala em
sequências de imagens.
4.3 Escrever sobre preferências.

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Unidades Metas Conteúdos Recursos

Atividades Avaliação
temáticas Curriculares/Domínios lexicais didáticos
Unit 5 Domínio Intercultural Zoo Animals: Look, listen ͻ Student’s Observação
Let’s Go to 4. Conhecer-se a si e ao outro: lion, tiger, and touch Book direta:
the Zoo 4.3 Participar em jogos e crocodile, Look and ͻ Activity Book ͻ Comportamento
ͻ Zoo pequenas dramatizações. elephant, number ͻ Poster ͻ Participação
Animals 5. Desenvolver o conhecimento giraffe, monkey, ͻ CD áudio ͻ Interesse
Look and
ͻ Farm do seu mundo e do mundo hippo, snake ͻ Canções ͻ Envolvimento
write yes or
Animals do outro: ͻ Worksheets: nas atividades
no
ͻ Animals 5.5 Identificar animais. Question forms  NEE ͻ Trabalho de
and and short Look and casa
 Just for Fun
Sounds Léxico e Gramática answers with listen
 Extra
ͻ Animal 6. Conhecer vocabulário com do: Do/Does…? Listen and Material Avaliação:
Movements base nos temas Yes, it does/No, sing ͻ Flashcards ͻ Practice Test
apresentados: it doesn’t. Yes, Listen and ͻ Wordcards ͻ Unit Test
ͻ CLIL: 6.5 Identificar vocabulário they do/ No, repeat ͻ Projetos
Items that relacionado com animais they don’t Autoavaliação:
Listen and ͻ Autocolantes
animals (animais e sons; animais
tick ͻ Crachás ͻ All I Know
give us na quinta; animais do Farm Animals: ͻ Pulseiras
jardim zoológico). cow, pig, duck, Read and
match ͻ
7. Compreender algumas dog, sheep,
 Karaokes
estruturas elementares do mouse, chicken, Read and
funcionamento da língua: cat, horse, write  Animações:
Banda
7.1 Reconhecer e usar as rabbit Show and Desenhada
estruturas dadas tell
o
no 3. ano. Animal Sounds:  Flashcards
Read digitais
7.2 Usar lexical chunks ou cow – moo,
frases que contenham: mouse – squeak, Look and  Wordcards
let’s; can/can’t; positive, pig – oink, match digitais
negative question forms duck – quack, Read and  Quizzes
and short answers with dog – woof, write
to do. sheep – baa, Act it out
chicken – cluck,
Role-play
Compreensão Oral cat – meow,
3. Compreender palavras e horse – neigh Look, draw
expressões simples: and write
Conteúdos
3.2 Identificar palavras Ask and Tempo
gramaticais answer
e expressões em rimas
e canções. Read and o
3.3 Identificar palavras e 3.
make
expressões em pequenas Período
histórias conhecidas.
4. Compreender frases simples, _______
articuladas de forma clara e AULAS
pausada:
4.1 Entender instruções
dadas diretamente para
completar pequenas
tarefas.
4.2 Entender frases sobre os
temas estudados.

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Agrupamento: __________________________________________________________________________________________

Unidades Conteúdos Recursos

Metas Curriculares/Domínios Atividades Avaliação
temáticas lexicais didáticos
Unit 5 Interação Oral What animals Look, listen
3. Exprimir-se de forma adequada em can do: and touch
contextos simples: swim, run, slither, Look and
3.1 Utilizar formas de tratamento swing, jump, fly number
adequadas quando se dirige ao
Look and
professor. Conteúdos
write yes Tempo
4. Interagir com o professor e/ou com gramaticais or no
os colegas em situações simples e The (crocodiles)
previamente preparadas: Look and
are (green).
4.4 Perguntar e responder sobre listen
The (lions) are
temas previamente (running). Listen and
apresentados. sing
Do (monkeys) eat Listen and
Produção Oral (meat)? repeat
3. Produzir sons, entoações e ritmos da No, they don’t. Listen and
língua: Does a (giraffe) tick
3.1 Dizer rimas, chants e cantar have long (legs)?
canções. Read and
Yes, it does.
4. Expressar-se, com vocabulário match
limitado, em situações previamente Pigs go oink, Read and
preparadas: oink! write
4.2 Descrever o que é e não é capaz Dogs go woof, Show and
de fazer. woof! tell
4.3 Falar sobre os temas trabalhados. What animal Read
goes baa baa?
Leitura Look and
The sheep.
2. Compreender frases e textos muito match
simples: (Rabbits) can Read and
2.1 Identificar vocabulário (hop), but they write
acompanhado por imagens. can’t (swim). Act it out
2.2 Ler pequenas histórias ilustradas,
Role-play
com vocabulário conhecido.
Look, draw
Escrita and write
3. Utilizar palavras conhecidas: Ask and
3.1 Legendar sequências de imagens. answer
3.2 Preencher espaços lacunares, em Read and
textos muito simples, com make
palavras dadas.

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Unidades Metas Conteúdos Recursos

Atividades Avaliação
temáticas Curriculares/Domínios lexicais didáticos
Unit 6 Domínio Intercultural Outdoor Look, listen ͻ Student’s Observação
Let’s Go 4. Conhecer-se a si e ao outro: Activities: and touch Book direta:
Outside 4.3 Participar em jogos e go for a walk, Look and ͻ Activity Book ͻ Comportamento
ͻ Outdoor pequenas dramatizações. play Frisbee, number ͻ Poster ͻ Participação
Activities 5. Desenvolver o conhecimento go camping, ͻ CD áudio ͻ Interesse
Listen and
ͻ The Beach do seu mundo e do mundo have a picnic, ͻ Canções ͻ Envolvimento
draw lines
ͻ Sun Safety do outro: play volleyball, ͻ Worksheets: nas atividades
5.7 Identificar atividades ao build Look and  NEE ͻ Trabalho de
ͻ CLIL: ar livre. sandcastles, fly listen casa
 Just for Fun
What do a kite, surf, Listen and  Extra
you need Léxico e Gramática swim, sing Material Avaliação:
to stay 6. Conhecer vocabulário com skateboard, Listen and ͻ Flashcards ͻ Practice Test
safe in the base nos temas ride a bike, repeat ͻ Wordcards ͻ Unit Test
sun? apresentados: rollerblade
Listen and ͻ Projetos
6.7 Identificar vocabulário ͻ Autocolantes Autoavaliação:
tick
relacionado com o sol Can (ability): ͻ All I Know
(atividades ao ar livre; a Can you…? Read, look ͻ Crachás
and label ͻ Pulseiras
praia; proteção contra o Yes, I can/No,
ͻ
sol). I can’t Ask and
 Karaokes
7. Compreender algumas answer
estruturas elementares do The Beach:
 Animações:
Look and Banda
funcionamento da língua: pail, shovel, write Desenhada
7.1 Reconhecer e usar as flip flops, towel,
Read and  Flashcards
estruturas dadas no shorts, ball,
o write digitais
3. ano. dress, beach,
7.2 Usar lexical chunks ou sand, sea, sun Read and  Wordcards
frases que contenham: stick digitais
Conteúdos
Nouns in the singular and Show and  Quizzes Tempo
in the plural;
gramaticais tell
Determiners; Question I can (swim) and
Read o
words. (ride a bike) but 3.
I can’t Unscramble Período
(rollerblade) or the letters
(skateboard). Read and _______
He can (play write AULAS
Frisbee) but he Act it out
can’t (surf) or
Role-play
(sing).
Read and
make

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Unidades Conteúdos Recursos

Metas Curriculares/Domínios Atividades Avaliação
temáticas lexicais didáticos
Unit 6 Compreensão Oral Nouns in the
3. Compreender palavras e expressões singular and
simples: plural:
3.2 Identificar palavras e expressões -s; -es
em rimas e canções.
3.3 Identificar palavras e expressões Determiners:
em pequenas histórias this, that, these,
conhecidas. those
4. Compreender frases simples,
articuladas de forma clara e pausada: Question words:
4.1 Entender instruções dadas whose
diretamente para completar
pequenas tarefas. Sun safety:
4.2 Entender frases sobre os temas sunglasses,
estudados. sunscreen, hat,
water, sunshade
Interação Oral
3. Exprimir-se de forma adequada em Conteúdos
contextos simples: Tempo
gramaticais
3.1 Utilizar formas de tratamento These are my
adequadas quando se dirige ao dresses.
professor. Those are
4. Interagir com o professor e/ou com sandcastles.
os colegas em situações simples e This is my towel.
previamente preparadas: That is a hat.
4.4 Perguntar e responder sobre Whose towel is
temas previamente this?
apresentados.

Produção Oral
3. Produzir sons, entoações e ritmos da
língua:
3.1 Dizer rimas, chants e cantar
canções.
4. Expressar-se, com vocabulário
limitado, em situações previamente
preparadas:
4.2 Descrever o que é e não é capaz
de fazer.
4.3 Falar sobre os temas trabalhados.

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Unidades Conteúdos Recursos

Metas Curriculares/Domínios Atividades Avaliação
temáticas lexicais didáticos
Unit 6 Leitura
2. Compreender frases e textos muito
simples:
2.1 Identificar vocabulário
acompanhado por imagens.
2.2 Ler pequenas histórias ilustradas,
com vocabulário conhecido.

Escrita
3. Utilizar palavras conhecidas:
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares,
em textos muito simples,
com palavras dadas.
4. Produzir um texto muito simples com
vocabulário limitado:
4.1 Preencher balões de fala em
sequências de imagens.

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Unidades Metas Conteúdos Recursos

Atividades Avaliação
temáticas Curriculares/Domínios lexicais didáticos
Festivities Domínio Intercultural Halloween: ͻ Student’s
Listen and
ͻ Halloween 4. Conhecer-se a si e ao outro: a skeleton, sing Book
ͻ Thanksgiving 4.1 Identificar festividades a spider, bat, Listen and ͻ Posters
ͻ Christmas em diferentes partes do vampire, repeat ͻ CD áudio
ͻ Valentine’s mundo. haunted house, ͻ Canções
Label
Day 4.2 Identificar atividades jack-o’-lantern, ͻ Flashcards
ͻ Easter relacionadas com as witch, zombie, Match ͻ Wordcards
ͻ St Patrick’s festividades. costumes. Read, look ͻ Worksheets
Day 4.3 Participar em jogos e and write ͻ Projetos
ͻ Father’s Day pequenas Thanksgiving: Look, ͻ Autocolantes
ͻ Mother’s dramatizações. scarecrow, unscramble ͻ Crachás
Day Native and write ͻ Pulseiras
Léxico e Gramática Americans,
Read, count ͻ
7. Compreender algumas teepee, Pilgrims,
and write  Karaokes
estruturas elementares do Mayflower,  Flashcards
funcionamento da língua: corn, pumpkin Read and
digitais
7.1 Reconhecer e usar as pie, turkey, complete
 Wordcards
estruturas dadas no thank you Show and digitais
o
3. ano. tell
 Posters
Christmas: Read and
Compreensão Oral a cracker, candy make
3. Compreender palavras e cane, holly, bell,
Play
expressões simples: gingerbread
3.2 Identificar palavras e man, elf, lights
expressões em rimas e
canções. Valentine’s Day:
4. Compreender frases Valentine’s card,
simples, articuladas de love, present,
forma clara e pausada: heart, friends
4.1 Entender instruções
dadas diretamente para Conteúdos
Tempo
completar pequenas gramaticais
tarefas. It’s a (bat); I’m a
o
4.2 Entender frases sobre (skeleton). 1.
o
os temas estudados. 2.
o
I’m thankful for 3.
(my family). Períodos

It’s a (cracker).

It’s a (present).
I want to hold
your hand.

It’s a (bunny).

It’s a
(leperchaun).

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Unidades Metas Conteúdos Recursos

Atividades Avaliação
temáticas Curriculares/Domínios lexicais didáticos
Festivities Interação Oral Easter:
3. Exprimir-se de forma Easter,
adequada em contextos chocolate eggs,
simples: bunny, garden,
3.1 Utilizar formas de basket, coated
tratamento adequadas almonds, egg
quando se dirige ao hunt, swing,
professor. flowers, statue,
4. Interagir com o professor fountain, tree
e/ou com os colegas em
situações simples e St Patrick’s Day:
previamente preparadas: leprechaun, pot
4.4 Perguntar e responder of gold,
sobre temas shamrock, hat,
previamente rainbow
apresentados.
Father’s Day:
Produção Oral Father’s Day,
3. Produzir sons, entoações e father, dad,
ritmos da língua. family,
3.1 Dizer rimas, chants e stepfather,
cantar canções. grandfather,
4. Expressar-se, com special, love,
vocabulário limitado, em best, trophy
situações previamente
preparadas: Mother’s Day:
4.2 Descrever o que é e não Mother’s Day,
é capaz de fazer. mother, mum,
4.3 Falar sobre os temas family, love,
trabalhados. present, flowers

Leitura
2. Compreender frases e Conteúdos
textos muito simples: gramaticais
2.1 Identificar vocabulário This is for my
acompanhado por (dad). His name
imagens. is (Pedro). He is
(43) years old.
Escrita Mum, you’re
3. Utilizar palavras conhecidas: (the best).
3.1 Legendar sequências de In (Portugal)
imagens. Father’s Day is
th
3.2 Preencher espaços on (the 19 of
lacunares, em textos March).
muito simples, com
palavras dadas.

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Notes

69
 Starter Unit Greetings ffrom London

Lesson 1
Metas Curriculares: (LG4) 7. Compreender algumas estruturas elementares
(L4) 3. Compreender palavras e expressões simples. do funcionamento da língua.
3.2 Identificar palavras e expressões em rimas e 7.1 Reconhecer e usar as estruturas dadas no
o
canções. 3. ano.
4. Compreender frases simples, articuladas de Language Use:
forma clara e pausada.
Active language: Hello! Hi! What’s your name? My name
4.2 Entender frases sobre os temas estudados.
is (Gonçalo). How old are you? I’m (nine) years old. Where
(R4) 2. Compreender frases e textos muito simples.
are you from? I’m from (Portugal). Good morning. Good
2.1 Identificar vocabulário acompanhado por
afternoon. Good evening. Goodbye. Bye. See you.
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos Materials Required:
simples. ͻ Audio CD (tracks 1-4)
3.1 Utilizar formas de tratamento adequadas ͻ Student’s Book (pp. 4 and 5)
quando se dirige ao professor. ͻ A soft ball
4. Interagir com o professor e/ou com os colegas ͻ Extra Material – Kites (p. 246)
em situações simples e previamente preparadas. ͻ Behaviour Chart
4.4 Perguntar e responder sobre os temas ͻ Coloured pencils
previamente apresentados. ͻ White tack
(SP4) 3. Produzir sons, entoações e ritmos da língua. ͻ Extra practice: Activity Book (pp. 3 and 5)
3.1 Dizer rimas, chants e cantar canções. ͻ :
4. Expressar-se, com vocabulário limitado, em ͻ Apresentação em PowerPoint® – Greetings from
situações previamente preparadas. London
4.3 Falar sobre os temas trabalhados. ͻ Galeria de flashcards – Greetings from London
(W4) 3. Utilizar palavras conhecidas. ͻ Karaoke – Seesaw Anthem
3.1 Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro. Preparation:
4.3 Participar em jogos e pequenas ͻ Photocopy the kites times the number of students you
dramatizações. have in class.

Warm-up Presentation
ͻ Hello once again! We hope you’ve had a great Look and listen
summer and you’re ready for another year of fun
learning. Student’s Book, p. 4, exercise 1
ͻ Start your lesson by greeting the students. Say ͻ Tell students to open their books to page 4 and
hello and your name. Decide whether you would name the main characters.
like your students to call you Mr (your surname), ͻ Play the recording.
Miss (your surname) or Mrs (your surname).
ͻ Throw the ball to one of your students, say hello
ͻ Just like in any sport, all participants must warm and ask them what their name is. Prompt if
up before they start to play. Set the tone by necessary. Tell the student to throw the ball to
engaging your students in a fun way. Let your another student and ask what their name is.
students know that their English lesson has begun Prompt if necessary. Use hi instead of hello too
and that they will live a whole new experience for and tell students that both words are used to
the next hour! greet people.
ͻ Introduce Seesaw. Give them some time to flip
through the pages. Students need to get a feel of
what they will be doing throughout the year.
Practice
What is your name?
ͻ Explore its cover. Student’s Book, p. 4,
ͻ Revise or introduce the characters. exercise 2
ͻ Now students answer
the question and they
write their name.

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 Student’s Book, pp. 4 and 5 Activity Book, pp. 3 and 5
Listen. Then ask and answer
Student’s Book, p. 5, exercise 3
ͻ Tell students that they are going to listen to a
dialogue between two people. Play the recording.
Play it again but this time pause so students are
able to repeat the questions and answers.
ͻ Pair up students and have them practise asking
and answering questions about themselves.
Listen, repeat and match
Student’s Book, p. 5, exercise 4
ͻ Students listen to the greetings and then they
repeat them.
ͻ Students match each picture to the correct
greeting.
Listen and sing
Student’s Book, p. 5, exercise 5
ͻ Tell students that they will sing. Draw students’
attention to the lyrics in the book and play the
recording.
ͻ Play it again and ask students to sing along. Set
the example. After listening to the song a couple
of times, the students will feel more confident in
participating. Play the song at the beginning of
every lesson.
Make a kite
Student’s Book, p. 5, exercise 6 Values
Teacher’s Guide – Extra Material, Work hard
Kites
and follow
ͻ Tell students that each of
them will be given a kite to the rules
enter the Kite Flying Race.
Give each student a kite. They should write their
name on it and colour it to their taste. Tell them
that the aim of this “game” is to fly their kite as
high as possible in order to come in first place and
win a prize.
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ͻ Explain how students get to the top: students stick
their own kite at the bottom of the Behaviour
Chart. At the end of each lesson, students decide
(along with the teacher) whether they followed
the rules in class/worked hard or whether they
didn’t. If they did, their kite can fly higher. If they
didn’t, they have to try harder next lesson.
ͻ Classroom Management Signs: To help you
manage the classroom, use the signs for different
stages of the lesson.
Ending the lesson
Fly away
ͻ Students take their kites to the Behaviour Chart
and decide whether they were naughty or nice.
Rewarding Behaviour
ͻ You can ask students to make their own
bookmarks – a rectangle will suffice – so they can
mark their Student Book page. Tell them to
decorate it on one side. On the other side they will
decorate it with stickers from the reward box, that
is, if students undertake tasks sucessfully.
Extra practice
Activity Book - Reinforcement Worksheet, p. 3
Read, look and write (exercise 1).
Answers:
a) Good afternoon.
b) Good morning.
c) Good evening.
Activity Book - Extension Worksheet, p. 5
Look and write (exercise 1).
Answers:
a) Good afternoon.
b) Good morning.
c) Good evening.
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 Starter Unit
Lesson 2
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente para
completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente preparadas.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
3.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares em textos muito
simples com palavras dadas.
Warm-up
Seesaw Anthem
ͻ Play the recording and sing the Seesaw Anthem.
World Map
ͻ Show students a map of the world. Ask them if
they’ve ever been to another country. If so, ask
them if they can point to it/them on the map.
ͻ As they identify the countries they have been to,
ask/tell them the corresponding nationality.
E.g. If you’re from (Canada), you’re (Canadian).
Practice
Fly Swatter
Flashcards – Flags
ͻ Show students the Union Jack. Explain to students
that the Union Jack is the UK flag: England,
Scotland, Wales and Northern Ireland. Show the
rest of the flags and elicit the countries they
represent. Ask students to identify the colour of
the flags too.
ͻ Divide the class into two teams. Ask a student
from each team to stand near the board and give
each one a fly swatter. Call out a nationality and
the first student to swat the correct flag gets a
point for his/her team.
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(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
(LG4) 7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
Language Use:
Active language: I am from (Portugal). I am (Portuguese).
He is (English). She is (American). They are (Canadian).
Australian, South African, Scottish, Irish, British, Welsh,
Indian, American, English, Canadian, Portuguese.
Materials Required:
ͻ Audio CD (tracks 2 and 5)
ͻ Student’s Book (pp. 6 and 7)
ͻ Fly swatters
ͻ : Flashcards (printable version) – World
Map; Flags
ͻ White tack
ͻ Extra practice: Activity Book (pp. 3 and 5)
ͻ NEE Worksheets A and B (pp. 216 and 217)
ͻ Sheets of white paper and coloured pencils/markers
Preparation:
ͻ Print out the digital flashcards – World Map; Flags.
Look and number the countries
Student’s Book, p. 6, exercise 1
ͻ Tell students to open their books to page 6 and to
identify each country on the map. Tell students to
number each country.
Match the nationalities to the countries
Student’s Book, p. 6, exercise 2
ͻ Students look at the map and match the
nationality to the country by writing the number.
ͻ Correct the exercise by projecting the world map
so everyone can see.
Read and circle
Student’s Book, p. 6, exercise 3
ͻ Ask students what usually pops into their minds
when they think of England. Choose a few more
countries and do the same.
ͻ Tell students to open their books to page 6 and to
look at the pictures. Ask them to identify each
picture.
ͻ Students do exercise 3 by circling the correct
word.

Student’s Book, pp. 6 and 7
Extension
World Flags
Divide the class into groups. Each group is a
designated country. Give out white sheets of
paper (one per group). In groups, students
have to draw their country’s flag in the
middle. Then on top they write the country
(USA) and under the flag they should write
(The American flag). Once they’ve completed
Activity
A i i B Book,
k pp. 3 and
d5
their assignment, stick their work on the wall
so everyone can see.

Look and match Extra practice

Student’s Book, p. 7, exercise 4 Activity Book – Reinforcement Worksheet, p. 3
ͻ Ask students to identify each person. Then ask Look, match and complete (exercise 2).
them where each one comes from. Answers:
ͻ Students then match each one to the correct flag. a) Portuguese; b) Canadian c) American; d) British;
Write the correct nationality e) South African.
Student’s Book, p. 7, exercise 5 Activity Book – Extension Worksheet, p. 5
ͻ Now ask students to write the correct Look at the flags and write the nationalities (exercise 2).
nationality. Answers:
ͻ Draw students’ attention to the Language Focus a) Canadian; b) American; c) British.
segment.
Teacher’s Guide – NEE Worksheets
Play the game with a partner: Guess Who I Am Read and complete about yourself (exercise 1, worksheet A).
Thinking of Answers: Student’s own answers.
Student’s Book, p. 7, exercise 6
Read and draw lines (exercise 2, worksheet A).
ͻ Students look at the pictures and identify who is Answers:
in each one. a) 5;
ͻ Draw students’ attention to the questions on b) 4;
the side. c) 1;
ͻ Variation: Elicit more questions from students d) 2;
and write them on the board.
e) 3.
ͻ In pairs, one student chooses one of the
pictures and the other asks questions to find out Read and draw lines (exercise 1, worksheet B).
who they have chosen. Answers:
a) 3;
Ending the lesson b) 2;
Colour Flags c) 1;
Flashcards – Flags d) 5;
ͻ Show the flags and choose one. Identify the e) 4.
colours of that flag. The first student to identify
Look and complete (exercise 2, worksheet B).
the country should raise their hand and answer.
Answers:
a) American;
b) British;
c) Canadian.

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 Starter Unit
Lesson 3
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.2 Identificar palavras e expressões em rimas
e canções.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os
colegas em situações simples e previamente
preparadas.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 3. Produzir sons, entoações e ritmos da língua.
3.1 Dizer rimas, chants e cantar canções.
4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
4. Produzir um texto muito simples com
vocabulário limitado.
4.2 Escrever sobre si.
4.3 Escrever sobre preferências.
Warm-up
Name that country
ͻ Name a nationality and throw a ball at random to
one of the students. The student who catches the
ball has to name the country. Then, tell the
student to throw the ball to another student and
name a nationality, and so forth.
Presentation
Hangman
ͻ Write the alphabet on the board and go over it.
ͻ Now draw the same number of lines on the board
as the number of letters in today’s day of the
week. Tell students to say letters to see if they can
guess the day and what you’re going to talk about.
As students say the letters, cross them out. Ask
students: What day is it today?
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(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas dramatizações.
(LG4) 5. Conhecer vocabulário simples do dia a dia.
5.2 Identificar numerais ordinais nas datas.
7. Compreender algumas estruturas elementares do
funcionamento da língua.
o
7.1 Reconhecer e usar as estruturas dadas no 3.
ano.
Language Use:
Active language: Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday, Sunday, January, February, March, April,
May, June, July, August, September, October, November,
st
December, 1 – 31
st
Materials Required:
ͻ Audio CD (tracks 4-7)
ͻ Student’s Book (pp. 8 and 9)
ͻ Extra practice: Activity Book (pp. 3 and 5)
ͻ NEE Worksheets A and B (pp. 216 and 217)
ͻ : Wordcards – Days of the week; Months –
and flashcards – Ordinal numbers (printable versions)
ͻ White tack
ͻ Coloured pencils
ͻ Soft ball
ͻ Just for Fun – Birthdays (p. 232)
ͻ Just for Fun – Race Track (pp. 233 and 234)
ͻ Dice and counters
Preparation:
ͻ Print out the digital wordcards – Days of the week, Months
– and flashcards – Ordinal numbers.
ͻ Photocopy the Just for Fun worksheet – Birthdays. If you
would like, you can enlarge it to the size of an A3.
ͻ Photocopy the Just for Fun worksheet – Race Track – (one
per 3/4 students) and cut out the question cards.
Practice
What comes next?
ͻ Ask students which day follows (and so forth). As
students name the days of the week, write them on
the board. Then students spell the days of the week.
Match and write the days of the week
Student’s Book, p. 8, exercise 1
ͻ Tell students to open their books to page 8. They
should match the words and write them on the line.
Look at the code and colour the months
Student’s Book, p. 8, exercise 2
ͻ Revise the colours by asking students to show you
the following coloured pencils: red, blue, green and
yellow.
ͻ Revise the seasons and ask students which season
you are in. Then ask them which month you are in
too. Revise the months of the year. Finally ask
them which months make up autumn. Do the
same for the other seasons.
Listen and complete the poem
Student’s Book, p. 8, exercise 3
ͻ Ask students how many days there are in September
and other months too. Elicit complete sentences.
ͻ Sometimes it can be quite difficult to remember how
many days there are in each month, so it’s a good
idea to teach a rhyme to help students remember.
ͻ Help students complete the poem by telling them
to see which months are missing and where they
can fit in the poem in order to rhyme.
ͻ Play the track and ask students to complete the
poem.
Ordinal numbers
ͻ Draw a block of flats on the board (at least 10
storeys high). Write 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th,
9th, 10th on each storey.
ͻ Ask students on which floor they live and write
their name on the designated floor. Explain to
students that we use ordinal numbers to talk
about the floor level in a building.
ͻ Explain to students that we use ordinal numbers
when talking about dates too in English. Ask
students: What’s today’s date?
Listen and repeat
Student’s Book, p. 9, exercise 4
ͻ Play the recording once and ask students to
repeat the words in the recording.
How high does it go? Look, read and complete
Student’s Book, p. 9, exercise 5
ͻ Ask students to identify the objects and ask them
if they can guess what is going on (it’s a kite flying
race)! Ask students to identify each colour.
ͻ Students then complete the sentences by stating
in which place each kite came.
Speaker’s Corner: Listen and repeat
Student’s Book, p. 9, exercise 6
ͻ Tell students that they are going to listen to a
dialogue between two people. Play it again, but
this time pause so students are able to repeat the
questions and answers.
Role-play
Student’s Book, p. 9, exercise 7
ͻ Pair up students and have them practise asking
and answering questions about their birthday.
Ending the lesson
Teacher’s Guide – Just for Fun, Birthdays
ͻ Ask each student when their birthday is. Then
write it under the correct month. Hang it on the
wall so everyone knows everyone’s birthday.
Check it every lesson and if it’s someone’s
birthday, sing Happy Birthday to him/her.
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Extra practice
Activity Book - Reinforcement Worksheet, pp. 3 and 4
Unscramble the days of the week (exercise 3).
Answers: a) Thursday; b) Monday; c) Friday;
d) Tuesday; e) Wednesday; f) Saturday; g) Sunday.
Read and colour the cars (exercise 4)
Answers: 1st red; 2nd brown; 3rd blue; 4th green; 5th
yellow.
Read, complete and match (exercise 5).
Answers: January – first; February – second; March –
third; April – fourth; May – fifth; June – sixth; July –
seventh; August – eighth; September – ninth;
October – tenth; November – eleventh; December –
twelfth.
Activity Book - Extension Worksheet, pp. 5 and 6
Look at the calendar. Write the days of the week (exercise 3).
Answers: a) It’s Saturday; b) It’s Friday;
c) It’s Thursday; d) It’s Wednesday.
Write the dates (exercise 4).
Answers: a) The eleventh of March; b) The fifth of
June; c) The thirteenth of August; d) The twenty-
second of October.
Teacher’s Guide – NEE Worksheets
Read and circle the days of the week (exercise 3,
worksheet A)
Look, read and colour (exercise 4, worksheet A)
What comes next? Read and write (exercise 3, worksheet B)
Answers: a) Wednesday; b) Saturday; c) March;
d) June; e) September; f) December.
Read, circle and write (exercise 4, worksheet B)
Answers: first; second; third; fourth; fifth; sixth;
seventh; eighth; ninth.
Extension
World Flags
Divide the class into groups of 3/4 students. Give
each group a copy of the board game along with
the question cards and dice. Students can use their
rubbers as counters. Every student rolls the dice
and they move forward that amount of spaces.
He/she turns over a card and must answer the
question or follow instructions. If he/she answers
it correctly, he/she can move forward one space. If
he/she answers it incorrectly, he/she goes back
one space. Students in the group will have to be
the judges whether the answer is correct or not,
but you will need to monitor closely. Students can
go around the track as many times as you wish.
Pre-teach any necessary vocabulary. When the
game is over, ask each student who came in first,
second, etc.
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 Starter Unit
Lesson 4
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente para
completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar ou
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
Warm-up
Who’s in first?
ͻ Line up students in a row. Ask Who’s in first place?
Who’s in second? and so forth. You can either ask
the students to raise their hands or elicit complete
sentences.
Presentation
My E-friend and I
ͻ Ask students how often
they use the internet
and if they have ever
written an email. Ask
them if they know what
an e-friend/penfriend is.
ͻ Explain the concept to students.
Practice
Read and complete the email. Then listen to your
teacher
Student’s Book, p. 10, exercise 1
ͻ Tell students to look at page 10 and ask if they
know what it is. Elicit the word email.
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4. Produzir um texto muito simples com
vocabulário limitado.
4.2 Escrever sobre si.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
(LG4) 7. Compreender algumas estruturas elementares
do funcionamento da língua.
o
7.1 Reconhecer e usar as estruturas dadas no 3.
ano.
Language Use:
Active language: Hello. My name is (Dinis). I’m (nine) years
old. I’m from (Portugal). My favourite colour is (green).
My favourite (book) is (Harry Potter).
Materials Required:
ͻ Audio CD (track 4)
ͻ Student’s Book (pp. 10 and 11)
ͻ Extra practice: Activity Book (pp. 4 and 6)
ͻ : Greetings from London Quiz
ͻ : Flashcard (printable version) – World
Map
ͻ Extra Material – Friend Fact File (p. 247)
Preparation:
ͻ Print out the digital flashcard – World map.
ͻ Photocopy the Friend Fact File worksheet
(one per 2 students).
ͻ Students read the email and choose from the
words given to complete the text.
ͻ Then read the email so students can correct.
Complete the table
Student’s Book, p. 10, exercise 2
ͻ Students find the information in the text to
complete the table.
Write 1, 2 or 3 words to complete the sentences
Student’s Book, p. 10, exercise 3
ͻ Students complete the sentences with 1, 2 or 3
words. They should try to find synonyms,
alternatives for nouns/verbs, etc.
Chinese Whispers
ͻ Whisper We’re going to write an email into a
students ear. Have each student pass the “secret”
message into the next student’s ear and, once all
the students have heard the message, the last
student must say what he/she heard.
Now complete the email
Student’s Book, p. 11, exercise 4
ͻ Tell students that they will complete an email to
Daisy by filling in the gaps with their information.
 Student’s Book, pp. 10 and 11 Activity Book, pp. 4 and 6

Draw students’ attention to the Handy Helper Extra practice

Plan. They should follow the outline in order to Activity Book – Reinforcement Worksheet, p. 4
complete the email. Read and match (exercise 6).
ͻ Draw students’ attention to the writing tip box on Answers:
when to use capital letters in English. a) 3;
ͻ Students complete their emails. Monitor their b) 1;
work. c) 4;
ͻ Once students have finished, ask for volunteers to d) 2;
come up to the front of the room to read their e) 5.
email. Activity Book – Extension Worksheet, p. 6
Find the odd one out. Read, circle and write (exercise 5).
Ending the lesson Answers:
I Spy with my Little Eye b) number; c) day of the week; d) country; e) month.
ͻ Choose a category. For example, countries. Read and answer the questions (exercise 6).
ͻ Ask a student to think of a country – show the Answers:
world map – and say the following I spy with my a) I’m (student’s answer) years old.
little eye something beginning with P. Students b) I’m from (student’s own answer).
then have to guess what country it is. c) My birthday is on (student’s own answer).
d) My favourite day of the week is (student’s own
Extension answer).
e) It’s (day).
Teacher’s Guide - Extra Material, Friend Fact File
Give each student a copy of the Friend Fact File.
Put students in pairs. Have them ask questions to
each other. Students write down the answers.

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 Starter Unit
Lesson 5
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas
de forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em
contextos simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com
os colegas em situações simples e
previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar
e recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado,
em situações previamente preparadas.
4.3 Falar sobre os temas apresentados.
(W3) 3. Utilizar palavras conhecidas.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Patterns: What comes next?
Flashcards
• Place 9 flags on the board. Display them as a 3 x 3
grid. Identify the top row and then the second one.
Ask students to identify which three come next.
Then, identify the first row (top to bottom) and then
the second. Ask students to identify the pattern and
identify the last three flags.
Presentation
Capitals
Flashcards and wordcards
• Show students a map of the world. Point to a country
and ask students to identify it. Ask students if they
know any cities in that country.
• Write the word capital on the board, read the word
out loud and ask students to repeat. Ask them if they
know the capital city of their country.
• Show the students the capital wordcards one at a time.
Say (London). The capital of (England) is (London).
Stick the wordcard and the correct flag on the
board/wall. Repeat until you have taught all of them.
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(LG4) 7. Compreender algumas estruturas
elementares do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas
no 3º ano.
Language Use:
Active language: The capital of (England) is (London).
Lisbon, Washington D.C., Ottawa, Canberra, Edinburgh,
Dublin, New Delhi, Cardiff, London.
Materials Required:
• Audio CD (tracks 4, 8)
• Student’s Book (pp. 12 and 13)
• White tack
• : Flashcard (printable version) –
World Map
• : Wordcards (printable version) –
Countries and Capitals.
• Culture Corner – The United Kingdom (p. 208)
• Big Ben clock
• Cutout section – Big Ben
• Scissors, coloured pencils/markers and glue
• : Who Wants to Be a Seesaw
Millionaire?
Preparation:
• : Print out the digital wordcards –
Countries and Capitals – and the flashcard – World
Map.
• Photocopy the Culture Corner worksheet (one per
student).
Practice
Listen, repeat and tick 08
Student’s Book, p. 12, exercise 1
• Tell students to open their books to page 12. Tell the
students that they are going to hear the names of the
different capitals. Tell them that they will hear all the
capitals except one. They have to listen and tick the
ones they hear. Play the recording and ask students
to repeat the words in the recording as they do the
exercise.
Look and write the capital
Student’s Book, p. 12, exercise 2
• Now, students look at the capitals on the map. Tell
students to point to the different countries. Students
write the correct capital for each one.
Human Pelmanism
• Tell students that they’re going to play a different
version of pairs. Inform them that instead of using
cards to play the game, they will become human
flashcards.
• Divide the class into teams. Choose four/five
students from each team to stand in a row at the
 SStudent’s
d ’ Book,
k pp. 12 and
d 13

front of the classroom. Form two different rows. On
one side, whisper in each student’s ear the country
they will be and on the other side, whisper a capital
into students’ ears.
• In turns, a member from each team calls on two
students (one from each row). If they both say the
country and the corresponding capital that team
earns a point. The pairs that are found can sit down.
• If the student calls out two students and they’re not a
match, they must stay in the same place. Remember,
it’s a memory game so students must remain in their
place. The game continues until all pairs are found.
Students decide which statement is true and which
one is false.
All I Know: Greetings from London
Student’s Book, p. 13
• Give students the opportunity to monitor their own
progress. Encourage self-evaluation. You can even
ask students about what they enjoyed learning the
most/the least and what activities they enjoyed doing
the most/the least. (Teacher’s Guide – Extra Material
Funometer (p. 268)).

Curious Minds: Read and Tick Ending the lesson

Student’s Book, p. 12 Who Wants to Be a Seesaw Millionaire?
• Children can be quite curious and love to dig deeper. • Play the interactive quiz with students to see how
Tell students to look at the Curious Minds segment, read much they remember from the unit. Reward students
it and tick the correct answer. with stickers when they answer correctly.

Look and number

Teacher’s Guide – Culture Corner,
The United Kingdom, p. 208
Extension
Project: English Speaking Capitals
• Give a copy of the worksheet to each student. Explore Divide the class into groups. Each group is
the map. Take the time to talk about the difference
designated a capital. Go to the school library with
between The British Isles, Great Britain and the United
your students and have them do research on their
Kingdom. Ask students whether they’ve visited these
capital. Have students then do an assignment on it.
countries and what they saw/visited in each one.
They can draw/glue pictures on a thin cardboard
• Go over each cultural symbol and ask students to and write useful information about the capital on it
label the map. too. Once they’ve completed the project, they can
present it as a Show and Tell to the class.
Read and make your own Big Ben
Student’s Book, p. 13, exercise 3 and cutout section
• Show the Big Ben clock to the students and ask
students to identify it. Tell students it’s usually
top tip
referred to as Big Ben. Tell them to repeat. Create an En
glish Corner
your classro in
om where yo
• Tell students that they will be making their own Big can exhibit
students’ wo
u
assignments rk/
Ben. Ask students what material they will need to so everyone
can see. Stud
make one. valued and at
ents feel mor
e
the same tim
• Students make their own Big Ben. they’re being
visually expose
e
to the English d
• Ask students to open their books to page 13. Ask language.

for a volunteer to read the Curious Minds segment.

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 Unit 1 At School
Lesson 1
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.1. Identificar o espaço escolar.
Warm-up
ͻ Write anagrams for the following countries and
capitals on the board: Australia, Canberra, Ireland
and Dublin. It’s a good way to warm up your
lesson with a challenge and revise last lesson’s
vocabulary. You can also ask students to match
the capital to the country.
Presentation
Poster
ͻ Stick the poster on the
board so all the
children can see.
Explore the poster.
ͻ Possible questions:
– How many students/
boys/girls are there?
– Where are they?
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(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.1 Identificar vocabulário relacionado com o
espaço escolar.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que
contenham: articles.
Language Use:
Active language: library, cafeteria, gym, music room, art
room, IT room, playground. Where is (Squeaky)? He is in
the (playground). In my school there is an IT room, but
there isn’t a music room.
Materials Required:
ͻ Audio CD (track 9)
ͻ Student’s Book (pp. 14 and 15)
ͻ Poster – Unit 1
ͻ Flashcards – At School
ͻ White tack
ͻ Extra practice: Activity Book (pp. 7 and 9)
ͻ NEE Worksheets A and B (pp. 218 and 219)
ͻ Culture Corner – School Around the World (p. 209)
ͻ :
ͻ Apresentação em PowerPoint® – At School
ͻ Galeria de flashcards – At School
Preparation:
ͻ Photocopy the Culture Corner worksheet (one per
student).
ͻ Point to the different parts of the school. Say This
is (the playground). Repeat until you have gone
over music room, IT room, art room, library,
cafeteria and gym.
ͻ Point to one and ask students to point along with
you and say Point to (the art room). Repeat until
you’ve covered all the parts.
ͻ Variation: Listen and touch. Ask students to come
up to the board and touch what you say.
Practice
Look, listen and repeat
Student’s Book, p. 14, exercise 1
ͻ Tell students to open their books to page 14. Tell
students to listen to the different parts of school
and repeat them. Play the recording again.
 Student’s Book, p. 14 and 15 Activity Book, pp. 7 and 9
Look and number
Student’s Book, p. 14, exercise 2
ͻ Students look at the poster and number the words
accordingly.
Noughts and Crosses
Flashcards
ͻ Draw the game on the board (two horizontal
parallel lines and two vertical parallel lines). Place
the following flashcards in each square: library,
cafeteria, gym, music room, art room, IT room,
playground, classroom and school. As you stick the
flashcards on the board, ask students to identify
them.
ͻ Divide the class into teams. They play in turns. In
order for students to win a nought or cross, they
must identify the flashcard. The aim of the game is
to get three crosses or three noughts in a row.
Tick the rooms you have in your school
Student’s Book, p. 14, exercise 3
ͻ Students tick the rooms they have in their own
school.
ͻ Then they describe their school. E.g. In my school
there are six classrooms. There’s an art room, but
there isn’t an IT room.
Where is Squeaky? Look and say
Student’s Book, p. 15, exercise 4
ͻ Students look at each picture of Squeaky and
guess where he is.
Ending the lesson
Thumbs Up!
Student’s Book, p. 15, exercise 5
ͻ Point to the different parts of the poster and say
This is (the cafeteria).
ͻ If it is in fact (the cafeteria), students should put
their thumbs up and if it isn’t (the cafeteria), they
turn their thumbs down.
Editable and Photocopiable © Texto | Seesaw 4
Extension
Teacher’s Guide – Culture Corner, School Around the
World
Give students a copy of School Around the World.
Ask students to identify the flags they see.
Explore the pictures too. Tell students to do
exercises. Correct the worksheet and discuss
both Curious Minds facts further.
Answers:
2. a) Australia; b) Ireland; c) Ireland; Australia.
3. Australia: (mid) December to (late) January;
(200 days); 9 a.m. to 3:30 p.m.
Ireland: July and August; beginning of
September to the end of June; 9 a.m. to 3 p.m.
Extra practice
Activity Book – Reinforcement Worksheet, p. 7
Unscramble the letters. Write the parts of the school
(exercise 1).
Answers:
music room; art room; cafeteria; IT room; library.
Activity Book – Extension Worksheet, p. 9
Where is Squeaky? Look and write (exercise 1).
Answers:
b) Squeaky is in the IT room;
c) Squeaky is in the playground;
d) Squeaky is in the classroom.
Teacher’s Guide – NEE Worksheets
Look, read and write (exercise 1, worksheet A).
Answers:
a) cafeteria; b) music room; c) art room; d) library.
Look and match (exercise 1, worksheet B).
Answers:
a) 3; b) 4; c) 1; d) 2.
81
 Unit 1
Lesson 2
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Name that room
Poster – Unit 1
ͻ Stick the poster on the board so all the children can
see. Number the different sections. Call out a
number and ask students to identify the room/place.
Presentation
What are they doing?
Poster – Unit 1
ͻ Draw students’ attention to what each character is
doing. Point to one of them and say (She) is (reading).
Say it again and this time mime it. Ask students to
mime too and say We’re reading. Do the same for
running, singing, playing computer and drawing.
Practice
Listen and mime
16 exercise 1
Student’s Book, p. 16,
ͻ Tell students to open their books to page 16. Play
the recording once and ask students to mime and
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5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.1 Identificar o espaço escolar.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.1 Identificar vocabulário relacionado com o
espaço escolar.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que
contenham: articles.
Language Use:
Active language: (I am) eating an ice cream. (You are)
singing. (He is) reading a book. (She is) drawing a picture.
(They are) running in the gym.
Materials Required:
ͻ Audio CD (tracks 10 and 11)
ͻ Student’s Book (pp. 16 and 17)
ͻ Poster – Unit 1
ͻ Flashcards – Actions
ͻ Mini flashcards – At School
ͻ Scissors
ͻ Coloured pencils
ͻ Extra practice: Activity Book (pp. 7 and 9)
ͻ NEE Worksheet A (p. 218)
ͻ Just for Fun – Where Are They? (p. 235)
ͻ : School Memory Game
Preparation:
ͻ Photocopy the Just for Fun worksheet.
ͻ say the action. Monitor students to see whether
they are following the instructions.
Listen and tick
Student’s Book, p. 16, exercise 2
ͻ Tell students to look at the questions in exercise 2.
Explore the pictures beforehand. Play the
recording twice.
Read and match
Student’s Book. p. 17, exercise 3
ͻ Students open their books to page 17. They look
at the words and draw lines to make accurate
sentences. Students are allowed to choose the
subject pronoun they want, but must use the
correct verb with the object.
ͻ Draw students’ attention to the Language Focus
segment.
 Student’s Book, p. 16 and 17 Activity Book, pp. 7 and 9
Now write the sentences
Student’s Book, p. 17, exercise 4
ͻ Once students draw the lines, they should write
out the sentences.
Play the game with a partner: The Miming Game
Student’s Book, p. 17, exercise 5; flashcards
ͻ Play The Miming Game as a group or in teams. A
member of each team is given an action and they
must mime it. The other team members guess
what their teammate is miming.
Where and what
Mini flashcards – At School
ͻ Students cut the mini flashcards out. Students
then divide the mini flashcards into two piles face
down: actions and parts of the school. In pairs,
students then take a flashcard from each pile and
they must say where they are and what they are
doing. E.g. I’m running in the music room.
Ending the lesson
ͻ Tell students to write down their favourite
activity. E.g. I love (singing). Write one yourself
and read it out loud. All students who have
written the same sentence should raise their hand
and say Me too. Count the number of students
who raised their hands. Choose a student to read
out their sentence. Students who wrote the same
sentence should raise their hands and say Me too.
Count hands once again. Repeat until all students
have raised their hands. At the end, see which
activity is the most popular in class.
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Extension
Teacher’s Guide – Just for Fun, Where Are They?
Give students a copy of Where Are They?
Worksheet. Tell students that they need to find
out where Squeaky, Maria, Simon and Mrs Green
are. Students need to follow instructions by
counting the bus stops (forward and back) and
writing the letters. Then students must write the
correct name in each room.
Answers:
a) playground; b) gym; c) music room; d) classroom.
Extra practice
Activity Book – Reinforcement Worksheet, p. 7
What is Squeaky doing? Look and write (exercise 2).
Answers:
a) Squeaky is reading.
b) Squeaky is running.
c) Squeaky is eating.
d) Squeaky is drawing.
Activity Book – Extension Worksheet, p. 9
Read, order and match (exercise 2).
Answers:
a) They are running in the playground (picture 2).
b) He is eating in the cafeteria (picture 3).
c) She is singing in the music room (picture 1).
Teacher’s Guide – NEE Worksheets
Look, read and put a tick or cross (exercise 2, worksheet A).
Answers:
a) ‫ ;ݱ‬b) ‫ ;ݵ‬c) ‫ ;ݱ‬d) ‫ݱ‬.
83
 Unit 1
Lesson 3
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.1 Identificar as horas.
3.2 Identificar palavras e expressões em
pequenas histórias.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
2.2 Ler pequenas histórias ilustradas, com
vocabulário conhecido.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.1 Utilizar palavras e expressões para
concordar (me too, so do I).
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
Warm-up
What are you doing?
ͻ Go over the actions taught in the previous lesson.
Ask for a few volunteers to come up to the front
of the room. Mime one action, but say you’re
doing another. The next student has to mime
what you said and say a different action. Then the
next boy or girl has to mime what the other
student said and say another action. This
continues until you’ve completed a full circle.
Presentation
Look and listen
Student’s Book, p. 18, exercise 1
ͻ Tell the students they are going to listen to a story
about being late. Point to the first frame and ask
students what they can see. Ask students if they
know what is happening.
ͻ Play the animated version of the story and tell
students to listen and to look at the pictures. Play
the story again and pause at the end of each
frame. Ask students questions to check their level
of understanding. E.g. What’s wrong?
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(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.1 Identificar o espaço escolar.
(LG4) 5. Conhecer vocabulário simples do dia a dia.
5.3 Identificar as horas.
6. Conhecer vocabulário com base nos temas
apresentados.
6.1 Identificar vocabulário relacionado com o
espaço escolar.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
Language Use:
Active language: What time is it? It’s (eight) o’clock. It’s
half past (six). It’s quarter past (ten). It’s quarter to
(twelve).
Materials Required:
ͻ Audio CD (track 12)
ͻ Student’s Book (pp. 18 and 19 )
ͻ Extra practice: Activity Book (pp. 8, 10)
ͻ Story Hats
ͻ Big Ben clock
ͻ NEE Worksheets A and B (pp. 218 and 219)
ͻ Cutout section – Unit 1, Telling the Time Dominoes
Practice
Read
Student’s Book, p. 18, exercise 2
ͻ This time ask students to read the story out loud.
Act it out
Student’s Book, p. 18, exercise 3; Story Hats
ͻ Tell the students they are going to act out the story.
ͻ Use the classroom as your stage. Ask for volunteers.
ͻ Use the Story Hats.
ͻ Play the story again and tell students to pretend
they’re saying the lines. Ask for more volunteers
to act out the story. This time, they can bring their
books to the front of the class and read their lines.
Look, read and write
Student’s Book, p. 18, exercise 4
ͻ Students look at the frames, read and answer the
questions. Take the time to talk to students about
the difference between watch and clock.
What can we learn from the story?
Student’s Book, p. 19, exercise 5
ͻ Take this time to tell students about the importance
of being on time and being responsible.

Student’s Book, p. 18 and 19 Activity Book, pp. 8 and 10
Telling time
ͻ Elicit from students the different times which
were mentioned throughout the story and write
them on the board.
ͻ Draw a big circle on the board. Tell students that
it’s a cake. Draw a line down the middle and tell
them that you have just cut the cake in half (so
you can share it with others). Write the word half
at the bottom. “Cut” it horizontally to make four
equal pieces. Write quarter on both the left and
right side. Draw students’ attention to the fact
that telling the time is like cutting a cake in equal
pieces.
ͻ Now write the numbers 12, 3, 6 and 9 in the circle
(like a clock). Write o’clock at the top and past
under half. Then write the word past under the
right side quarter and draw an arrow in circular
form from 12 to 6. Write the word to under the
left side quarter and draw an arrow in circular
form from 6 to 12.
True and False Chairs
Big Ben Clock
ͻ Tell students that they are going to play a game
called True and False Chairs.
ͻ Place two chairs in front of the board and write
true on a sheet of paper over one and write false
on a sheet of paper over the other.
ͻ Divide the class into two teams. Ask teams to line
up in front of the chairs or choose a member of
each team at a time to stand in front of the chairs.
ͻ Introduce the Big Ben clock, turn the hands and
say It’s 9 o’clock.
ͻ If it is in fact (9 o’clock), each student should sit on
the true chair and if it isn’t (9 o’clock), they should
sit on the false chair. The first student to sit on the
correct chair wins a point for his/her team.
Look and match. What time is it?
Student’s Book, p. 19, exercise 6
ͻ Students look at each clock and match it with the
correct time. Elicit the time before students do
the exercise.
Editable and Photocopiable © Texto | Seesaw 4
ͻ Draw students’ attention to the Language Focus
segment.
Match and complete
Student’s Book, p. 19, exercise 7
ͻ Students look at the pictures and read the
incomplete sentences. They number each picture
and then complete the sentences, writing the time
and/or the action.
Ending the lesson
Big Ben
ͻ Turn the hands on Big Ben clock and ask students
what time it is. Then ask students to come up to
the front and turn the hands according to the time
you state.
Extension
Cutout section – Telling the Time Dominoes
Tell students to cut out their dominoes and to
write their name on the back of each one.
Students then play dominoes in pairs. Both
students’ domino cards are shuffled together
and divided between them. The first player puts
down one of his/her cards and the other must
either put the correct time or clock on the
correct side of the domino. If the player does not
have a match, he or she must pass his/her turn.
The first player to get rid of his/her cards wins.
Extra practice
Activity Book – Reinforcement Worksheet, p. 8
Read and draw (exercise 3).
Activity Book – Extension Worksheet, p. 10
Look and write (exercise 3).
Answers:
b) It’s quarter to seven in Washington D.C..
c) What time is it in (Madrid)? It’s quarter to (one) in
(Madrid).
d) What time is it in (Brasilia)? It’s quarter to (ten) in
(Brasilia).
Teacher’s Guide – NEE Worksheets
Look, read and match (exercise 3, worksheet A).
Answers:
a) 2; b) 3; c) 6; d) 5; e) 1; f) 4.
Look, read and write (exercise 2, worksheet B).
Answers:
a) It’s seven o’clock; b) It’s half past eight; c) It’s
quarter to four; d) It’s quarter past twelve.
85
 Unit 1
Lesson 4
Metas Curriculares:
(L4) 3. Compreender palavras e expressões
simples.
3.1 Identificar as horas.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado
por imagens.
(SI4) 3. Exprimir-se de forma adequada em
contextos simples.
3.1 Utilizar formas de tratamento
adequadas quando se dirige ao
professor.
4. Interagir com o professor e/ou com os
colegas em situações simples e
previamente preparadas.
4.2 Utilizar palavras e expressões para
aceitar e recusar.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.2. Preencher espaços lacunares em textos
muito simples com palavras dadas.
4. Produzir um texto muito simples com
vocabulário limitado.
4.2 Escrever sobre si.
Warm-up
Quick Clock
ͻ Turn the hands on the Big Ben clock to 10 o’clock.
Quickly show it to the students. Ask the children
What time is it? Check whether someone is able
to guess the time. Repeat with different times. Try
to get all students to participate.
Presentation
ͻ Ask students to look at the photos on page 20. Ask
students to cover the texts and to make guesses
about their birthday and what each one likes doing.
Practice
Read
Student’s Book, p. 20, exercise 1
ͻ Tell students they are going to read two short
texts about Pat and Sally. You can ask students to
read them out loud to check for pronunciation.
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86
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas dramatizações.
5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.1 Identificar o espaço escolar.
(LG4) 5. Conhecer vocabulário simples do dia a dia.
5.3 Identificar as horas.
6. Conhecer vocabulário com base nos temas
apresentados.
6.1. Identificar vocabulário relacionado com o
espaço escolar.
7. Compreender algumas estruturas elementares do
funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que contenham:
prepositions of time.
Language Use:
Active language: My birthday is on the 4th of September.
I wake up at 8 o’clock. I have English on Mondays and
Wednesdays. I do my homework after school. My birthday is
in March.
Materials Required:
ͻ Audio CD (track 13)
ͻ Student’s Book (pp. 20 and 21)
ͻ Extra practice: Activity Book (pp. 8 and 10)
ͻ Fly swatters
ͻ : Wordcards (printable version) –
Prepositions of Time
ͻ White tack
Preparation:
ͻ Print out the digital wordcards Preposition of Time.
Read again. Put a tick or a cross
Student’s Book, p. 20, exercise 2
ͻ Students read the texts and try to find the
information illustrated in the pictures in the text.
If the illustration matches what was written,
students should put a tick in the box; if not, they
should put a cross in the box.
ͻ Draw students’ attention to the Language Focus.
Ask students to read it out loud. Then ask for
feedback regarding when each preposition is
used.
Circle the correct word
Student’s Book, p. 21, exercise 3
ͻ Students read the sentences and circle the correct
word.
Curious Minds: Read and unscramble
ͻ Draw students’ attention to the Curious Minds
section. Tell students to unscramble the word to
find the answer.
 Student’s Book, p. 20 and 21 Activity Book, pp. 8 and 10
Fly Swatter
ͻ Stick the following preposition wordcards on the
board: in, on, after and at. Divide the class into
two teams. Ask a student from each team to stand
near the board and give each one a fly swatter.
Say a sentence and bleep out the preposition.
E.g. I have IT bleep Mondays and Wednesdays. The
first student to swat the correct preposition gets a
point for his/her team.
Speakers’ Corner: Listen and repeat
Student’s Book, p. 21, exercise 4
ͻ Tell students that they are going to listen to a
dialogue between two people. Play the recording
once. Play it again but this time pause so students
are able to repeat the questions and answers.
ͻ Pair up students and have them practise asking
and answering questions.
Pairwork. Ask and answer. Complete the table
Student’s Book, p. 21, exercise 5
ͻ After students ask each other the questions, they
write down their information as well as their
friends’.
Ending the lesson
Chinese Whispers
ͻ Whisper the following into the ear of one of the
students I wake up at half past seven. Have each
student pass the “secret” message into each
other’s ear and once all the students have heard
the message, the last student must say what
he/she heard.
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Extension
All about me
Tell students to come up to the front of the room
and talk about themselves. They should mention
their birthday, the time they wake up, when they
have English and what they do after school. They
can add on any other information.
Extra practice
Activity Book – Reinforcement Worksheet, p. 8
Read and complete (exercise 4).
Answers:
in; at; after; on.
Activity Book – Extension Worksheet, p. 10
Read and write your answers (exercise 4).
Answers:
a) My birthday is on (student’s own answer).
b) It’s (student’s own answer).
c) I start school at (student’s own answer).
d) I play (student’s own answer).
e) I do my homework (student’s own answer).
f) Yes, I do. / No, I don’t.
g) I have English on (student’s own answer).
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 Unit 1
Lesson 5
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1. Utilizar formas de tratamento adequadas
quando se dirige ao professor.
(SI4) 4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.2 Descrever o que é/não é capaz de fazer.
4.3. Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1. Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.1 Identificar o espaço escolar.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.1 Identificar vocabulário relacionado com o
espaço escolar.
Warm-up
Lip-reading
ͻ Whisper a short sentence and ask students to
repeat it. See if they are capable of lip-reading.
E.g. I wake up at 8 o’clock.
Presentation
Where do they go?
Poster; realia
ͻ Stick the poster on the board. Draw students’
attention to the recycling bins. Ask students what
they are.
ͻ Show students the following objects: a carton of
milk, a packet of juice, paper, a bottle of water
(plastic), an apple or an orange, a can, a glass
bottle or a jar, newspaper or magazine and a
plastic bag. Ask students Which one is a fruit?
Which one can you write on? Which ones are for
drinks? (Mime the actions if necessary.)
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88
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que
contenham: prepositions of time.
Language Use:
Active language: Recycling bins, paper, plastic/metal,
glass, organic. We can make (plastic bottles) into (DVD
cases). Where does the (plastic bottle) go? The (plastic
bottle) goes in the (yellow) bin.
Materials Required:
ͻ Audio CD (tracks 14 and 15)
ͻ Student’s Book (pp. 22 and 23)
ͻ Poster – Unit 1
ͻ White tack
ͻ Realia: a carton of milk, a packet of juice, paper,
a bottle of water (plastic), an apple or an orange, a can,
a glass bottle or a jar, newspaper or magazine, a plastic
bag
ͻ 3 cardboard boxes
ͻ Blue, yellow and green wrapping paper
ͻ Scissors
ͻ Tape
ͻ Markers
ͻ Extra Material – The 3 R’s (p. 248)
ͻ : Jogo – Throw Away the Rubbish
Preparation:
ͻ Photocopy the Extra Material worksheet
(one per student).
ͻ Encourage students to point to the objects or to
say the words. Tell students that we put all these
objects in rubbish bins once they have been used.
Ask students if they recycle and if they know how
to recycle.
ͻ Show the four different rubbish bins to students:
the green, yellow, blue and grey bins. Explain to
students that we should throw paper and card in
the blue one, glass in the
green one, plastic and
metal in the yellow one
and domestic rubbish in
the grey one.
Practice
Match the rubbish to the correct bins
Student’s Book, p. 22, exercise 1
ͻ Students match each object to the correct bin.

Student’s Book, p. 22 and 23
Colour the bins
Student’s Book, p. 22, exercise 2
ͻ Ask students to take out the following colours:
blue, yellow, green and grey. Then colour the bins
in the correct colour.
Look and match
Student’s Book, p. 23, exercise 3
ͻ Ask students if they know what happens to things
we put in the recycling bins. Explain that we can
make new things from them. Students should
realise that there is a reason why we recycle. We
are able to transform old recyclable things into
new things.
ͻ Show the following objects to students: a PET
bottle, a glass bottle, a can, a milk carton and an
apple core. Ask students if they know what we can
make out of each one.
ͻ Tell students to open their books to page 23. Ask
students to make guesses and then do the
exercise together.
ͻ Follow-up: Once students have drawn the lines,
tell them to write out the sentences in their
notebooks.
Think of 3 things you throw away every day. Write
Student’s Book, p. 22, exercise 4
ͻ Get students thinking about different things they
throw away on a daily basis. Brainstorm ideas and
write them on the board. Then ask students to
write three of them down.
Read and tick
Student’s Book, p. 22, exercise 5
ͻ Take this time to discuss the importance of good
citizenship. Students tick the statements that
should be followed.
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Creativity: Read and make
your own class recycling bins
Student’s Book, p. 23,
exercise 6
ͻ Tell students that in order
to help the environment the class is going
to start their own recycling project. Tell them that
they will be making their own bins to place in the
classroom and use throughout the year.
ͻ Tell students to turn to page 23. Ask students
what they think they will need to make the
recycling bins. Tell students to look at each
picture. Elicit vocabulary.
ͻ Ask for volunteers to read each caption.
ͻ Divide the class into groups and assign each one a bin.
Speakers’ Corner: Listen and repeat
Student’s Book, p. 23, exercise 7
ͻ Tell students that they are going to listen to a
dialogue between two people. Play it again but
this time pause so students are able to repeat the
questions and answers.
Role-play
Student’s Book, p. 23, exercise 8; realia
ͻ It is important that your students engage in
natural conversation as much as possible.
ͻ Pair students up and have students practise the
structure by putting the realia you brought to
class in the correct bin and saying the sentence.
Ending the lesson
– Throw Away the Rubbish
ͻ Divide the class into teams. The aim of the game is
to throw away the rubbish in the correct bins as
quick as possible. The team who manages to get
the highest score wins.
Extension
Listen and Complete
Teacher’s Guide – Extra Material, The 3 R’s
Give students a copy of the 3 R’s worksheet.
Students listen to the song and complete the blank
spaces. Correct the worksheet together. Encourage
students to sing along with the recording, then use
the karaoke version. You can even ask students to
make up their own verse for the song.
Answers: a) number; b) six; c) eighteen; d) reduce;
e) reuse; f) recycle; g) two; h) throw; i) reduce;
j) reuse; k) recycle; l) three.
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 Unit 1
Lesson 6
Metas Curriculares:
(L4) 3. Compreender palavras e expressões
simples.
3.1 Identificar as horas.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado
por imagens.
(SI4) 3. Exprimir-se de forma adequada em
contextos simples.
3.1 Utilizar formas de tratamento
adequadas quando se dirige ao
professor.
4. Interagir com o professor e os colegas em
situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para
aceitar e recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 3. Produzir sons, entoações e ritmos da língua.
3.1 Dizer rimas, chants e cantar canções.
4. Expressar-se, com vocabulário limitado,
em situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
Warm-up
Which bin?
ͻ Write blue, yellow, green and grey on the board.
Ask students which bin is used for paper, plastic,
metal, glass and organic rubbish.
Presentation
Let’s recap
ͻ Now it’s time for your students to put on their
thinking caps and see how much they have learnt
so far. Tell students that they are going to recap
all that was learnt from the previous unit.
Practice
Pictionary
ͻ Divide the class in teams. One member from each
team has to draw on the board the flashcard that
you show him/her. The members from each team
try to guess what it is. Give them a time limit (use
a bell or a whistle) and keep score of the points
for each team.
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90
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.3. Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.1 Identificar o espaço escolar.
(LG4) 5. Conhecer vocabulário simples do dia a dia.
5.3. Identificar as horas.
6. Conhecer vocabulário com base nos temas
apresentados.
6.1 Identificar vocabulário relacionado com o
espaço escolar.
7. Compreender algumas estruturas elementares do
funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que contenham:
articles; prepositions of time.
Language Use:
Active language: Active language from unit 1.
Materials Required:
ͻ Audio CD (tracks 62 and 63)
ͻ Student’s Book (pp. 24 and 25)
ͻ Flashcards: At School
ͻ Bell or whistle
ͻ Activity Book: Practice Test 1 (pp. 33 – 36)
ͻ : Who Wants to Be a Seesaw Millionaire?
Listen to your teacher and stick
Student’s Book, p. 24, exercise 1
ͻ Tell students to open their books to page 48. It’s
time to recap. Students listen to you and stick the
stickers in the correct order. Give students the
opportunity to peel the sticker from the back of
the book.
What are they doing? Look and write
Student’s Book, p. 24, exercise 2
ͻ Students look at the pictures and then they write
what the boys and girls are doing.
What time is it? Look and write
Student’s Book, p. 24, exercise 3
ͻ Students look at the clocks and write the correct
time on each line.
Read and circle
Student’s Book, p. 25, exercise 4
ͻ Students read and circle the correct preposition.
 Student’s Book, p. 24 and 25 Activity Book, pp. 33 and 36

All I Know: At School Squeaky is in the cafeteria.

Student’s Book, p. 25 Mrs Green is in the library.
ͻ Give students the opportunity to monitor their
own progress. Encourage self-evaluation. You can 2. Listen and tick.
even ask students about what they enjoyed Answers:
learning the most/the least and what activities
a) 2; b) 3.
they enjoyed doing the most/the least. (Teacher’s
Guide – Extra Material, Funometer) Reading and writing
Just for Fun: Use the code to find out what they are 3. Look and write.
doing Answers:
Student’s Book, p. 25 a) He is running; b) She is drawing; c) She is singing;
ͻ Students crack the code to try to find out what d) They are reading.
they are doing. 4. Look, read and match.
Answers:
Ending the lesson a) It’s quarter past eleven; b) It’s half past four;
Let’s recycle c) It’s half past ten; d) It’s quarter to two; e) It’s five
ͻ Divide the class into teams and line them up. Place o’clock; f) It’s quarter past twelve.
the recycling bins you made on your desk. Place 5. Look and write.
the realia in sight. Say Plastic bottle. The first Answers:
student (from the front of the line) to pick up the
a) Maria is eating at 8 o’clock; b) Maria is reading at
plastic bottle and recycle it correctly wins a point
for his/her team. half past ten; c) She is singing at quarter past two;
d) She is drawing at quarter to five; e) She is playing
Extension computer games at 9 o’clock.
– Who Wants to Be a Seesaw 6. Colour the bins and complete the words.
Millionaire? Answers:
Play the interactive quiz with students to see how a) paper; b) plastic and metal; c) glass.
much they remember from the unit. Reward 7. Read and write your answers.
students with stickers when they answer correctly. Answers: a) My birthday is on the (student’s
answer); b) I have English at (student’s answer);
c) I play (student’s answer).
Practice Test 1 Speaking
Activity Book, pp. 33-36 8. Look at the picture. Point to.
Listening Answers: Student’s own answers.
1. Listen and draw lines. 9. Answer.
Answers: Student’s own answers.
Answers: 10. Answer.
Simon is in the IT room. Answers: Student’s own answers.
Maria is in the music room.

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91
 Unit 2 My Community
Lesson 1
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.4 Identificar os espaços à sua volta.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.4 Identificar vocabulário relacionado com os
espaços à nossa volta.
Warm-up
Listen and point
Flashcards – Simon’s Family
ͻ Show Simon’s family flashcards and revise the
family members. Ask students to listen and to
point to the family member you say.
ͻ Then ask students What’s your father’s name?
What’s your mother’s name? Have you got any
brothers or sisters?
Presentation
Poster: Unit 2
ͻ Stick the poster on the board. Explore the poster.
Elicit the word house.
ͻ Then ask: What can you see? Who are they? What
is (Simon) doing? How many people can you see?
ͻ Point to the different parts of the house. Say
(Simon) is in the (garden). Repeat until you have
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92
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que
contenham: possessive case.
Language Use:
Active language: house, kitchen, bedroom, bathroom,
living room, dining room, study, hall, garden, sister,
brother, dad, mum, grandma, grandpa. Simon’s sister is
(eating) in the (dining room).
Materials Required:
ͻ Audio CD (tracks 16 and 17)
ͻ Student’s Book (pp. 26 and 27)
ͻ Poster: Unit 2
ͻ White tack
ͻ : Flashcards (printable version) – Simon’s
Family
ͻ Mini flashcards – At School and My Community
ͻ Extra practice: Activity Book (pp. 11 and 13)
ͻ NEE Worksheet A (p. 220)
ͻ Extra Material – Let’s Hide and Seek (p. 249)
ͻ :
ͻ Apresentação em PowerPoint® – My Community
ͻ Galeria de flashcards – My Community
Preparation:
ͻ Print out the digital flashcards – Simon’s Family – and
the Extra Material worksheet (one per student).
gone over kitchen, bedroom, bathroom, living
room, dining room, study and hall.
ͻ Point to a room, identify the room and ask
students to repeat This is the (kitchen). Repeat
until you’ve covered all the rooms.
ͻ Variation: ask students to come up to the board
and touch what you say.
Practice
Look, listen and repeat
Student’s Book, p. 26, exercise 1
ͻ Tell students to open their books to page 26. Play
the recording and tell students to listen to the
different parts of the house and repeat them. Play
the recording again.
Look and number
Student’s Book, p. 26,
exercise 2
ͻ Students look at the
poster and number the
words accordingly.
Stand up, sit down
Poster: Unit 2
ͻ Tell students to look and to listen attentively.
Show them the Look and Listen class management
sign.
ͻ Explain to students that you will say sentences
about the poster and if they are right, they should
sit down, but if the sentences are wrong, they
should stand up. E.g. Simon’s (sister) is in the
(kitchen).
ͻ Then make it a bit more difficult by adding
another element to the sentence (an action).
E.g. Simon’s (sister) is (eating) in the (bedroom).
Look and write yes or no
Student’s Book, p. 26, exercise 3
ͻ Students look at the picture and read the
sentence. They write yes if the statement is true
and they write no if it isn’t.
Listen and match
Student’s Book, p. 27, exercise 4
ͻ Play the recording and tell students to listen to
where each family member is. Students should
draw lines from the family members to each
place. Play the recording twice. Correct the
exercise and elicit complete sentences.
Play the game with a partner: Who’s in the Kitchen?
Student’s Book, p. 27, exercise 5; mini flashcards:
Unit 1 and Unit 2
ͻ Tell students to go to the back of their books to
the mini flashcards (units 1 and 2). Tell students to
cut them out and make three different piles:
1. parts of the house (Unit 2); 2. family
members(Unit 2); 3. actions (Unit 1).
ͻ Show students how to play by making three piles
of your own. Now take a card from the first two
piles. Ask the students to guess what you’re
holding by saying a family member and the room
where they are. E.g. (Grandma) is in the (kitchen).
If students don’t guess it, tell students to try
again. Write the sentence on the board. If they
guess one of them correctly, tell them that they
got one right. Ask for sentences until students
guess what you’re holding.
ͻ To make it more difficult, take another card from
the action pile and have students guess all three
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cards. E.g. (Grandma) is (reading) in the (kitchen).
If they guess two of them correctly, tell them two
right. If they guess three of them correctly, tell
them you’re right!
ͻ Once students understand how it’s played, have
them play in pairs.
Ending the lesson
Where Am I?
ͻ Ask some students to come to the front of the
classroom and mime an action that you usually
associate with a part of the house. E.g. eating.
ͻ Students have to try to guess the correct part of
the house by saying You’re in the (kitchen)!
Extension
Teacher’s Guide – Extra Material, Let’s Hide and
Seek
Give out a copy to each student. Students “hide”
their boys and girls in different parts of the
house by drawing a tick. In pairs, students go and
seek where their pair “hid” the children.
E.g. Is Mary in the (kitchen)?
No, she isn’t. / Yes, she is.
Are Jack and Grace in the (garden)?
No, they aren’t. / Yes, they are.
Extra practice
Activity Book – Reinforcement Worksheet, p. 11
Look, read and write (exercise 1).
Answers:
a) study; b) bedroom; c) bathroom; d) kitchen;
e) hall; f) dining room; g) living room; h) garden.
Activity Book – Extension Worksheet, p. 13
Look, read and write (exercise 1).
Answers:
a) Simon is in the garden; b) Simon’s grandma is in
the living room; c) Simon’s brother is in the study;
d) Simon’s dad is in the kitchen.
Teacher’s Guide – NEE Worksheets
Look, read and write (exercise 1, worksheet A).
Answers:
a) bedroom; b) living room; c) kitchen; d) bathroom;
e) garden; f) hall.
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 Unit 2
Lesson 2
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.2. Identificar palavras e expressões em
rimas ou canções.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os
colegas em situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para aceitar
e recusar.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 3. Produzir sons, entoações e ritmos da língua.
3.1 Dizer rimas, chants e cantar canções.
4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Fly Swatter
Poster: Unit 2
ͻ Stick the poster on the board so all the children
can see. Call out a room and students have to
swat the room you state.
Presentation
Flashcards
ͻ Show the students the Around the House
flashcards one at a time. Say This is (a lamp). Stick
the flashcard on the board or where all the
students can see. Repeat until you have gone
through mat, bed, picture, sofa, TV, cupboard,
mirror, bath and bookcase.
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5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.4. Identificar os espaços à sua volta.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.4 Identificar vocabulário relacionado com os
espaços à nossa volta.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que contenham:
prepositions of place.
Language Use:
Active language: lamp, mat, bed, picture, sofa, TV,
cupboard, mirror, bookcase, bath, on, under, in, next to.
Materials Required:
ͻ Audio CD (tracks 18 to 22)
ͻ Student’s Book (pp. 28 and 29)
ͻ Poster – Unit 2
ͻ Flashcards and wordcards: Around the House
ͻ : Flashcards and wordcards (printable
version) – Prepositions of Place
ͻ Fly swatters
ͻ Coloured pencils
ͻ Classroom Management Sign – Look and Listen
ͻ Extra practice: Activity Book (pp. 11 and 13)
ͻ White tack
ͻ Extra Material – My Home (p. 250)
ͻ NEE Worksheet A (p. 220)
Preparation:
ͻ Print out the digital flashcards and wordcards –
Prepositions of Place.
ͻ Photocopy the Extra Material worksheet (one per
student).
ͻ Point to one and ask students to point along with
you and say Point to the (lamp). Repeat until
you’ve covered all the objects.
ͻ Show the wordcards one by one and place them
under the correct part of the house.
ͻ Take the wordcards off and ask students to label
the pictures correctly.
Practice
Listen, repeat and stick
Student’s Book, p. 28, exercise 1
ͻ Tell students to open their books to page 28. Play
the recording and ask students to repeat the word.
ͻ Play it again and pause after each word to allow
time for students to peel the sticker and stick it in
 the correct place. Monitor students to see
whether they are following instructions.
Listen and colour
Student’s Book, p. 28, exercise 2
ͻ Tell students to get out their coloured pencils.
Check for understanding by saying Show me
(blue). Students then have to raise their blue
coloured pencil.
ͻ Explain to students that they have to listen
carefully to colour accordingly. Play the recording
twice.
Listen, complete and sing
Student’s Book, p. 29, exercise 3
ͻ Play the recording and tell students to listen to the
song and write the missing words. Play it again.
ͻ Sing all together and tell students to point to the
correct picture in the Student’s Book.
ͻ Follow-up: Divide the class into groups. Tell
students to make their own verses. They can
change the animal, the prepositions, the furniture
and the rooms. If your students are musically
inclined, you can ask them to come to the front of
the room and perform their new song to their
classmates.
Where’s Squeaky?
Classroom Management Sign – Listen and Look
ͻ Place Squeaky (Listen and Look Classroom
Management Sign) in different places in the
classroom and elicit the correct preposition.
E.g. Where is Squeaky?
Squeaky is on the desk.
ͻ Stick the prepositions of
place wordcards on the
board as you do the
activity.
Kim’s Game
: Flashcards
– Prepositions of place
ͻ Ask students to close their eyes and take one of
the flashcards away. Ask children to open their
eyes and to guess which flashcard is missing.
Listen and match
Student’s Book, p. 29, exercise 4
ͻ Tell students that they are going to listen to a
recording and that they have to draw lines from
the objects to the different parts of the house.
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Label the pictures
Student’s Book, p. 29, exercise 5
ͻ Students then label the pictures correctly.
Look, read and write
Student’s Book, p. 29, exercise 6
ͻ Now students look at the picture, read the
questions and write in which room the objects are
in.
Language Focus: Listen and repeat
Student’s Book, p. 29, exercise 7
ͻ Draw students’ attention to the Language Focus.
Play the recording and ask students to repeat.
Ending the lesson
Treasure Hunt
Classroom Management Sign – Look and Listen
ͻ Tell students you are going to hide Squeaky
somewhere in the room. Ask students to close
their eyes and hide it.
ͻ Students open their eyes and try to guess where
Squeaky is. E.g. Squeaky is in the schoolbag.
Extension
Teacher’s Guide – Extra Material, My Home
Give out a copy to each student. Tell them to fill
in the gaps in exercise 1 and then to describe
their own home by completing the sentences.
Some students might not feel comfortable
describing their homes, so you can tell them to
describe their dream house.
Extra practice
Activity Book – Reinforcement Worksheet, pp. 11 and 12
Look and unscramble (exercise 2).
Answers: a) bath; b) picture; c) bed; d) lamp; e) sofa;
f) bookcase.
Read and draw lines (exercise 3).
Activity Book – Extension Worksheet, p. 13
Look and write (exercise 2).
Answers: a) lamp; b) picture; c) TV; d) cupboard;
e) bath; f) bed; g) sofa; h) bookcase.
Teacher’s Guide – NEE Worksheets
Read, match and draw (exercise 2, Worksheet A).
Answers:
a) 2; b) 3; c) 6; d) 9; e) 5; f) 1; g) 7; h) 10; i) 4; j) 8.
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 Unit 2
Lesson 3
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.3. Identificar palavras e expressões em
pequenas histórias conhecidas.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
4.3 Identificar a sequência de pequenas
histórias conhecidas.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
2.2 Ler pequenas histórias ilustradas, com
vocabulário conhecido.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os
colegas em situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para aceitar
e recusar.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
Warm-up
Where Am I?
Poster: Unit 2
ͻ Tell students you are somewhere in the house and
they will have to find you. Students should guess
by saying You’re in the kitchen. You’re under the
sofa.
Presentation
Look and listen
Student’s Book, p. 30, exercise 1
ͻ Tell the students they are going to listen to a story
and meet someone new, Simon’s cousin. Point to
the first frame and ask students what they can
see. Ask students if they know what is happening.
ͻ Play the animated version of the story and tell
students to listen and to look at the pictures. Play
the story again and pause at the end of each
frame. Ask students questions to check their level
of understanding. E.g. Who’s Sean?
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(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.4 Identificar os espaços à sua volta.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.4 Identificar vocabulário relacionado com os
espaços à nossa volta.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
Language Use:
Active language: cinema, hospital, park, bookshop, train
station, restaurant, supermarket, library, zoo.
Materials Required:
ͻ Audio CD (track 23)
ͻ Student’s Book (pp. 30 and 31; 93-95)
ͻ Poster – Unit 2
ͻ Story Hats
ͻ Flashcards – Around Town
ͻ Wordcards – Around Town
ͻ White tack
ͻ NEE Worksheet B (p. 221)
Practice
Read
Student’s Book, p. 30, exercise 2
ͻ This time, ask students to read the story out loud.
Act it out
Student’s Book, p. 30, exercise 3; Story Hats
ͻ Tell the students they are going to act out the
story. Use the classroom as your stage. Ask for
volunteers. Use the Story Hats (some students feel
more comfortable using a “mask”).
ͻ Play the story again and tell students to pretend
they’re saying the lines. Ask for more volunteers
to act out the story. This time, they can bring their
books to the front of the class and read their lines.
Read and circle
Student’s Book, p. 30, exercise 4
ͻ Students look at the frames, read the questions
and circle the correct answer.
 Student’s Book, pp. 30 and 31

Echo ͻ Ask for a volunteer to come up to the front of the

Flashcards – Around Town
ͻ Show students the following flashcards (one at a
time): cinema, hospital, park, bookshop, train
station, restaurant, supermarket, library and zoo.
As you show students the flashcards, ask them to
identify each one. Say the word and tell students
to repeat as if it were an echo. Talk to students
about the difference between a bookshop and a
library and how library can be perceived as a false
friend in their mother
tongue.
Put the story in order
Student’s Book, p. 31,
exercise 5
ͻ Students look at the
story again and number
each sentence in order.
Unscramble and write
Student’s Book, p. 31, exercise 6
ͻ Students look at the sign post and unscramble the
words.
Curious Minds: Read, write and tick
Student’s Book, p. 31
ͻ Tell students to look at the Curious Minds
segment. Students have to find out where the
largest cinema is located by stating the capital of
Spain. Then students tick the seating capacity of
the cinema.
Ending the lesson
The Shark Game
ͻ Draw steps leading into an ocean where a hungry
shark awaits. Draw a boy and a girl at the top of
the steps.
board and think of a word. Then he/she writes
dashes on the board to represent each of its
letters. The rest of the children try to guess the
letters. If they guess a letter in the word, the
student writes it over the dash, or dashes, that
represent it. For each wrong guess the thinker
draws a line from the children onto the next step.
If the student thinks they know the word they can
guess it, but if they are wrong, another line to the
next step is added.
Extension
Battleship
Student’s Book, pp. 93-95
Divide the class into pairs. Tell students that in each
pair there will be a Student A and a Student B.
Students A should open their books to page 93
and students B should open their books to page
95. The aim of the game is to find the different
buildings on each grid. Once the students guess
the correct square, they have to guess the
building in it.
You can ask students to add on a few more
buildings to make it more complex.
Extra practice
Teacher’s Guide – NEE Worksheets
Look and unscramble (exercise 1, worksheet B).
Answers:
a) restaurant; b) train station; c) hospital;
d) supermarket.

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 Unit 2
Lesson 4
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado
por imagens.
(SI4) 4. Interagir com o professor e/ou com os
colegas em situações simples e
previamente preparadas.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
4. Produzir um texto muito simples com
vocabulário limitado.
4.2 Escrever sobre si.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo
e do mundo do outro.
5.4 Identificar os espaços à sua volta.
Warm-up
Where Are You?
Flashcards – Around town
ͻ Call a student to come to the front of the class.
Hold the flashcards facing down and the student
picks one but doesn’t show it to the rest of the
class. The student has to mime an action related
to that place. For example, if a student picks the
library, he/she pretends to read a book.
Presentation
Where do you live?
ͻ Show pictures of a village, a town and a city. Elicit
the words and teach the difference between these
places.
ͻ Ask students whether they live in a village, a town
or a city and if they live in a house or a flat.
ͻ Then ask students which types of buildings can be
found in a village, a town and a city.
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(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.4 Identificar vocabulário relacionado com os
espaços à nossa volta.
7. Compreender algumas estruturas elementares do
funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que contenham:
prepositions of place.
Language Use:
Active language: Where do you live? I live in (Aveiro) in a
(flat). (My house) is (opposite) (the park). Behind, next to,
opposite, between.
Materials Required:
ͻ Audio CD (tracks 24, 25 and 26)
ͻ Student’s Book (pp. 32 and 33)
ͻ Extra practice: Activity Book (pp. 12 and 14)
ͻ Flashcards – Around Town
ͻ Realia: Pictures of a city, a town and a village; postcards
from different cities
ͻ Postcards or white card (one per student)
ͻ White tack
ͻ Coloured pencils
ͻ Culture Corner – Houses in the United Kingdom (p. 210)
ͻ NEE worksheet B (p. 221)
Preparation:
ͻ Photocopy pictures of a city, a town and a village.
ͻ Bring postcards from your home town.
Practice
Listen and put a tick or a cross. Ask and answer about
your town.
Student’s Book, p. 32, exercise 1
ͻ Tell students to open their books to page 32. Tell
them they are going to hear Simon’s cousin, Sean,
talk about his town.
ͻ Before they do the task, ask students if there are
any of the buildings illustrated in their town.
If they all come from the same town, be more
specific and ask about their neighbourhood.
ͻ Tell students that they have to put a tick in the box
if Sean mentions, for example, There’s a (park) in
my town. If he says there isn’t, they should put a
cross. Students hear the recording twice.
ͻ Then, in pairs, students take turns to ask and
answer about where they live.
Speakers’ Corner: Listen and repeat
Student’s Book, p. 32, exercise 2
ͻ Tell students that they are going to listen to a
dialogue between two people. Play it once. Play it
ͻ again but this time pause so students are able to
repeat the questions and answers.
Role-play
Student’s Book, p. 32, exercise 3
ͻ Pair up students and have them practise asking
and answering questions.
Where’s the cinema?
ͻ Draw a street on the board and stick the Around
Town flashcards around the street. Introduce the
prepositions stating where each building is in
relation to each other. E.g. The cinema is behind
the train station. The school is opposite the
bookshop. The park is next to the library. The
restaurant is between the supermarket and the
park.
Where’s the tree? Look, read and stick.
Student’s Book, p. 32, exercise 4
ͻ Students look at the pictures, read the sentences,
peel the stickers and stick them in the right place.
Look, read and write the names
Student’s Book, p. 33, exercise 5
ͻ Now students read the text and write the correct
names on each house. Before students do the
exercise, tell them to point to the different places.
Monitor students to check for understanding.
Complete the sentences
Student’s Book, p. 33, exercise 6
ͻ Once students know where each person lives,
they are able to answer the questions.
Language Focus: Listen and repeat
Student’s Book, p. 33, exercise 7
ͻ Draw students’ attention to the Language Focus
segment. Play the recording and ask students to
repeat.
Write a postcard
Student’s Book, p. 33, exercise 8
ͻ Draw students’ attention to the picture. Ask
students if they know what a postcard is and if
they have ever written one.
ͻ Show students some postcards from different
places.
ͻ Tell students that Simon received a postcard from
his friend. Students read the postcard and
underline the words they recognise. Show
students the Around Town flashcards one by one.
Ask Is there a (library) in Manchester?
ͻ Read the postcard out loud. Draw students’
attention to the beginning and the end.
ͻ If possible, get postcards from the town where
you are teaching so students can write their own.
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If it’s not possible, give out a white card (the same
size as a postcard) to each student and let them
create their own. Students can draw a line down
the middle of the card. Draw a stamp in the right
hand corner. On the back, they can draw a well-
known monument or place from their town.
Students write their postcard.
Ending the lesson
Show and Tell
ͻ Ask for volunteers to come up to the front of the
room to show and read their postcard.
ͻ Ask students to bring in milk cartons and toilet
paper rolls for the next lesson.
Extension
Teacher’s Guide – Culture Corner, Houses in the UK
Give students a copy of Houses in the United
Kingdom worksheet. Explore the pictures. Tell
students to do the exercises.
Look and number.
Answers: a) 4; b) 3; c) 1; d) 2.
Read. Write yes or no.
Answers: a) no; b) no; c) yes; d) no; e) yes.
Follow-up: ask students: What is the most
common house in your area? How are your
houses different from the ones in the UK?
Extra practice
Activity Book – Reinforcement Worksheet, p. 12
Read and write (exercise 4).
Answers:
ͻ library;
ͻ supermarket / school / bus station
Activity Book, Extension Worksheet, p. 14
Look and complete the sentences (exercise 3).
Answers: a) behind; b) between; hospital;
c) opposite; d) next to.
Complete the text about where you live (exercise 4).
Answers: Student’s own answers.
Now draw your house (exercise 5).
Answers: Student’s own drawing.
Teacher’s Guide – NEE Worksheets
Read and write the names (exercise 2, worksheet B)
Answers:
John / Peter / Mary
Sam / Daisy / Jack
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 Unit 2
Lesson 5
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito
simples.
2.1 Identificar vocabulário acompanhado
por imagens.
(SI4) 3. Exprimir-se de forma adequada em
contextos simples.
3.1 Utilizar formas de tratamento
adequadas quando se dirige ao
professor.
4. Interagir com o professor e/ou com os
colegas em situações simples e
previamente preparadas.
4.2 Interagir com o professor e/ou com os
colegas em situações simples e
previamente preparadas.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Noughts and Crosses
ͻ Draw the game on the board (two horizontal
parallel lines and two vertical parallel lines).
Number each square and write different
prepositions in each square.
ͻ Divide the class into teams. Each group then chooses
a number. In order for students to win a nought or
cross, they must use the preposition in a sentence
(correctly). Of course, the aim of the game is to get
three crosses or three noughts in a row.
Presentation
Houses around the world
ͻ Show students pictures of different types of
houses around the world.
ͻ Say This is (a houseboat). Repeat the procedure
for the other houses. E.g. igloo, stilt house, etc.
ͻ Point to one and ask students to point along with
you and say Point to the (houseboat). Repeat until
you’ve covered all the houses that you’ve shown.
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5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.4 Identificar os espaços à sua volta.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.4 Identificar vocabulário relacionado com os
espaços à nossa volta.
7. Compreender algumas estruturas elementares do
funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
Language Use:
Active language: houseboat, igloo, stilt house, bricks, snow,
wood, box town, It’s made of (wood).
Materials Required:
ͻ Student’s Book (pp. 34 and 35)
ͻ Pictures of Houses around the world
ͻ : Flashcard (printable version)
– World Map
ͻ Flashcards – Around Town
ͻ Class project: milk cartons and toilet paper rolls, tape, glue,
coloured paper or wrapping paper, markers, white tissue
paper, scissors
ͻ Just for Fun – Home Sweet Home (pp. 236-238)
ͻ Dice and counters
Preparation:
ͻ Photocopy the Just for Fun worksheet (one per 3/4 students)
and cut out the question cards.
ͻ Print out the digital flashcard – World Map.
ͻ Bring pictures of different types of houses around the world.
Practice
Read and write the letter
Student’s Book, p. 34, exercise 1
ͻ Tell students to open their books to page 34. Now
they read the texts and match each text to the
corresponding picture.
ͻ Have students underline the places in the texts
(Alaska, Greenland, the Netherlands and Asia).
ͻ Show students a world map and ask for volunteers
to come up and find these places.
Look, read and label
Student’s Book, p. 34, exercise 2
ͻ Draw students’ attention to the words in bold. Tell
them to look at the pictures and label them with
the correct word.
Play the game with a partner: Guess My House
Student’s Book, p. 34, exercise 3
ͻ Students look at the pictures from exercise 1 and
identify each one.
 Student’s Book, pp. 34 and 35

ͻ Draw students’ attention to the questions in the

speech bubbles.
ͻ In pairs, one student thinks of a house and the
other asks questions to find out which house they
are thinking of.
ͻ E.g. Child 1: Is your house made of bricks?
Child 2: No, it isn’t.
Child 1: Is your house made of ice?
Child 2: Yes, it is.
Creativity: Read and make your own box town
Student’s Book, p. 35, exercise 4
ͻ Tell students that the class is going to create their
own box town from recycled material.
ͻ Ask students what they think they will need to
make the box town. Get out all the material
needed and tell students to look at each picture.
Elicit vocabulary.
ͻ Ask for volunteers to read each caption.
ͻ Divide the class into groups and let students get
creative.
Extension
Teacher’s Guide – Just for Fun, Home Sweet Home
Divide the class into groups of 3/4 students. Give
each group a copy of the board game along with
the question cards and dice. Students can use
their rubbers as counters. Every student rolls the
dice and they move forward that amount of
spaces. If he/she lands on Home Sweet Home,
he/she must turn over a card and follow
instructions. If the card is negative (You don’t do
your homework), he/she must move back 3
spaces. If the card is positive (You help your
mum), he/she moves forward 3 spaces. The aim is
to get home! Pre-teach any necessary vocabulary.

Ending the lesson

Show and tell
ͻ Each group comes up to
the front of the class and
describes their box town.
E.g. The hospital is next to
the school.

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 Unit 2

Lesson 6
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre os temas
previamente apresentados.
(SP4) 3. Produzir sons, entoações e ritmos da língua.
4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.4 Identificar os espaços à sua volta.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.4 Identificar vocabulário relacionado com os
espaços à nossa volta.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que
contenham: prepositions of place.
Language Use:
Active language: Active language from unit 2.
Materials Required:
ͻ Audio CD (tracks 27, 64 and 65)
ͻ Student’s Book (pp. 36 and 37)
ͻ Activity Book: Practice Test 2 (pp. 37-40)
ͻ A ball
ͻ A timer or a bell
ͻ : Who Wants To Be a Seesaw Millionaire?

Warm-up Practice
Where’s the ball?
Listen, stick and write the parts of the house.
ͻ Divide class into teams. A member from each
team (one at a time) comes to the front of the Students Book, p. 36, exercise 1
room and places the ball anywhere visible in the ͻ Tell students to open their books to page 36. It’s
room. time to recap.
ͻ The other teams have 20 seconds (you’ll have to ͻ Students listen to the recording and stick the
adjust the time depending on the type of class you stickers in the correct order. Play the recording
have) to write down the location of the ball. twice.
ͻ When time is up, you ring the bell or tell them to ͻ When students have finished sticking, they write
put their pencils down and show you their the words correctly.
answers. Look, match and complete
ͻ Give points for any correct answer and write them Student’s Book, p. 36,
on the board for each team. exercise 2
ͻ Students look at the
Presentation pictures, complete the
Let’s Recap words and then match
the words to the
ͻ Now it’s time for your students to put on their pictures.
thinking caps and see how much they have learnt
so far. Tell students that they are going to recap
all that was learnt from the previous unit.

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Look and write
Student’s Book, p. 36, exercise 3 Practice Test 2
ͻ Students look at the pictures and write the correct Activity Book, pp. 37-40
preposition. Listening
Read, circle and write
1. Listen and draw lines.
Student’s Book, p. 37, exercise 4
Answers:
ͻ Students try to find the words which are hiding in The lamp is in the study.
order to complete the sentences. The mirror is in the bedroom.
All I Know: My Community The bookcase is in the living room.
Student’s Book, p. 37
The mat is in the hall.
ͻ Give students the opportunity to monitor their The TV is in the kitchen.
own progress. Encourage self-evaluation. You can
even ask students about what they enjoyed 2. Listen and write.
learning the most/the least and what activities
Answers:
they enjoyed doing the most/the least (Extra
Material, Funometer). a) supermarket; b) park; c) bookshop; d) zoo.
Just for Fun: Write the sentences Reading and writing
Student’s Book, p. 37 3. Look and unscramble.
ͻ Students crack the code and write the sentences. Answers:
a) picture; b) bed; c) lamp; d) bookcase; e) bath;
f) cupboard.
Ending the lesson
4. Look, read and complete. Where’s Squeaky?
True and False
Answers:
ͻ Tell students that they’re going to play a game
a) Squeaky is on the TV.
called True and False Chairs.
b) Squeaky is under the bed.
ͻ Place two chairs in front of the board and write
c) Squeaky is in the bath.
true on a sheet of paper over one and write false
on a sheet of paper over the other. d) Squeaky is next to the mirror.
ͻ Divide the class into two teams. 5. Look, match and write.
Answers:
ͻ Say a sentence related to the topic of the unit.
a) train station; b) hospital; c) supermarket;
ͻ If it is in fact true, students should sit on the true
d) cinema.
chair and if it isn’t, they should sit on the false
chair. 6. Look and write.
Answers:
a) between; b) restaurant; c) opposite.
Extension Speaking
– Who Wants To Be a Seesaw
7. Look at the picture. Answer.
Millionaire?
Answers:
Play the interactive quiz with students to see how
Student’s own answers.
much they remember from the unit. Reward
students with stickers when they answer 8. Answer.
correctly. Answers:
Student’s own answers.

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 Unit 3 Our Body and Sen
Senses

Lesson 1
Metas Curriculares: 5. Desenvolver o conhecimento do seu mundo e
(L4) 3. Compreender palavras e expressões simples. do mundo do outro.
3.2 Identificar palavras e expressões em rimas 5.2 Identificar partes do corpo humano.
e canções. (LG4) 6. Conhecer vocabulário com base nos temas
4. Compreender frases simples, articuladas de apresentados.
forma clara e pausada. 6.2 Identificar vocabulário relacionado com o
4.1 Entender instruções dadas diretamente corpo humano.
para completar pequenas tarefas. 6.4 Identificar vocabulário relacionado com os
4.2 Entender frases sobre os temas estudados. espaços à nossa volta.
(R4) 2. Compreender frases e textos muito simples. 7. Compreender algumas estruturas elementares
2.1 Identificar vocabulário acompanhado por do funcionamento da língua.
imagens. 7.1 Reconhecer e utilizar as estruturas dadas
o
no 3. ano.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples. Language Use:
3.1 Utilizar formas de tratamento adequadas Active language: nose, head, hair, eyes, mouth, ears,
quando se dirige ao professor. shoulders, arms, legs, knees, toes, hands, feet, fingers.
4. Interagir com o professor e/ou com os colegas Materials Required:
em situações simples e previamente ͻ Audio CD (tracks 28 and 29)
preparadas. ͻ Student’s Book (pp. 38 and 39)
4.2 Utilizar palavras e expressões para aceitar e ͻ Poster: Unit 3
recusar. ͻ Extra practice: Activity Book (pp. 15 and 17)
4.4 Perguntar e responder sobre temas ͻ White tack
previamente apresentados. ͻ NEE Worksheet B (p. 223)
(SP4) 3. Produzir sons, entoações e ritmos da língua. ͻ Extra Material – Parts of the Body (p. 251)
3.1 Dizer rimas, chants e cantar canções. ͻ Tape
ͻ Cutout section – Face Flip Book
4. Expressar-se, com vocabulário limitado, em
ͻ Coloured pencils
situações previamente preparadas.
ͻ Scissors
4.3 Falar sobre os temas trabalhados.
ͻ Hole puncher
(W4) 3. Utilizar palavras conhecidas. ͻ Yarn or ribbon
3.1 Legendar sequências de imagens. ͻ : Karaoke – Head, Shoulders, Knees and
(ID4) 4. Conhecer-se a si e ao outro. Toes
4.3 Participar em jogos e pequenas Preparation:
dramatizações.
ͻ Photocopy the Extra Material worksheet (one per
group).

Warm-up
Lip-reading
ͻ Whisper a building from around town and ask ͻ Possible questions:
students to repeat the word on the count of – What can you see?
three. See if they are capable of lip-reading. – Where are they?
To make it more difficult, build on the words to – What are they wearing?
make sentences. E.g. The restaurant is next to the – How many people can you see?
zoo.
ͻ Point to the different parts of the body. Say This is
(a nose). Repeat until you have gone over the
Presentation head, hair, eyes, mouth, ears, shoulders, arms,
Our Body legs, knees, toes and fingers.
Poster: Unit 3 ͻ Point to a part of the body, identify it and ask
ͻ Stick the poster on the board. Explore the poster. students to repeat This is (a nose). Repeat until
Elicit the word body. you’ve covered all the parts of the body.

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 Student’s Book, pp. 38 and 39 Activity Book, pp. 15 and 17
Practice
Look, listen and touch
Student’s Book, p. 38, exercise 1
ͻ Tell students to open their books to page 38. Play
the recording and tell students to listen to the
different parts of the body and repeat them. Play
the recording again and tell students to touch the
part of the body as they hear it.
Look and number
Student’s Book, p. 38, exercise 2
ͻ Students look at the poster and number the words
accordingly.
Listen, sing and touch
Student’s Book, p. 39, exercise 3
ͻ Tell students that they are going to hear a song
about the parts of the body. Play the recording and
tell students to listen to the lyrics and to look at you
while the CD is playing. As you listen to the song,
touch the parts of the body that are mentioned.
Play it again and encourage students to sing along
with you. Once students feel comfortable, play the
karaoke version and get students to sing on their
own as well as doing the actions.
ͻ Follow-up: Ask students to sing the song slowly
and then very quickly.
Look and write
Student’s Book, p. 39, exercise 4
ͻ Students look at the poster again and do the
crossword by writing the names of the parts of the
body in the correct place.
Ending the lesson
Play the game with a partner: Parts of the Body
Student’s Book, p. 39, exercise 5; Teacher’s Guide – Extra
Material, Parts of the Body
ͻ Divide the students into groups of three or more.
Pre-teach the words left and right. Ask students to
stand in front of the class with your back turned to
them. Tell students to follow your instructions by
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copying your movements and repeating what you
say. E.g. Raise your (right arm). (Left foot) hop. Do
this until your students manage to tell their right
from their left. Give a copy of the activity to each
group. Ask them to cut up the cards. Once
everyone is ready, tell students to choose one team
member to become the model. The others will
have to label the model’s body with appropriate
part of the body. For the eyes, students should tape
the cards on his/her forehead. Monitor the activity.
The first group to label the parts of the body
correctly, wins. Note: Students should be very
careful when sticking the cards on their classmate.
Extension
Face Flip Book
Student’s Book, cutout section
Tell students to go to the cutout section and tear
out the Face Flip Book. Tell students to draw hair,
eyes, a nose and a mouth on each card. Tell them
that each picture should be different. Then
students hole punch the side and slide a piece of
yarn or ribbon through the holes and tie a knot or
make a bow. After, students cut along the dotted
lines. Students then flip through the books and
describe the pictures in pairs.
Extra practice
Activity Book – Reinforcement Worksheet, p. 15
Look, read and match (exercise 1).
Activity Book – Extension Worksheet, p. 17
Look and write (exercise 1).
Answers: a) hair; b) hand; c) leg; d) eyes; e) knee;
f) head; g) shoulder.
Teacher’s Guide – NEE Worksheets
Look and write (exercise 1, worksheet B).
Answers: a) shoulder; b) arm; c) knee; d) head;
e) hand; f) leg; g) foot.
What’s missing? Look, draw and write (exercise 2,
worksheet B).
a) eyes; b) ears; c) nose; d) hair; e) mouth.
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 Unit 3
Lesson 2
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Simon Says
ͻ Play Simon Says. Tell students that you are going
to give them instructions, but they can only follow
them if you say Simon Says. If you don’t say Simon
Says, they must not do the action or else they will
lose. To make it a bit more difficult and to see
whether students are paying attention, say Simon
Says touch your nose, but touch your head at the
same time. This way, you’ll know if students are
just copying you or whether they, in fact,
understand what you’re saying.
Presentation
Flashcards
ͻ Show students the parts of the body flashcards
one at a time. Say This is (a head). Stick the
flashcard on the board or where all the students
can see. Repeat until you have gone through all
the flashcards. Draw students’ attention to the
singular and plural nouns.
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5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.2 Identificar partes do corpo humano.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.2 Identificar vocabulário relacionado com o
corpo humano.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas
o
no 3. ano.
7.2 Usar lexical chunks ou frases que
contenham: articles.
Language Use:
Active language: a nose, a head, an eye, a mouth, an ear,
a shoulder, an arm, a leg, a knee, a hand, a foot.
Materials Required:
ͻ Audio CD (track 30)
ͻ Student’s Book (pp. 40 and 41)
ͻ Flashcards and wordcards: parts of the body
ͻ Extra practice: Activity Book (pp. 15 and 17)
ͻ White tack
ͻ NEE Worksheet B (p. 223)
ͻ Dice
ͻ Extra Material – My Monster (p. 252)
Preparation:
ͻ Photocopy the Extra Material worksheet (one per
student, pair or group).
ͻ Point to one and ask students to point along with
you and say Point to the (feet). Repeat until you’ve
covered all of them.
ͻ Take the wordcards and ask students to label the
pictures correctly.
Practice
Look and read. Put a tick (‫ )ݱ‬or a cross (‫)ݵ‬
Student’s Book, p. 40, exercise 1
ͻ Tell students to open their books to page 40.
Students read each exercise and follow the arrow.
If the sentence is true, students put a tick; if the
sentence is false, students put a cross.
Match a and an
Student’s Book, p. 40, exercise 2
ͻ Draw students’ attention to a and an before each
word in the exercise. Encourage students to tell
when to use a/an.
ͻ Students then draw lines from the indefinite
article to the correct words.
 Student’s Book, pp. 40 and 41 Activity Book, pp. 15 and 17

Write a and an
Student’s Book, p. 40, exercise 3
ͻ This time, students write a or an before the part
of the body.
Listen and repeat
Student’s Book, p. 40, exercise 4
ͻ Draw students’ attention to the Language Focus
segment. Play the recording and ask students to
repeat.
Curious Minds: How many times do you blink per
minute?
Student’s Book, p. 40
ͻ Students read the question and try to answer it.
Make sure students know the meaning of blink.
Look and write
Student’s Book, p. 41, exercise 5
ͻ Revise school objects. Ask students to either point
to the following school objects or to show you
them: a computer, a schoolbag, a ruler, a pencil,
a pencil case, a glue stick and a rubber. Maybe it
would be a good idea to write the objects on the
board to revise spelling or play The Shark Game.
ͻ Tell students to open their books to page 41, to
look at the robot and complete the sentences
correctly.
Draw your robot, colour and write
Student’s Book, p. 41, exercise 6
ͻ Now students can get creative and draw their own
robot. Then students write a description of it.
Ending the lesson
Show and tell
Student’s Book, p. 41, exercise 7
ͻ Ask for volunteers to come up to the front of the
room to show and introduce their robot.
Extension
Teacher’s Guide – Extra Material, My Monster
Give each student a photocopy of My Monster
worksheet along with a dice. If you prefer, you
could give a copy per pair or divide the students
into groups. Students roll their dice and see how
many arms, eyes, noses, etc., they have to draw.
They write the number in each space. Once they
know how many parts they have to draw, they
draw their monster. Then they describe their
monster. In the end, ask for a few volunteers to
come up to the front of the room and show and
describe their monster. Display them in class.
Extra practice
Activity Book – Reinforcement Worksheet, p. 15
Look and complete with a or an (exercise 2).
Answers:
a) an; b) a; c) a; d) an; e) an; f) a.
Activity Book – Extension Worksheet, p. 17
Look, read and write. Use a or an (exercise 2).
Answers:
a) It’s a nose; b) It’s a foot; c) It’s an arm; d) it’s an
ear.
Teacher’s Guide – NEE Worksheets
Look and read. Put a tick (‫ )ݱ‬or a cross (‫( )ݵ‬exercise 3,
worksheet B).
a) ‫ ;ݱ‬b) ‫ ;ݵ‬c) ‫ ;ݱ‬d) ‫ ;ݱ‬e) ‫ ;ݵ‬f) ‫ݱ‬.

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 Unit 3
Lesson 3
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.3 Identificar palavras e expressões em
pequenas histórias.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
2.2 Ler pequenas histórias ilustradas, com
vocabulário conhecido.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(W4) 3. Utilizar palavras conhecidas.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
Warm-up
Bend Game
Parts of the Body flashcards
ͻ Call a few volunteers to come to the front of the
class and give each one a flashcard. They stand
facing the rest of the class holding their flashcard.
Ask the other students (point to one at a time) to
name a part of the body that they can see on the
flashcards. When the student holding that card
hears the part of the body he/she is holding,
he/she has to bend his/her knees.
Presentation
Look and listen
Student’s Book, p. 42, exercise 1
ͻ Tell students they are going to listen to a story.
Point to the first frame and ask students what
they can see. Ask students if they know what is
happening.
ͻ Play the animated version of the story and tell
students to listen and to look at the pictures.
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(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.2 Identificar partes do corpo humano.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.2 Identificar vocabulário relacionado com o
corpo humano.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas
o
no 3. ano.
Language Use:
Active language: touch, smile, wave, run, look, listen.
You (eat) with your (mouth).
Materials Required:
ͻ Audio CD (track 31)
ͻ Student’s Book (pp. 42 and 43)
ͻ Story Hats
ͻ Flashcards – Parts of the Body
ͻ : Flashcards (printable version) – Actions
ͻ White tack
ͻ Mini flashcards – Our Body and Senses
Preparation:
ͻ Print out the digital flashcards – Actions.
Play the story again and pause at the end of each
frame.
ͻ Ask students questions to check their level of
understanding. E.g. What’s Squeaky doing?
Practice
Read
Student’s Book, p. 42, exercise 2
ͻ This time, ask students to read the story out loud.
Act it out
Student’s Book, p. 42, exercise 3; Story Hats
ͻ Tell students they are going to act out the story.
Use the classroom as your stage. Ask for
volunteers. Use the Story Hats (some students feel
more comfortable using a “mask”).
ͻ Play the story again and tell students to pretend
they’re saying the lines. Ask for more volunteers
to act out the story. This time, they can bring their
books to the front of the class and read their lines.
 Student’s Book, pp. 42 and 43

Read and put a tick (‫ )ݱ‬or a cross (‫)ݵ‬

Student’s Book, p. 42, exercise 4
Ending the lesson
Mime It
ͻ Students read each sentence. If the sentence is
Flashcards – Actions
correct, they put a tick; if it’s incorrect, they put a
cross. ͻ Show students the following flashcards (one at a
time): smile, wave, run, look and listen. As you
Which part of your body?
show students the flashcards, ask them to identify
Flashcards – Actions; Parts of the Body
each one and to mime the action.
ͻ Stick the Actions flashcards on the left side of the
ͻ Then just show the flashcard and they say what it
board. Stick the following flashcards on the right
is while doing the action.
side of the board: eyes, ears, legs, hand and
mouth.
ͻ Call two students to the board and say an action.
The students have to try to be the first to put the
correct part of the body in front of the action.
Read and write
Student’s Book, p. 43, exercise 5
ͻ Students read the story again, read the sentences
and complete them with the appropriate word. Extension
Look, read and colour to make sentences Pelmanism Game
Student’s Book, p. 43, exercise 6 Student’s Book: Our Body and Senses
ͻ Students read the words and colour the words mini flashcards
belonging to the same sentence in the same Students cut out the mini flashcards. In pairs,
colour. students play pelmanism on their desks. Each
ͻ Ask students to read their sentences first and if pair puts their mini flashcards faced down on the
they are correct they can colour. table. Then, in turns, they turn over two cards in
Look, read and write order to try to find the correct pair.
Student’s Book, p. 43, exercise 7
ͻ Students look at the pictures, read the sentences
and complete them with the appropriate word.

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 Unit 3
Lesson 4
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.3 Identificar palavras e expressões em
pequenas histórias.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Name That Part of the Body
ͻ Play an association game. Start the game by naming
a part of the body. Explain to students that the
student standing in front of you has to point to that
part of the body and say another one. The student
behind him/her follows the same procedure.
Presentation
Poor Willy
Flashcards – Poor Willy and His Family!
ͻ Introduce Willy’s family to your students. Show
them the flashcard and say This is Willy. Look at
poor Willy. Let me introduce his family to you.
ͻ Show students his different family members. Say
This is Willy’s (mum). Repeat until you have gone
over dad, grandpa, grandma, sister and brother.
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5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.2 Identificar partes do corpo humano.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.2 Identificar vocabulário relacionado com o
corpo humano.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que
contenham: possessive case.
Language Use:
Active language: He has got his (mother)’s (eyes). Who do
you look like? I look like my (grandpa). I’ve got my (dad)’s
(nose). I’ve got (long) (brown) hair.
Materials Required:
ͻ Audio CD (tracks 32 and 33)
ͻ Student’s Book (pp. 44 and 45)
ͻ Extra practice: Activity Book (pp. 16 and 18)
ͻ NEE Worksheet A (p. 222)
ͻ : Flashcards (printable version) – Poor
Willy and His Family! and Hair Description
ͻ Just For Fun – Guess Who? (p. 240)
ͻ Culture Corner – Body Idioms (p. 211)
ͻ Scissors
Preparation:
ͻ Print out the digital flashcards – Poor Willy and His
Family! and Hair Description.
ͻ Photocopy the Culture Corner worksheet (one per
student).
ͻ Photocopy the Just For Fun worksheet (one per
student).
ͻ Point to a family member, identify him/her and
ask students to repeat This is Willy’s (mum).
Repeat until you’ve covered all the members of
the family.
ͻ Draw students’ attention to Willy’s parts of the
body. Touch Willy’s hair and say He has got his
mum’s hair and then touch his mum’s hair. Repeat
until you have covered all the family members
who he looks like.
Practice
Look and complete
Student’s Book, p. 44, exercise 1
ͻ Tell students to open their books to page 44.
They look at the family tree and complete the
sentences with the correct part of the body.
ͻ Ask for volunteers to describe Willy. Ask students
who he looks like.

Student’s Book, pp. 44 and 45 Activity Book, pp. 16 and 18
Speakers’ Corner: Listen and repeat
Student’s Book, p. 45, exercise 2
ͻ Tell students that they are going to listen to a
dialogue between two people. Play it again but
this time pause so students are able to repeat the
questions and answers.
Role-play
Student’s Book, p. 45, exercise 3
ͻ Draw students’ attention to the Speakers’ Corner.
ͻ Pair up students and have them practise asking
and answering questions.
Language Focus: Listen and repeat
Student’s Book, p. 45, exercise 4
ͻ Draw students’ attention to the Language Focus
segment. Play the recording and ask students to
repeat.
Look and match
Student’s Book, p. 45, exercise 5;
Flashcards – Hair Description
ͻ Ask students if they have their mum’s or dad’s
type of hair. Then go around asking what colour
their hair is. Introduce red hair and blonde. Show
students the difference between long and short
hair by showing them the flashcards. Elicit long
and short.
ͻ Write sentences on the board. E.g. I’ve got long
brown hair. She’s got short blonde hair.
ͻ Draw students’ attention to the order and position
of adjectives in the sentence.
ͻ Tell students to match the description to the
correct picture.
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Ending the lesson
Play the game with a partner: Guess Who?
Student’s Book, p. 45, exercise 6; Teacher’s Guide – Just
For Fun, Guess Who?
ͻ Give students a copy of Guess Who? worksheet.
Students cut out the cards and lay them face up
on the table. Students then think of one character
from the game. In pairs, students ask each other
questions in order to find out who they thought
of. E.g. Has (she) got (red) (hair)? If the answer is
No, (she) hasn’t, then the
student can turn over all
the cards that have
characters with red hair.
It would be a good idea
to write possible
questions on the board
so that students have a
guide.
Extension
Teacher’s Guide – Culture Corner, Body Idioms
Give students a copy of Body Idioms worksheet.
Explain to students what an idiom is. Ask them if
they know any idiom in their mother tongue
regarding the body. Explore the pictures. Tell
students to match each idiom to the meaning.
Answers:
a) 3; b) 4; c) 2; d) 1.
Extra practice
Activity Book – Reinforcement Worksheet, p. 16
Read, draw and colour (exercise 3).
Activity Book – Extension Worksheet, p. 18
Read, order and draw (exercise 3).
Answers: a) He has got short black hair; b) She has
got long blonde hair; c) She has got long brown hair.
Teacher’s Guide – NEE Worksheets
Look and write the colours. Then colour accordingly
(exercise 1, worksheet A).
Answers:
1. red; green; blue; white; pink; orange.
2. blue; purple; green; yellow; pink.
3. purple; black; red; yellow; green; brown.
4. red; black; orange; brown; blue; yellow.
5. red; pink; blue; purple; yellow.
6. red; blue; grey; purple; orange; yellow; red; green.
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 Unit 3
Lesson 5
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.2 Preencher espaços lacunares com palavras
dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.2 Identificar partes do corpo humano.
Warm-up
Describe your friend
ͻ Describe a student in the class. All students must
try to guess who you’re describing. E.g. (She)’s got
(blue) eyes and (long) (brown) hair. Give students
the opportunity to describe their classmates too.
Presentation
Our five senses
Flashcards and wordcards – The Five Senses
ͻ Show students the five senses flashcards and stick
them on the board: sight, touch, taste, smell and
hearing. Point to each one and say We see with
our eyes, we taste with our mouth (tongue), we
smell with our nose, we feel with our hands (skin)
and we hear with our ears. Tell students that
these are our five senses. Label the flashcards.
ͻ Tell students to look around and to find objects in
the classroom that you can see, taste, smell, touch
and hear. Write them on the board.
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5.6 Identificar os cinco sentidos.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.2 Identificar vocabulário relacionado com o
corpo humano.
6.6 Identificar vocabulário relacionado com os
cinco sentidos.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas
o
no 3. ano.
7.2 Usar lexical chunks ou frases que
contenham: articles e possessive case.
Language Use:
Active language: taste, sight, smell, hearing, touch. How
does it feel? It’s (soft), hard, sticky, bumpy, smooth.
Materials Required:
ͻ Student’s Book (pp. 46 and 47)
ͻ : Flashcards and wordcards (printable
version) – The Five Senses
ͻ Extra practice: Activity Book (pp. 16 and 18)
ͻ Class project: cardboard, tape, glue, marker, tissue
paper, scissors, cotton balls, pasta and corn
ͻ Just for Fun – Body Bingo (p. 239)
ͻ Material for Our Senses Olympics
Preparation:
ͻ Photocopy the Just for Fun worksheet (one per two
students).
ͻ Print out the digital flashcards and worcards – The Five
Senses.
Practice
Look and match
Student’s Book, p. 46, exercise 1
ͻ Tell students to open their books to page 46 and
look at the five senses. Tell students to look at the
first picture. Ask students what senses they use.
Do the same for one or two more pictures. Then,
tell students to match each picture to the senses.
Tell students that more than one answer can be
possible.
ͻ Tell students to work in pairs and check whether
they have the same answers. Allow students some
time to discuss the different answers.
Complete the poem
Student’s Book, p. 46, exercise 2
ͻ Draw students’ attention to the poem on page 46.
Have students guess the words that are missing.
Students complete the poem. Ask for a volunteer
or two to read the poem.

Student’s Book, pp. 46 and 47 Activity Book, pp. 16 and 18
ͻ Mime the poem and encourage students to mime
along with you:
My senses are a part of me.
A nose (point) to smell and eyes (point) to see.
Ears (point) to hear and hands (wiggle fingers) to
touch.
A tongue (point) to taste good food and such.
My senses are a part of me.
Working all in harmony (hug body).
Creativity: Read and make your own texture collage
Student’s Book, p. 47, exercise 3
ͻ Tell students that they are going to create a
texture collage.
ͻ Tell students to turn to page 47. Ask students
what they think they will need to make the
texture collage. Get out all the material needed
and tell students to look at each picture. Elicit
vocabulary.
ͻ Ask for volunteers to read each caption.
ͻ Divide the class into groups and let students get
creative.
Ask and answer
Student’s Book, p. 47, exercise 4
ͻ In pairs, students ask and answer questions about
the texture of their hand collage.
Ending the lesson
Teacher’s Guide – Just For Fun, Body Bingo
ͻ Give each student a Body Bingo sheet. Tell
students to write down 3 words related to the
head, then 3 words related to the body and finally
3 senses. Call out different words related to our
body and senses. The first student to check off the
words you stated wins the game. Reward students
with stickers.
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Extension
Our Senses Olympics
Divide the class into groups of 5. There will be
5 events in total: Touch, taste, smell, hearing and
sight. Students should choose who will perform
each task. For every successful activity, each team
gets 5 points. In the end, count the points to see
which team is the winner.
The sense of touch: Place a few objects in a bag
(e.g. classroom objects, a stuffed animal, etc.).
A member of each team puts his/her hand in the
bag and by using only the sense of touch must
identify the object.
The sense of taste: Make some popcorn and
divide it into two different bowls. Season one of
the bowls with salt and the other one with sugar.
A member from each team tastes the popcorn
and identifies the salty and sweet popcorn.
The sense of smell: Bring in a few objects into the
class which let off smell (e.g. a flower, an orange,
etc.). Blindfold one of the members of each team
and place the object under their nose. They must
try to guess the object through their sense of
smell.
The sense of hearing: Play different sounds (e.g.
animal noises). A member of each team should
write down the sounds they hear.
The sense of sight: Place a few objects on a desk
(e.g. classroom objects). Go over each item and ask
students to close their eyes. Take one object away
and tell students to open their eyes. The first
student to guess what’s missing wins 5 points.
Extra practice
Activity Book – Reinforcement Worksheet, p. 16
Read, circle and write (exercise 4).
Answers:
a) smell; b) taste; c) sight; d) touch; e) hearing.
Activity Book – Extension Worksheet, p. 18
Look and unscramble the senses (exercise 4).
Answers:
a) hearing; b) smell; c) taste; d) sight; e) touch.
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 Unit 3
Lesson 6
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Parts of the Body
Flashcards – Parts of the Body
ͻ In turns, students must name 5 parts of the body
in a row without repeating any of them. Students
should chant the following:
Five parts of the body
I most know.
Wish me luck
And away I go.
As students name the parts of the body, they
should clap in between words so that they have
time to think.
Presentation
Let’s Recap
ͻ Now it’s time for your students to put on their
thinking caps and see how much they have learnt
so far. Tell students that they are going to recap
all that was learnt from the previous unit.
Practice
Pictionary
ͻ Divide the class into teams. One member from
each team has to draw on the board the flashcard
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5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.2 Identificar partes do corpo humano.
5.6 Identificar os cinco sentidos.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.2 Identificar vocabulário relacionado com o
corpo humano.
6.6 Identificar vocabulário relacionado com os
cinco sentidos.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas
o
no 3. ano.
7.2 Usar lexical chunks ou frases que
contenham: articles e possessive case.
Language Use:
Active language: Active language from unit 3.
Materials Required:
ͻ Audio CD (tracks 66 and 67)
ͻ Student’s Book (pp. 48 and 49)
ͻ Activity Book: Practice Test 3 (pp. 41-44)
ͻ Flashcards – Parts of the Body
ͻ Bell or whistle
ͻ : Who Wants to Be a Seesaw Millionaire?
that you show him/her. The members from each
team try to guess what it is. Give them a time limit
(use a bell or a whistle) and keep score of the
points for each team.
Look, match and draw
Student’s Book, p. 48, exercise 1
ͻ Tell students to open their books to page 48. It’s
time to recap. Students look at the pictures and
then match the words to the pictures. Students
then draw the remaining pictures and draw lines
to the appropriate word.
What’s missing? Look, draw and write
Student’s Book, p. 48, exercise 2
ͻ Students look at each picture and find which part
of the body is missing. They then draw the missing
part and write the word under the picture.
Look and write
Student’s Book, p. 48, exercise 3
ͻ Students look at each picture and describe it. They
look at the colour and length of each character’s
hair and write the appropriate sentence under
each picture.
 Student’s Book, pp. 48 and 49 Activity Book, pp. 41 and 44

Read and stick

Student’s Book, p. 49, exercise 4 Practice Test 3
ͻ Student read the words under each picture and Activity Book, pp. 41-44
stick the stickers in their correct place. Listening
All I Know: Our Body and Senses 1. Listen and colour.
Student’s Book, p. 49 2. Listen and write the number.
ͻ Give students the opportunity to monitor their Answers:
own progress. Encourage self-evaluation. You can 1. eyes; 2. hair; 3. head; 4. ear; 5. mouth; 6. nose.
even ask students about what they enjoyed
Reading and writing
learning the most/the least and what activities
they enjoyed doing the most/the least (Teacher’s 3. Look and write.
Guide – Extra Material, Funometer, p. 268). Answers:
Just for Fun: Look and write a) head; b) hair; c) nose; d) eye; e) ear; f) mouth.
Student’s Book, p. 49 4. Look, read and write yes or no.
ͻ Students look and write the code. Answers:
a) yes; b) no; c) no; d) yes; e) yes.
Ending the lesson 5. Complete with a or an.
Answers:
Who is It?
a) an; b) a; c) an; d) a; e) an; f) a.
ͻ Describe a student from the class and they have to
find out who it is. 6. Look and write about their hair.
Answers:
a) (She’s got) long red hair.
Extension b) He’s got short blond hair.
– Who Wants to Be a Seesaw 7. Read, circle and write.
Millionaire? Answers:
Play the interactive quiz with students to see how a) look; b) listen; c) touch; d) run; e) smile.
much they remember from the unit. Reward
Speaking
students with stickers when they answer correctly.
8. Look at the picture. Point to.
Answers: Student’s own answers.
9. Answer.
Answers: Student’s own answers.
10. Answer.
Answers: Student’s own answers.

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 Unit 4 Food and Drink

Lesson 1
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.3 Identificar comidas e bebidas.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.3 Identificar vocabulário relacionado com
comidas e bebidas.
7. Compreender algumas estruturas elementares
do funcionamento da língua
7.1 Reconhecer e utilizar as estruturas dadas
o
no 3. ano.
Language Use:
Active language: fruits and vegetables, bananas, apples,
grapes, oranges, pears, pineapples, strawberries,
watermelons, tomatoes, potatoes, carrots, onions, peas,
beans.
Materials Required:
ͻ Audio CD (tracks 34 and 35)
ͻ Student’s Book (pp. 50 and 51)
ͻ Poster – Unit 4
ͻ Extra practice: Activity Book (pp. 19 and 21)
ͻ White tack
ͻ Fly swatters
ͻ Coloured pencils
ͻ
ͻ Apresentação em PowerPoint® – Food and Drink
ͻ Galeria de Flashcards – Food and Drink

or vegetable, identify it and ask students to repeat

Warm-up These are (bananas). Repeat until you’ve covered
Simon Says all the fruits and vegetables.
ͻ Play Simon Says. Tell students that you are going
to give them instructions, but they should only
follow them if you say Simon says. If you don’t say
Simon says, they shouldn’t do the action or else
they will lose. To make it a bit more difficult and
to see whether students are paying attention, say
Simon says touch your nose, but touch your head
at the same time. This way, you’ll know if students
are just copying you or whether they, in fact,
understand what you’re saying. Practice
Listen and repeat
Presentation Student’s Book, p. 50, exercise 1
Poster: Unit 4
ͻ Tell students to open their books to page 50.
ͻ Stick the poster on the board. Explore the poster.
Play the recording and tell students to listen to the
Elicit the words fruits and vegetables.
different fruits and vegetables and repeat them.
ͻ Possible questions: Play the recording again and point to each one on
– What can you see? the poster.
– Where are they? Look and number
– What are they doing? Student’s Book, p. 50, exercise 2
ͻ Point to the different fruits and vegetables. Say ͻ Students look at the poster and number the words
These are (bananas). Repeat until you have gone accordingly.
over apples, grapes, oranges, pears, pineapples,
strawberries, watermelons, tomatoes, potatoes,
carrots, onions, peas, and beans. Point to a fruit,

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 Student’s Book, pp. 50 and 51 Activity Book, pp. 19 and 21
Fruit Salad
ͻ Arrange chairs in a circle (the number of chairs
should be one less than the number of players).
To begin the game, assign each student a fruit or
ask them what fruit they would like to be. Make
sure learners understand who they are by asking
for feedback. E.g. Apple, raise their hand.
ͻ One student stands up and calls out the name of
two fruits. The learners assigned to the fruit must
find a new seat as well as the child who is
standing. Repeat with different fruits. The student
who is left standing must call out the name of the
fruit.
ͻ When the students get the hang of the game, call
out Fruit Salad! which means every single student
must find a new seat.
Listen and colour
Student’s Book, p. 51, exercise 3
ͻ Tell students to get out their coloured pencils. Tell
them to listen and colour accordingly.
Look, count and write
Student’s Book, p. 51, exercise 4
ͻ Ask students to identify the fruit and to count
them all together. Then they write the answer.
Ending the lesson
Fly Swatter
Poster – Unit 4
ͻ Stick the poster on the board so all the children
can see. Call two students to come to the front
and give each a fly swatter. Call out a fruit or
vegetable and the first student to swat the correct
picture gets a point.
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Extension
Picture dictation
Tell students that they are going to do a picture
dictionary. Tell them to open their notebooks
and listen to your instructions. Explain they have
to draw what you say. E.g. Draw seven oranges.
Allow them time to draw. In the end, give them a
few minutes to colour their drawings.
Correct their work and don’t forget to use a
stamp from the Reward Box to reward their
effort.
Extra practice
Activity Book – Reinforcement Worksheet, p. 19
Look, read and match (exercise 1).
Activity Book – Reinforcement Worksheet, p. 19
Look, read and write (exercise 2).
Answers:
1) potato; 2) carrot; 3) tomato; 4) onion; 5) peas;
6) beans.
Activity Book – Extension Worksheet, p. 21
Look, circle and write (exercise 1).
Answers:
a) orange; b) watermelon; c) apple; d) grapes;
e) pear; f) pineapple; g) strawberry; h) banana.
Activity Book – Extension Worksheet, p. 21
Colour the letters to make words and then match
(exercise 2).
Answers:
a) carrot; b) onion; c) potato; d) peas; e) tomato;
f) beans.
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 Unit 4
Lesson 2
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.3 Perguntar e responder sobre preferências
pessoais.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.1 Exprimir agrado e desagrado.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples com palavras dadas.
4. Produzir um texto muito simples com
vocabulário limitado.
4.3 Escrever sobre preferências.
Warm-up
Blindfold drawing
ͻ Call a volunteer to the board and whisper a
vegetable or fruit in his/her ear. Blindfold the
student or close his/her eyes with your hands.
The student draws the word you whispered on the
board. When finished, the rest of the class tries to
guess what it is.
Presentation
Label the fruits and vegetables
Flashcards and wordcards – Fruits and vegetables
ͻ Show students the fruit and vegetables flashcard
one at a time and elicit the word. Stick each
flashcard on the board or where all the students
can see. Repeat until you have gone through all
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(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.3 Identificar comidas e bebidas.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.3 Identificar vocabulário relacionado com
comidas e bebidas.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas
o
no 3. ano.
7.2 Usar lexical chunks ou frases que
contenham: connectors.
Language Use:
Active language: I like (strawberries) and (carrots), but
I don’t like (peas) or (oranges). What’s your favourite
fruit? My favourite fruit is (strawberries). What (fruit) do
you like? What (vegetables) don’t you like?
Materials Required:
ͻ Audio CD (tracks 36 and 37)
ͻ Student’s Book (pp. 52 and 53)
ͻ NEE Worksheet A (p. 224)
ͻ Blindfold (optional)
ͻ Flashcards and wordcards – Fruits and Vegetables
ͻ White tack
ͻ Extra practice: Activity Book (pp. 20 and 22)
ͻ Extra Material – Class Survey: What’s your favourite
fruit or vegetable? (p. 253)
Preparation:
ͻ Photocopy the Extra Material worksheet (one per
student or class).
the flashcards. Draw students’ attention to the
singular and plural nouns.
ͻ Show each wordcard at a time and ask students to
read it. Stick them away from the flashcards.
ͻ Divide the class into teams and call two students
to the board. Say a word
and students race to be the
first to take the correct
wordcard and stick it
under the correct picture.
Practice
Look and write
Student’s Book, p. 52, exercise 1
ͻ Tell students to open their books to page 52.
Students look at the pictures and complete the
crossword.
 Student’s Book, pp. 52 and 53 Activity Book, pp. 20 and 22
Listen to your teacher and write the food
Student’s Book, p. 52, exercise 2
ͻ Draw students’ attention to the 3 columns: I like,
I don’t like and I don’t know. Check for
understanding. Tell them you are going to say
different fruits and vegetables and they have to
write them in the column which is true for them.
Read and complete
Student’s Book, p. 52, exercise 3
ͻ Now, students have to choose two pieces of fruit
that they like and two they don’t like and complete
the sentence. Then they do the same for vegetables.
ͻ Ask students to read their sentences out loud.
Language Focus: Listen and repeat
Student’s Book, p. 53, exercise 4
ͻ Draw students’ attention to the Language Focus
segment. Play the recording and ask students to
repeat.
Read and write
Student’s Book, p. 53, exercise 5
ͻ Students complete the sentences according to
their taste.
Match the questions to the answers in exercise 5
Student’s Book, p. 53, exercise 6
ͻ Students read the questions and match them with the
previous answers by writing the letter in the circle.
Ask and write your friend’s answers
Student’s Book, p. 53, exercise 7
ͻ In pairs, students ask each other the questions
from exercise 6, and then they write the answers
on the lines.
Speakers’ Corner: Listen and repeat
Student’s Book, p. 53, exercise 8
ͻ Tell students that they are going to listen to a
dialogue between two people. Play it again but
this time pause so students are able to repeat the
questions and answers.
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Role-play
Student’s Book, p. 53, exercise 9
ͻ Draw students’ attention to the Speakers’ Corner.
ͻ Pair up students and have them practise asking
and answering questions.
Ending the lesson
Extension
Teacher’s Guide – Extra Material, Class Survey:
What’s your favourite fruit or vegetable?
Conduct a survey with your students regarding
their favourite fruit and/or vegetable. In turns,
students should ask and answer the question
What’s your favourite fruit or vegetable? My
favourite fruit is (strawberries). In the end, see
which fruits and vegetables students like best.
Extra practice
Activity Book – Reinforcement Worksheet, p. 20
Read, draw and complete (exercise 3).
Answers:
Student’s own answers.
Activity Book – Extension Worksheet, p. 22
Look, read and write (exercise 3).
Answers:
a) strawberries; b) carrots; c) tomatoes; d) peas.
b) Student’s own answers.
Teacher’s Guide – NEE Worksheets
Look, read and write (exercise 1, worksheet A).
Answers:
a) apple; b) pear; c) banana; d) orange; e) pineapple;
f) strawberry; g) watermelon; h) grapes.
Draw your favourite fruit (exercise 2, worksheet A).
Answers:
Student’s own answer.
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 Unit 4
Lesson 3
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.3 Identificar palavras e expressões em
pequenas histórias.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
2.2 Ler pequenas histórias ilustradas com
vocabulário conhecido.
(SI4) 4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.1 Utilizar palavras e expressões para
concordar.
4.2 Utilizar palavras e expressões para aceitar
e recusar.
4.3 Perguntar e responder sobre preferências
pessoais.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 3. Produzir sons, entoações e ritmos da língua.
3.1 Dizer rimas, chants e cantar canções.
4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Picture it!
Fruits and vegetables flashcards
ͻ Divide the class into teams. In turns, one member
from each team comes to the board. Show him/her
a flashcard and he/she has to draw the fruit or
vegetable you showed. The members of his/her
team have to guess what it is within the time limit.
Presentation
Look and listen
Student’s Book, p. 54, exercise 1
ͻ Tell students they are going to listen to a story.
Point to the first frame and ask students what
they can see. Ask students if they know what is
happening.
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5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.3 Identificar comidas e bebidas.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.3 Identificar vocabulário relacionado com
comidas e bebidas.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas no
o
3. ano.
Language Use:
Active language: breakfast, lunch, snack, dinner, bread,
sandwich, cereal, egg, meat, fish, cheese, ham, water, milk,
juice. I have (bread and milk) for (breakfast).
Materials Required:
ͻ Audio CD (tracks 38, 39 and 40)
ͻ Student’s Book (pp. 54 and 55)
ͻ Story Hats
ͻ : Flashcards (printable version) – Meals;
World Map
ͻ Flashcards – Fruits and Vegetables; Food and Drink
ͻ White tack
ͻ Cutout section – Unit 4: My Sandwich
ͻ Coloured pencils
ͻ Scissors
ͻ Butterfly clips
ͻ Culture Corner – Breakfast Around the World (p. 212)
ͻ NEE Worksheet B (p. 225)
Preparation:
ͻ Photocopy the Culture Corner worksheet (one per
student).
ͻ Print out the digital flashcards – Meals.
ͻ Play the animated version of the story and tell
students to listen and to look at the pictures. Play
the story again and pause at the end of each
frame. Ask students questions to check their level
of understanding. E.g. Where are they?
Practice
Read
Student’s Book, p. 54, exercise 2
ͻ This time, ask students to read the story out loud.
Act it out
Student’s Book, p. 54, exercise 3; Story Hats
ͻ Tell the students they are going to act out the
story. Use the classroom as your stage. Ask for
volunteers. Use the Story Hats (some students feel
more comfortable wearing a “mask”).

Student’s Book, pp. 54 and 55
ͻ Play the story again and tell students to pretend
they’re saying the lines. Ask for more volunteers
to act out the story. This time, they can bring their
books to the front of the class and read their lines.
Look and write
Student’s Book, p. 54, exercise 4
ͻ Students read the questions, look back at the
story and write the answers.
Meals
Flashcards – Meals; Flashcards – Food
and Drink
ͻ Show students the meal flashcards and elicit
vocabulary. Teach breakfast, lunch, snack time
and dinner. Report back to the story. Stick the
flashcards on the board.
ͻ Ask students what Simon had for breakfast, lunch
and snack time. Place the food and drink
flashcards facing down on the desk. Ask a student
to come to the front of the classroom and take a
flashcard from the pile. The student then has to
stick the food/drink near the appropriate meal.
ͻ After all flashcards are on the board, ask students
to identify the different foods and drinks.
Listen, stick and write
Student’s Book, p. 55, exercise 5
ͻ Students listen to the recording and stick the meal
stickers in the correct place. Then they label the
meals correctly. Pause the recording to give
students time to do the exercises.
Look, read and match
Student’s Book, p. 55, exercise 6
ͻ Students look at the pictures, read the words and
draw lines to the correct picture.
Read and write
Student’s Book, p. 55, exercise 7
ͻ Students read the question and write what they
have for breakfast.
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Listen and sing
Student’s Book, p. 55, exercise 8
ͻ Students sing the I am Hungry! song.
Make a sandwich
Student’s Book; cutout section
ͻ Students colour in the different parts of the
sandwich and then they cut them out.
ͻ Elicit the vocabulary from students. E.g. Show me
the (cheese). Students then pin the sandwich with
a butterfly clip.
Ending the lesson
Words, words, words
ͻ Write the following sentence on the board I have
cereal for breakfast. In pairs, students write down
as many words as they can think of using the
letters in the sentence. Go around and monitor
students, checking for spelling mistakes.
Extension
Teacher’s Guide – Culture Corner, Breakfast Around
the World
Give students a copy of the Breakfast Around the
World worksheet. Ask students to look for the
different countries mentioned in the worksheet. Then
have students identify the different countries on the
world map. Students read the texts and match the
description of each text to the appropriate picture.
Then they put a tick or a cross in the correct box. Ask
students which breakfast is the most similar to theirs.
Read and match.
Answers: a) 3; b) 4; c) 2; d) 1.
Look and read. Put a tick (‫ )ݱ‬or a cross (‫)ݵ‬.
Answers: Sarah: ‫ݵ;ݱ;ݵ;ݵ;ݵ ;ݱ‬. James: ‫;ݵ;ݵ;ݵ ;ݱ‬
‫ݵ;ݱ‬. Berk: ‫ݱ;ݵ;ݱ;ݱ;ݱ;ݱ‬. Melissa: ‫ݱ;ݱ;ݵ;ݱ;ݱ;ݱ‬.
Extra practice
Activity Book – Reinforcement Worksheet, p. 20
Read, circle and write (exercise 4).
Answers: a) meat; b) fish; c) juice; d) egg; e) milk;
f) cheese; g) water.
Activity Book – Extension Worksheet, p. 22
Read and write (exercise 4).
Answers: a) egg; b) fish; c) milk; d) cheese; e) water.
Teacher’s Guide – NEE Worksheets
Look, read and match (exercise 1, worksheet B).
Answers: a) 5; b) 6; c) 2; d) 4; e) 3; f) 1.
Look and match the drinks (exercise 2, worksheet B).
Answers: a) glass of water; b) glass of milk;
c) glass of juice.
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 Unit 4
Lesson 4
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar
e recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples com palavras dadas.
4. Produzir um texto muito simples com
vocabulário limitado.
4.1 Preencher balões de fala em sequências
de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.3 Identificar comidas e bebidas.
Warm-up
Anagrams
ͻ Write the following letters on the board: a – n – s
– w – i – d – h – c. Tell students to rearrange the
letters to make a word (sandwich). Follow the
same procedure for other words.
Presentation
At the restaurant
Realia: Menus from restaurants
ͻ Show students a few menus and ask them if they
know what they are, where they normally see
them and which information you can find on
them.
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(LG4) 5. Conhecer vocabulário simples do dia a dia.
5.1 Identificar numerais cardinais até 100.
6. Conhecer vocabulário com base nos temas
apresentados.
6.3 Identificar vocabulário relacionado com
comidas e bebidas (snacks).
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas no
o
3. ano.
Language Use:
Active language: forty-one, forty-two, forty-three, forty-
four, forty-five, forty-six, forty-seven, forty-eight, forty-nine,
fifty, sixty, seventy, eighty, ninety, a hundred.
Materials Required:
ͻ Audio CD (tracks 41 and 42)
ͻ Student’s Book (pp. 56 and 57)
ͻ Extra practice: Activity Book (pp. 20 and 22)
ͻ NEE Worksheet A (p. 224)
ͻ Flashcards: Food and Drink
ͻ Realia: Menus from restaurants
ͻ : Flashcard and wordcards (printable
version) – Numbers
ͻ White tack
ͻ Extra Material – Bingo (pp. 254 and 255)
ͻ Bag
ͻ Mini flashcards – Unit 4
ͻ Scissors
ͻ Mini flashcards
ͻ Just for Fun Worksheet – Magical Numbers (p. 241)
ͻ NEE Worksheet B (p. 225)
Preparation:
ͻ Bring a few menus from restaurants.
ͻ Print out the digital flashcards and wordcards – Numbers.
ͻ Photocopy the Extra Material – Bingo (templates) – and
the Just for Fun worksheet (one per student).
Practice
Listen and write
Student’s Book, p. 56, exercise 1
ͻ Tell students to open their books to page 56 and
to look at exercise 1. Ask them where Maria and
her mum are. Tell students that they are going to
listen to a dialogue and that they must complete
the sentences. Play the recording twice and pause
when necessary.
Look and add
Student’s Book, p. 56, exercise 2
ͻ Draw students’ attention to the pound sign. If you
like, take this opportunity to discuss the currency in
England as well as the USA. Tell students to look at
the prices of the food they ordered. Now they have
to add up the different sums to find out how much
lunch cost.
Numbers
Flashcards and wordcards – Numbers
ͻ Stick the numbers 2, 4, 6, 8, 10, 12, 16, etc. on the
board. As you stick the number flashcards on the
board, encourage students to count by 2s.
ͻ Now stick the numbers 10 and 20 on the board and
tell students to guess the number that follows (30).
ͻ Introduce 40, 50, 60, 70, 80, 90 and 100.
ͻ Point to a number and ask students to point along
with you and say Point to (forty). Repeat until
you’ve covered all the numbers. Ask students to
count by 10s and then by 5s.
ͻ Stick random numbers on the board (1 – 100) and
ask for volunteers to label
them.
Look, read and match
Student’s book, p. 56, exercise 3
ͻ Students look at the coins
and match them with the
correct number.
Curious Minds: True or False
Student’s Book, p. 56
ͻ Not all tomatoes are red. Tell students to identify
the colours in the Curious Minds Segment. Those
are the colours tomatoes can be.
Colour and match
Student’s Book, p. 57, exercise 4
ͻ Tell students to colour the number and its written
form in the same colour.
Play the game with a partner: Bingo
Student’s Book, p. 57, exercise 5; Teacher’s Guide – Extra
Material, Bingo
ͻ Give each student a board. Tell them to write down
a number from 1-100 in each square. Place the
numbers 1-100 in a bag. Take out a number and say
it out loud. If students have the number you
mentioned, they should put a cross on their number
and say I’ve got seventy-seven. You can play until a
student has completed a line (horizontal, vertical or
diagonal) or the full board. Give out rewards.
Write the words for the missing numbers
Student’s Book, p. 57, exercise 6
ͻ Students look at the numbers and write the
missing ones.
Speakers’ Corner: Listen and repeat
Student’s Book, p. 57, exercise 7
ͻ Tell students that they are going to listen to a
dialogue between two people. Play it again but
this time pause so students are able to repeat the
questions and answers.
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Role-play
Student’s Book, p. 57, exercise 8; mini flaschcards – Food
and Drink
ͻ Draw students’ attention to the Speakers’ Corner.
ͻ Pair up students and have them practise asking
and answering questions.
ͻ Before students begin their role-play, tell them to
take out the food and drink mini flashcards and
cut them out.
Ending the lesson
Trolley Dash
ͻ Play Trolley Dash with the students. Tell them that
they have to click on the groceries from the
shopping list given in the least amount of time.
Extension
Teacher’s Guide – Just for Fun, Magical Numbers
Look and write the missing numbers.
Answers:
2, 4, 6, 8, 10, 12, 14, 16, 18, 20
5, 10, 15, 20, 25, 30, 35, 40, 45, 50
0, 11, 22, 33, 44, 55, 66, 77, 88, 99
How old are you? Do the maths.
Answers: After students follow instructions, the
number in the end will reveal their age.
Do the maths.
Answers: The answer will always be 7.
Extra practice
Activity Book – Reinforcement Worksheet, p. 20
Read and write the number (exercise 5).
Answers:
a) 21; b) 32; c) 43; d) 54; e) 65; f) 76; g) 87; h) 98;
i) 100.
Activity Book – Extension Worksheet, p. 22
Do the maths and write (exercise 5).
Answers:
a) thirty-two; b) forty-four; c) fifty-three; d) sixty-
eight; e) seventy-five; f) eighty-one; g) ninety-two;
h) a hundred
Teacher’s Guide – NEE Worksheets
Look, read and colour (exercise 3, worksheet B)
Answers:
a) thirty-five – 35; b) fifty-one – 51; c) sixty-three – 63;
d) eighty-two – 82; f) ninety-seven – 97.
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 Unit 4
Lesson 5
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1. Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
We’re Going on a Picnic
ͻ Introduce the game with the sentence Hello.
My name’s (Sandy) and we’re going on a picnic!
I’m going to bring (sandwiches). The first letter of
your name matches the first letter of the item you
are bringing on the picnic.
ͻ Encourage students to say Hello. My name is
(Bruno) and we’re going on a picnic! (Sandy) is
bringing (sandwiches) and I’m going to bring
(bananas).
Presentation
Healthy or unhealthy
ͻ Show students pictures of fast food and elicit
vocabulary. Then show the fruit and vegetables
flashcards and ask them what the difference
between them is. Stick the pictures and the
flashcards on the board.
ͻ Teach the word healthy and write it on the board
over the fruits and vegetables flashcards; do the
same for the word unhealthy.
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5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.3 Identificar comidas e bebidas.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.3 Identificar vocabulário relacionado com
comidas e bebidas (alimentação saudável).
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas
o
no 3. ano.
Language Use:
Active language: healthy food, unhealthy food, the food
wheel.
Materials Required:
ͻ Student’s Book (pp. 58 and 59)
ͻ Flashcards – Fruit and vegetables; Food and drink
ͻ Pictures of fast food
ͻ : Flashcards (printable version) – Food
Wheel
ͻ White tack
ͻ OHP pens
ͻ Class project: Cardboard or paper plate, scissors,
marker, supermarket magazines, glue or rice, beans,
cereal, pasta.
Preparation:
ͻ Print out the digital flashcards – Food Wheel (2x) and
laminate them.
Practice
Read and match
Student’s Book, p. 58, exercise 1
ͻ Tell students to open their books to page 58 and
look at the picture of the food wheel. Ask if they
know what it is and what it represents.
ͻ Students read the words and draw lines to the
correct slice of the wheel.
Wich one is different? Look and colour
Student’s Book, p. 58, exercise 2
ͻ Tell students to look at the four pictures in
exercise 2). Tell them that one is different from
the others and invite them to tell you which one
and to tell you why. Draw students’ attention to
the speech bubble.
ͻ Students find the odd one out in the following
exercises and colour it. Then ask them to tell you
which one is different and why.
Two Food Wheels
ͻ Divide the class into two and have them form lines.
Stick the two food wheels on the wall or on the
board. Whisper what you want the students to draw
on the food wheel to the last student in the line and
 Student’s Book, pp. 58 and 59

he/she must pass the information to the student on the list. E.g. Can I have (bread), please?
in front of him/her and so forth until it reaches If his/her pair has the item in the shop, he/she
the first in line. The student at the front must says Here you are. If not, they say No, I’m sorry.
draw the information passed on. Then he/she Each student ticks the items that are available in
goes to the back of the line and the action is his/her pair’s shop.
repeated. The activity goes on until the task set Answers:
has been completed. It’s a good idea to whisper Student A
different food/drinks to each group to avoid juice ‫ݱ‬
unnecessary peeking. milk
Which one is different? Look and colour bread ‫ݱ‬
Student’s Book, p. 58, exercise 2 apples
ͻ Students look at the pictures and identify the odd strawberries ‫ݱ‬
one out. Then colour the fruit or vegetable. tomatoes ‫ݱ‬
ͻ Then ask students to say which one is different peas
and why.
Student B
Creativity: Read and make your own food wheel milk ‫ݱ‬
Student’s Book, p. 59, exercise 3 juice
ͻ Tell students that they are going to create a food cereal ‫ݱ‬
wheel. Ask students what they think they will oranges
need. Get out all the material needed and tell carrots
students to look at each picture. Elicit vocabulary.
potatoes ‫ݱ‬
ͻ Ask for volunteers to read each caption. watermelons‫ݱ‬
ͻ Divide the class into the different food groups and
let students get creative. Tell the fast finishers to Extension
label the food.
Categories
Ask and answer
Put students into pairs. Students divide a sheet of
Student’s Book, p. 59, exercise 4
paper into different categories: Food, Numbers, Body,
ͻ Students ask and answer questions about food
House and School. Write a letter on the board.
according to the example. They can talk about the
Students must then write under each category a
food they glued on their food wheel.
word which starts with that letter. When one of the
students has completed all the categories, he/she
Ending the lesson must say stop. Go over students’ answers and give
Shopping List them points for all the words they wrote correctly.
Student’s Book, pp. 93 and 95, Unit 4 – Shopping list Ask each pair to tell you the word they wrote, one
ͻ Divide the class into pairs. Tell students that in topic at a time. If more than one pair wrote the same
each pair there will be a Student A and a Student B. word, give them 5 points; if a pair wrote a different
Students A should open their books to page 93 word from the rest of the class, give them 10 points;
and Students B should open their books to page 95. give students 20 points if they were the only ones to
Students take turns to go shopping for the items write something in a category.

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 Unit 4
Lesson 6
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente para
completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Guess the Word
ͻ Tell students you are going to write a word related
to the topic Food. Start by writing the first letter
on the board and ask students if they can guess
what it is. If they can’t guess, write the second
letter, and so on until they get it.
Presentation
Let’s Recap
ͻ Now it’s time for your students to put on their
thinking caps and see how much they have learnt
so far. Tell students that they are going to recap
all that was learnt from the previous unit.
Practice
Fly Swatter; Flashcards – Food and Drink
ͻ Stick some flashcards on the board (around eight).
Call two volunteers and give a fly swatter to each.
Call out a word and the first student to swat the
correct picture gets a point.
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5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.3 Identificar comidas e bebidas.
(LG4) 5. Conhecer vocabulário simples do dia a dia.
5.1 Identificar numerais cardinais até 100.
6. Conhecer vocabulário com base nos temas
apresentados.
6.3 Identificar vocabulário relacionado com
comidas e bebidas.
7. Compreender algumas estruturas
elementares do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas
o
no 3. ano.
7.2 Usar lexical chunks ou frases que
contenham: connectors.
Language Use:
Active language: Active language from unit 4.
Materials Required:
ͻ Student’s Book (pp. 60 and 61)
ͻ Activity Book: Practice Test 4 (pp. 45-48)
ͻ Audio CD (tracks 68 and 69)
ͻ Flashcards – Food and Drink
ͻ Fly swatters
ͻ Bowl
ͻ Chopsticks
ͻ Sugar-coated chocolate
ͻ : Who Wants to Be a Seesaw
Millionaire?
ͻ Repeat with other students and change the
flashcards.
Pass the flashcards
Flashcards – Food and Drink
ͻ Put the flashcards in a pile facing down, play some
music and ask students to pass the flashcards
around without looking.
ͻ Tell them that when the music stops, they must
not pass them to the next person.
ͻ Stop the music and the student holding the pile
takes a flashcard from the top of the pile and has
to name it.
Look, read and tick
Student’s Book, p. 60, exercise 1
ͻ Tell students to open their books to page 60. It’s
time to recap. Students look at the picture, read
the menu and tick the correct boxes.
Unscramble and write the drinks
Student’s Book, p. 60, exercise 2
ͻ Students look at each picture and unscramble the
letters.
Read and write
Student’s Book, p. 60, exercise 3 Practice Test 4
ͻ Students read each sentence and try to find out Activity Book, pp. 45-48
which food item is being described. Listening
Read and draw 1. Listen and tick the box.
Student’s Book, p. 60, exercise 4 Answers: a) 1; b) 3; c) 3.
ͻ Students read the words under each square and 2. Listen and write numbers.
draw the food. Answers:
All I Know: Food and Drink a) 23; b) 55; c) 38; d) 41; e) 18; f) 49.
Student’s Book, p. 61 Reading and writing
ͻ Give students the opportunity to monitor their 3. Look and write.
own progress. Encourage self-evaluation. You can Answers:
even ask students about what they enjoyed a) meat; b) milk; c) apples; d) juice; e) fish; f) cheese;
learning the most/the least and what activities
g) carrots; h) potatoes; i) grapes; j) pineapples;
they enjoyed doing the most/the least
(Funometer – Teacher’s Guide). k) tomatoes; l) peas.
Just For Fun: Look, find and circle 4. Look, circle and write.
Student’s Book, p. 61 Answers:
ͻ Students look at the pictures and try to find the a) egg; b) milk; c) fish; d) cheese; e) juice; f) meat;
words in the word search. Then they circle the g) bread; h) water.
words. 5. Look, read and complete.
Write the letters that are not circled. Make tongue Answers:
twisters and say them. a) like; b) grapes; c) bananas; d) don’t like;
ͻ Students write the remaining letters in order to e) pineapple; f) peas.
make tongue twisters. Explain to students what a Student’s own answer.
tongue twister is and get your students to try to 6. Look, match and write the numbers.
say them fast. Answers:
a) thirty-eight; b) 46; c) fifty-two; d) sixty-five; e) 74;
Ending the lesson f) eighty-nine; g) 93.
Chopstick challenge Speaking
ͻ Place sugar-coated chocolate in a bowl on the desk 7. Look at the picture. Point to:
in the front of the room along with some Answers:
chopsticks. Choose two students at a time. Show a Student’s own answers.
flashcard, the first student to say what it is gets to 8. Answer.
try and pick up one of the sweets with the Answers:
chopsticks. If they are able to do so, they can eat it. Student’s own answers.
9. Answer.
Extension Answers:
– Who Wants to Be a Seesaw Student’s own answers.
Millionaire?
Play the interactive quiz with students to see how
much they remember from the unit. Reward
students with stickers when they answer correctly.

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127
 Unit 5 Let
Let’ss Go to the Zoo
Zo
Lesson 1
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.2 Identificar palavras e expressões em rimas e
canções.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 3. Produzir sons, entoações e ritmos da língua.
3.1 Dizer rimas, chants e cantar canções.
4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.5 Identificar animais.
Warm-up
Alphabet Food
ͻ Tell students to name a food item which begins
with A (apple), then B (banana), etc. Continue to
see how many words students can remember.
Presentation
Animals
Poster – Unit 5
ͻ Stick the poster on the board. Explore the poster.
Elicit the word zoo.
ͻ Possible questions:
– What can you see?
– Where are they?
ͻ Point to the animals. Say This is a (monkey).
Repeat until you have gone over lion, crocodile,
monkey, giraffe, tiger, elephant, hippo and snake.
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128
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.5 Identificar vocabulário relacionado com
animais (animais do jardim zoológico).
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
Language Use:
Active language: zoo, lion, crocodile, monkey, giraffe,
tiger, elephant, hippo.
Materials Required:
ͻ Audio CD (track 43 and 44)
ͻ Student’s Book (pp. 62 and 63)
ͻ Poster – Unit 5
ͻ Extra material – Snakes and Ladders (pp. 256 and 257)
ͻ Pawns (one per student)
ͻ Dice (a pair per group)
ͻ Extra practice: Activity Book (pp. 23 and 25)
ͻ White tack
ͻ Blindfolds
ͻ Just for Fun – Animal Pairs (p. 242)
ͻ Scissors and coloured pencils
ͻ :
ͻ Apresentação em Powerpoint® – Let’s Go to the Zoo.
ͻ Galeria de flashcards – Let’s Go to the Zoo.
Preparation:
ͻ Photocopy the Extra Material – Snakes and Ladders
board game (p. 256) (one per group) and questions
cards (p. 257) and cut them up.
ͻ Photocopy the Just for Fun worksheet.
ͻ Point to an animal, identify it and ask students to
repeat This is a (monkey). Repeat until you’ve
covered all the animals.
Where Am I?
Poster – Unit 5
ͻ Ask for two volunteers to come to the front of the
classroom. Mime an animal and have each one
rush to be the first to touch the animal.
Practice
Look, listen and touch
Student’s Book, p. 62, exercise 1
ͻ Tell students to open their books to page 62. Play
the recording and tell students to listen to the
different animals and touch them.

Student’s Book, pp. 62 and 63 Activity Book, pp. 23 and 25
Look and number
Student’s Book, p. 62, exercise 2
ͻ Students look at the picture and number the
words accordingly.
Look and write yes or no
Student’s Book, p. 63, exercise 3
ͻ Students read, look at the picture and write the
answers.
Listen and sing
Student’s Book, p. 63, exercise 4
ͻ Tell students that they are going to hear a song
about animals. Play the recording and tell
students to listen to the lyrics and to look at you
while the CD is playing. As you listen to the song,
mime each verse. Play it again and encourage
students to sing along with you. Once students
feel comfortable, play the karaoke version and get
students to sing on their own as well as do the
actions.
Play the game with a
partner: Snakes and
Ladders
Student’s Book, p. 63,
exercise 5; Teacher’s
Guide – Extra Material,
Snakes and Ladders
ͻ Divide the class into
groups and give a copy of the
Snakes and Ladders board game to each one.
ͻ Each student rolls the dice and moves forward the
number of spaces shown on the dice. If students
land on the bottom of the ladder, they climb up it.
If students land on a snake, they slide down it.
Students then take a card from the pile, read the
question and answer it. The group then decides
whether the question was answered correctly or
not. If it was, students move forward two spaces;
if not, they go back one space.
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Ending the lesson
Blindfold Touch
Poster – Unit 5
ͻ Divide the class into teams. Ask for two students
(one per team) to come to the board and give
them a few seconds to look at the poster.
ͻ Tell them that you’ll say an animal and they must
try to touch that animal on the poster. However,
they will be blindfolded when doing so.
ͻ The student that gets closer to the animal gets a
point.
Extension
Teacher’s Guide – Just for Fun, Animal Pairs
Give each student a photocopy of the worksheet.
Tell students to colour the animals and to cut
them out. Pair students up and allow them to
play pairs. Students turn the cards face down and
try to look for a pair (picture and word). The
student who collects the most pairs wins. Note:
So students won’t be able to see through the
cards, tell students to colour the back side of the
Animal Pairs worksheet.
Extra practice
Activity Book – Reinforcement Worksheet, p. 23
Look and unscramble (exercise 1).
Answers:
a) tiger; b) hippo; c) lion; d) monkey; e) snake;
f) elephant.
Activity Book – Extension Worksheet, p. 25
Look and write (exercise 1).
Answers:
1) crocodile; 2) monkey; 3) hippo; 4) lion;
5) elephant; 6) tiger; 7) giraffe; 8) snake.
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 Unit 5

Lesson 2
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.5 Identificar animais.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.5 Identificar vocabulário relacionado com
animais.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas
o
no 3. ano.
7.2 Usar lexical chunks ou frases que
contenham: positive, negative, question
forms and short answers with to do.
Language Use:
Active language: Do (monkeys) eat (bananas)? Yes, they
do. No, they don’t. Does a (tiger) have four legs? Yes, it
does. No, it doesn’t.
Materials Required:
ͻ Audio CD (tracks 44 and 45)
ͻ Student’s Book (pp. 64 and 65)
ͻ Flashcards and wordcards – Unit 5 (zoo animals)
ͻ Flashcards – legs, meat, onion
ͻ Extra practice: Activity Book (pp. 23 and 25)
ͻ White tack
ͻ White sheets of paper and coloured pencils
ͻ Just for Fun – How Many Animals? (p. 243)
Preparation:
ͻ Photocopy the Just for Fun worksheet (one per
student).

ͻ Students should be the “teachers” and say

Warm-up
Song: Walking Through the Zoo
ͻ Play the recording and encourage students to sing
along with you or play the karaoke version and get
students to sing on their own while doing the
actions. You can divide the class into groups and
assign an animal to each group. Each group should
sing the verses which name their animal.
whether it is right or wrong.
What Am I?
Flashcards and wordcards – Unit 5 (zoo animals)
ͻ Stick the animals in different places around the
room.
ͻ Describe an animal and ask students to point to it
while identifying the animal. E.g. I’m grey and big.
I have four legs and a big nose.

Presentation Practice
Label the animals
Flashcards and wordcards – Unit 5 (zoo animals) Read, look and write
Student’s Book, p. 64,
ͻ Show students the animal flashcards (lion, exercise 1
crocodile, monkey, giraffe, tiger, elephant, hippo
and snake) one at a time and elicit the words. ͻ Tell students to open
Stick each flashcard on the board or where all the their books to page
students can see. Repeat until you have gone 64. Tell students to
through all the flashcards. identify the animals.
Students read the
ͻ Show each wordcard at a time and ask students to definitions and write the animal.
read it. Stick them under a random flashcard. Allow students some time to do this exercise.

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130

Student’s Book, pp. 64 and 65 Activity Book, pp. 23 and 25
Yes or No?
Flashcards – Unit 5 (zoo animals)
ͻ Stick the giraffe and the legs flashcards on the
board and elicit the words. Ask students Does a
giraffe have two legs?
ͻ Write the answer on the board next to flashcard:
No, it doesn’t. Then ask Does it have four legs?
Write the answer under the other one: Yes, it
does.
ͻ Stick the lion and the tiger flashcards on the other
side of the board and elicit words. Show the meat
flashcard and elicit word. Ask students Do lions
and tigers eat meat? Write the answer on the
board next to their flashcards: Yes, they do.
ͻ Show the onion flashcard and elicit word. Ask Do
lions and tigers eat onions? Write the answer
under the other one: No, they don’t.
ͻ Draw students’ attention to the singular and plural
forms and different ways of answering the
question.
Read and match
Student’s Book, p. 64, exercise 2
ͻ Students read the questions and then draw lines
to the correct answers.
Language Focus: Listen and repeat
Student’s Book, p. 64, exercise 3
ͻ Draw students’ attention to the Language Focus
segment. Play the recording and ask students to
repeat.
Read and write
Student’s Book, p. 65, exercise 4
ͻ Now students read the questions and write the
answers on their own.
Curious Minds: Unscramble the letters
Student’s Book, p. 65
ͻ Draw students’ attention to the Curious Minds
box. Ask for a volunteer to read the question.
Students then have to unscramble the words in
order to find out the colour of a giraffe’s tongue.
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Play the game with a partner: Guess the Animal
Student’s Book, p. 65, exercise 5
ͻ Ask for a volunteer to read the dialogue. Put
students into pairs. Each student thinks of an
animal and the other one should ask questions in
order to guess which one it is.
Show and tell
Student’s Book, p. 65, exercise 6
ͻ Tell students to look at the bottom of page 65. Tell
students that they too will be making a drawing of
an animal of their choice.
ͻ Variation: Scan students’ drawings or find a
picture of their animals online. In turns, students
upload their animals and record the text they
wrote on Blabberize (www.blabberize.com).
Students are able to make their animals talk by
manipulating the animal’s mouth as if it was the
animal talking. Then, you can have a competition
to see which video is the funniest.
Ending the lesson
ͻ Students come up to the front of the class and
describe their animal.
Extension
Teacher’s Guide – Just for Fun Worksheet, How Many
Animals?
Give each student a copy of the worksheet. Tell
students to find the animals in the picture, count
them and write the correct number for each
animal.
Extra practice
Activity Book – Reinforcement Worksheet, p. 23
Read and match (exercise 2).
Answers:
a) Yes, they do; b) No, they don’t; c) Yes, it does;
d) No, it doesn’t.
Activity Book – Extension Worksheet, p. 25
Read and write (exercise 2).
Answers:
a) Yes, they do; b) No, they don’t; c) Yes, it does;
d) No, it doesn’t.
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 Unit 5
Lesson 3
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.2 Identificar palavras e expressões em rimas
e canções.
3.3 Identificar palavras e expressões em
pequenas histórias.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
2.2 Ler pequenas histórias ilustradas com
vocabulário conhecido.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar
e recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 3. Produzir sons, entoações e ritmos da língua.
3.1 Dizer rimas, chants e cantar canções.
4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples com palavras dadas.
Warm-up
Who Am I?
ͻ Mime one of the animals you taught in class.
Students guess the animal you’re miming. The first
student to guess comes to the front of the class
and mimes another animal.
Presentation
Look and listen
Student’s Book, p. 66, exercise 1
ͻ Tell students they are going to listen to a story.
Point to the first frame and ask students what
they can see. Ask students if they know what is
happening.
ͻ Play the animated version of the story and tell
students to listen and to look at the pictures.
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132
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.5 Identificar animais.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.5 Identificar vocabulário relacionado com
animais.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que contenham:
let’s.
Language Use:
Active language: Farm. Let’s feed the animals. Pig, sheep,
cow, chicken, mouse, duck, horse, cat and dog. A (sheep)
goes (baa). Oink, squeak, neigh, woof, cluck, moo, quack
and meow.
Materials Required:
ͻ Audio CD (tracks 46 and 47)
ͻ Student’s Book (pp. 66 and 67)
ͻ Extra practice: Activity Book (pp. 23 and 25)
ͻ Story Hats
ͻ Flashcards and wordcards – Unit 5
ͻ White tack
ͻ NEE Worksheet A (p. 226)
ͻ Extra Material – Old MacDonald Had a Farm (p. 258)
Preparation:
ͻ Photocopy the Extra Material worksheet (one per
student).
Play the story again and pause at the end of each
frame. Ask students questions to check their level
of understanding. E.g. Where are they? What are
they doing?
Practice
Read
Student’s Book, p. 66, exercise 2
ͻ This time, ask students to read the story out loud.
Act it out
Student’s Book, p. 66, exercise 3; Story Hats; Animal
flashcards
ͻ Tell students they are going to act out the story.
Use the classroom as your stage. Ask for
volunteers. Use the Story Hats and the animal
flashcards.
ͻ Play the story again and tell students to pretend
they’re saying the lines. Ask for more volunteers
to act out the story. This time, they can bring their
books to the front of the class and read their lines.
Put a tick or a cross
Student’s Book, p. 66, exercise 4
ͻ Students read the sentences, look at the story and
put a tick or a cross in the boxes.
What can we learn from the story? Colour the correct
words
Student’s Book, p. 67, exercise 5
ͻ Elicit the values present in the story. Take this
time to tell students about the importance of
helping out. Students form a sentence by choosing
the correct one from each pair of words.
Farm animals
Flashcards and wordcards – Unit 5 (farm animals)
ͻ Show students the farm animal flashcards
(chicken, pig, horse, duck, cow and sheep) one at a
time and elicit the words. Stick each flashcard on
the board or where all the students can see.
Repeat until you have gone through all the
flashcards.
ͻ Show each wordcard at a time and ask students to
read it. Ask students to stick them under the
correct flashcards.
What do the animals say? Look, write and match
Student’s Book, p. 67, exercise 6
ͻ Make different animal sounds and ask students to
identify each animal. Tell them to look at the
pictures, unscramble the words and write the
animals. Now students draw lines from each
animal to the sound they make.
Read and write the words
Student’s Book, p. 67, exercise 7
ͻ Students read the text and complete the gaps with
the correct word.
Ending the lesson
Human Pelmanism
ͻ Tell students that
they’re going to play a
different version of
pairs. Inform them that
instead of using cards
to play the game, they
will become human
flashcards.
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ͻ Divide the class into teams. Choose four/five
students from each team to stand in a row in front
of the classroom. Form two different rows. On
one side, whisper in each student’s ear the animal
they will be and on the other side, whisper an
animal sound into students’ ears.
ͻ In turns, a member from each team calls on two
students (one from each row). If they both say the
animal and the corresponding sound that team
earns a point. The pairs that are found can sit
down.
ͻ If the student calls out two students and they’re
not a match, they must stay in the same place.
Remember, it’s a memory game so students must
remain in their place. The game continues until all
pairs are found.
Extension
Teacher’s Guide – Extra Material, Old MacDonald
Had a Farm
Tell students that they are going to hear a song
about animals and the sounds they make. Play
the recording and tell students to listen to the
lyrics. As you listen to the song, encourage
students to sing along with you. Give a copy of
the worksheet to each student. Play the
recording again and tell students to fill in the
gaps correctly.
Answers: a) cow; b) moo moo; c) pig; d) oink oink;
e) duck; f) quack quack; g) horse; h) neigh neigh;
i) sheep; j) baa baa; k) chicken; l) cluck cluck.
Extra practice
Activity Book – Reinforcement Worksheet, p. 23
Read, circle and write (exercise 3).
Answers:
a) mouse; b) cow; c) pig; d) duck; e) horse; f) chicken;
g) sheep.
Activity Book – Extension Worksheet, p. 25
Look and write. How many animals can you see? (exercise 3).
Answers:
two cows, two horses, three chickens, two pigs, one
duck, one sheep.
Teacher’s Guide – NEE Worksheets
Look, read and match (exercise 1, worksheet A)
Answers:
a) 3; b) 13; c) 5; d) 10; e) 1; f) 14; g) 2; h) 7; i) 9;
j) 15; k) 12; l) 6; m) 8; n) 11; o) 4.
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 Unit 5
Lesson 4
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado
por imagens.
(SI4) 3. Exprimir-se de forma adequada em
contextos simples.
3.1 Utilizar formas de tratamento
adequadas quando se dirige ao
professor.
4. Interagir com o professor e os colegas em
situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para
aceitar e recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 3. Produzir sons, entoações e ritmos da língua.
3.1 Dizer rimas, chants e cantar canções.
4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.2 Descrever o que é/não é capaz de fazer.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.2 Preencher espaços lacunares, em textos
muito simples com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Fly Swatter
Flashcards – Unit 5
ͻ Stick the flashcards on the board so all the
children can see. Call out an animal and students
have to swat the animal you state.
Presentation
What can they do?
Flashcards – Unit 5
ͻ Show the snake flashcard
and ask students to
identify it. Ask students
to pretend to be a snake.
Say Snakes can slither.
Make the movement
with your arms to show them.
ͻ Do the same for the remaining verbs: swim, run,
swing, jump and fly.
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5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.5 Identificar animais.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.5 Identificar vocabulário relacionado com
animais.
7. Compreender algumas estruturas elementares do
funcionamento da língua.
7.2 Usar lexical chunks ou frases que contenham:
can/can’t.
Language Use:
Active language: Ducks can fly. Snakes can’t run. Swim,
swing, hop and slither.
Materials Required:
ͻ Audio CD (tracks 48 and 49)
ͻ Student’s Book (pp. 68 and 69)
ͻ Extra practice: Activity Book (pp. 24 and 26)
ͻ Flashcards – Unit 5
ͻ Mini flashcards – Unit 5
ͻ : Flashcards (printable version) – What
Animals Can Do
ͻ White tack
ͻ Fly swatters
ͻ NEE Worksheet B (p. 227)
ͻ Extra Material – Crazy Animals (p. 259)
ͻ Scissors
Preparation:
ͻ Photocopy the Extra Material worksheet (one per student).
ͻ Print out the digital flashcards – What Animals Can Do.
– Crocodiles can swim. (pretend to swim)
– Monkeys can swing. (pretend to swing from tree
to tree)
– Ducks can fly. (flap your arms)
Practice
Look and match
Student’s Book, p. 68, exercise 1
ͻ Tell students to open their books to page 68. They
look at the pictures, read the verbs and draw lines
from each animal to what they are able to do.
Language Focus: Listen and repeat
Student’s Book, p. 68, exercise 2
ͻ Draw students’ attention to the Language Focus
segment. Play the recording and ask students to
repeat.

Student’s Book, pp. 68 and 69 Activity Book, pp. 24 and 26
Can or can’t?
Flashcards – Unit 5
Flashcards – What animals can do
ͻ Stick the duck flashcard and the animal movement
swim on the board. Write the following on the
board: A duck can swim. Put a tick in front of it.
ͻ Stick the elephant flashcard and the animal
movement fly on the board. Write the following
on the board: An elephant can’t fly. Put a cross in
front of it.
ͻ Put the animal flashcards in a pile facing down and
the animal movement flashcards in a different pile
on your desk. Ask a student at a time to come up
to the front and take a flashcard from each pile.
He/she must say whether that animal can do that
movement or not by making a complete sentence.
Read, look and write
Student’s book, p. 68, exercise 3
ͻ Students read the text and fill in the gaps with the
words given. In the end, students read the text
and find the animal.
Speakers’ Corner: Listen and repeat
Student’s Book, p. 69, exercise 4
ͻ Tell students that they are going to listen to a
dialogue between two people. Play it again but
this time pause so students are able to repeat the
questions and answers.
Role-play
Student’s Book, p. 69, exercise 5
ͻ Draw students’ attention to the Speakers’ Corner.
ͻ Pair up students and have them practise asking
and answering questions.
Which is the odd one out? Look, tick and write.
Student’s Book, p. 69, exercise 6
ͻ Ask students to identify the animals in each
picture. Then tell them to decide which one is
different and to write why.
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Choose an animal and write
Student’s Book, p. 69, exercise 7
ͻ Students decide on an animal and write about it
by completing the gaps.
Ending the lesson
Show Me
Mini flashcards – Unit 5
ͻ Tell students to get out their animal mini
flashcards. Tell students to cut out the mini
flashcards. Have students place them on their
desks and say Show me a horse. All students have
to raise their horse. Repeat with different animals.
Extension
Teacher’s Guide – Extra Material, Crazy Animals
Give a copy of the worksheet to each student and
tell them to identify the animals. Tell students to cut
out the animals. Now tell students to make crazy
animals according to your instructions. E.g. Take the
cat’s head, the mouse´s body and the fox´s tail.
As a follow up, place students in groups of four.
Tell students to shuffle one set of cards together
and divide the cards (three per student). The aim
of the game is to make one of the original
animals. Students ask each other Have you got a
head? If the student they ask has got it, he/she
gives it to him/her. If not, he/she says No, I’m
sorry. The first student in each group to make an
original animal wins.
Extra practice
Activity Book – Reinforcement Worksheet, p. 24
Look, read and complete with can or can’t (exercise 4).
Answers:
a) can; b) can’t; c) can’t; d) can; e) can; f) can’t.
Activity Book – Extension Worksheet, p. 26
Look, read and write what the animals can or can’t do
(exercise 4).
Answers:
b) A giraffe can’t jump; c) An elephant can’t slither;
d) A monkey can swing; e) A snake can’t fly;
f) A hippo can walk; g) A horse can run.
Teacher’s Guide – NEE Worksheets
Look, read and put a tick (‫ )ݱ‬or a cross (‫( )ݵ‬exercise 1,
worksheet B)
Answers:
tiger: ‫ݱ ݵ ݵ ݱ ݱ‬ monkey: ‫ݱ ݱ ݵ ݵ ݱ‬
horse: ‫ݱ ݵ ݵ ݵ ݱ‬ crocodile: ‫ݱ ݵ ݵ ݱ ݵ‬
snake: ‫ݵ ݵ ݵ ݱ ݵ‬ mouse: ‫ݱ ݵ ݵ ݵ ݵ‬
duck: ‫ݱ ݵ ݱ ݱ ݵ‬ cow: ‫ݱ ݵ ݵ ݵ ݵ‬
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 Unit 5

Lesson 5
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de forma
clara e pausada.
4.1 Entender instruções dadas diretamente para
completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas dramatizações.
5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.5 Identificar animais.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.5 Identificar vocabulário relacionado com
animais.
7. Compreender algumas estruturas
elementares do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas
o
no 3. ano.
Language Use:
Active language: Pigs give us ham. Chickens give us
eggs.
Materials Required:
ͻ Audio CD (track 50)
ͻ Student’s Book (pp. 70 and 71)
ͻ Activity Book (pp. 24 and 26)
ͻ Flashcards and wordcards – Unit 5
ͻ Realia or pictures: Feathers, a jumper, milk, ham,
eggs
ͻ Dice
ͻ Class project: Animal cutout, scissors, coloured
pencils and clothes pegs
ͻ NEE Worksheet A (p. 226)
ͻ Culture Corner – Animals Around the World (p. 213)
Preparation:
ͻ Photocopy the Culture Corner worksheet – Animals
Around the World (one per student).

Warm-up Practice
Mime It
Listen and tick
Flashcards: Unit 5
ͻ Call a student to the front and ask him/her to pick Student’s Book, p. 70, exercise 1
a flashcard and mime that animal. The other ͻ Tell students to open their books to page 70. Play
students have to guess which animal it is. the recording and tell students to tick the correct
answer.
Presentation Look and match
Student’s Book, p. 70, exercise 2
What do animals give us?
Realia or pictures ͻ Tell students to look at the pictures and match
each product to the correct animal.
ͻ Show students an egg and ask them if they know
where it comes from (chickens). Creativity: Read and make your own animal farm
Student’s Book, p. 71, exercise 3
ͻ Do the same with other items. E.g.
– Ducks give us feathers. ͻ Tell students that they are
– Sheep gives us wool. going to make a farm.
– Cows give us milk. ͻ Tell students to turn to
– Pigs give us ham. page 71. Ask students what
they think they will need to
make the farm. Get out all
the material needed and
tell students to look at
each picture. Elicit
vocabulary.

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 Student’s Book, pp. 70 and 71 Activity Book, pp. 24 and 26

ͻ Ask for volunteers to read each caption. Ending the lesson

ͻ Divide the class into groups and let students get Roll It!
creative.
ͻ Place 12 animal flashcards on the board. Write a
Ask and answer number below each one. Give a student a pair of
Student’s Book, p. 71, exercise 4 dice. The student rolls the dice, calls out the
ͻ In pairs, students ask and answer questions about number, says the animals and goes to the board
what we get from animals and the sounds they to write the name of the animal.
make.
Extra Practice
Extension Activity Book – Reinforcement Worksheet, p. 24
Teacher’s Guide – Culture Corner, Animals Around Read and write the words (exercise 5).
the World Answers:
Give a copy to each student. Ask students to a) brown; b) four; c) two; d) leaves; e) water;
identify the animals in the picture. Students read f) giraffe.
each the sentences and identify the animals. Activity Book – Extension Worksheet, p. 26
Then, they write the names of the animals. Read and write (exercise 5).
Students read the sentences again and match Answers:
each animal to its continent. a) snake; b) crocodile; c) mouse; d) cow; e) monkey;
Look and number. f) elephant; g) giraffe; h) sheep.
Answers: Teacher’s Guide – NEE Worksheets
1. e); 2. d); 3. c); 4. a); 5. b). Draw your favourite animal (exercise 2, worksheet A).
Answers:
Read and write.
Student´s own answer.
Answers:
a) parrot; b) panda; c) koala; d) penguin;
e) snowy owl.
Read again. Now match the animals to the
continents.
Answers:
North America – snowy owl (1);
South America – parrot (2);
Antarctica – penguin (5);
Asia – panda (3);
Australia – koala (4).

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 Unit 5
Lesson 6
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1. Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar
e recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.2 Descrever o que é/não é capaz de fazer.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples com palavras dadas.
Warm-up
The Shark Game
Flashcards: Unit 5
ͻ Draw a flight of stairs on the board. Draw a boy
and a girl at the top of the stairs and a shark in
water at the bottom of the stairs. Tell children
that they have to save the children before they fall
into the water. They can save the children by
guessing the word you thought of. Think of an
animal and draw the same number of lines as
letters in the word. Students call out random
letters to see if the word contains those letters.
Every time they say a letter which is not in the
word, the children take a step towards the shark.
Presentation
Fly Swatter
Poster
ͻ Stick the poster on the board. Divide the class into
teams. Call a member from each team to the front
of the room and give each one a fly swatter.
ͻ Call out vocabulary taught in unit 5 and the first
student to swat the correct picture in the poster
gets the point.
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(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.5 Identificar animais.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.5 Identificar vocabulário relacionado com
animais.
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que contenham:
can/can’t; positive, negative, question forms
and short answers with to do.
Language Use:
Active language: Active language from unit 5.
Materials Required:
ͻ Student’s Book (pp. 72 and 73)
ͻ Activity Book: Practice Test 5 (pp. 49 to 52)
ͻ Poster – Unit 5
ͻ Flashcards and wordcards – Unit 5
ͻ : Who Wants to Be a Seesaw Millionaire?
Practice
Pass the Flashcards
Flashcards
ͻ Put the flashcards in a pile facing down, play some
music and ask students to pass the flashcards
around without looking.
ͻ Tell them that when the music stops, they must
not pass them to the next person.
ͻ Stop the music and the student holding the pile
takes a flashcard from the top of the pile and has
to identify it.
Look and write
Student’s Book, p. 72, exercise 1
ͻ Students look at the pictures and write the correct
animal.
What’s missing? Match, draw and write
Student’s Book, p. 72, exercise 2
ͻ Students complete the words, draw the missing
animals and match.
Read and write yes or no
Student’s Book, p. 73, exercise 3
ͻ Students read the sentences and write yes or no.
 Student’s Book, pp. 72 and 73 Activity Book, pp. 49 and 52

All I know: Let’s Go to the Zoo Reading and writing

Student’s Book, p. 73 3. Look and write.
ͻ Give students the opportunity to monitor their Answers:
own progress. Encourage self-evaluation. You can a) cow; b) sheep; c) chicken; d) monkey; e) horse;
even ask students about what they enjoyed f) tiger; g) hippo; h) giraffe; i) pig; j) duck; k) lion;
learning the most/the least and what activities l) crocodile; m) elephant; n) mouse.
they enjoyed doing the most/the least (Teacher’s
Guide – Extra Material, Funometer, p. 268). 4. Read and write.
Answers:
a) Yes, they do. b) Yes, it does. c) No, it doesn’t.
Ending the lesson d) No, they don’t.
Just for Fun: Find the hidden animal
5. Look, read and match.
Student’s Book, p. 73
Answers:
ͻ Students read the sentences and try to find the
sheep – Baa!; – chicken – Cluck!; pig – Oink!;
animal written in each sentence.
dog – Woof!; mouse – Squeak!
6. Look, read and write. Which is different?
Extension Answers:
– Who Wants to Be a Seesaw a) A snake is different because it can’t run.
Millionaire? b) A monkey is different because it can swing.
Play the interactive quiz with students to see how c) A duck is different because it can fly.
much they remember from the unit. Reward
Speaking
students with stickers when they answer correctly.
7. Look at the picture. Point to:
Answers:
Student’s own answers.
Practice Test 5 8. Answer.
Activity Book, pp. 49-52 Answers:
Listening Student’s own answers.
9. Answer.
1. Listen and tick the box. Answers:
Answers: Student’s own answers.
a) 1; b) 2; c) 1.
2. Listen and write a word or a number.
Answers:
a) Green; b) four/4; c) bananas; d) elephants;
e) horses.

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 Unit 6 Let
Let’ss Go Outside
Lesson 1
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.2 Identificar palavras e expressões em rimas e
canções.
4. Compreender frases simples, articuladas de forma
clara e pausada.
4.1 Entender instruções dadas diretamente para
completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas em
situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 3. Produzir sons, entoações e ritmos da língua.
3.1 Dizer rimas, chants e cantar canções.
4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas dramatizações.
5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.7 Identificar atividades ao ar livre.
Warm-up
Simon Says
ͻ Play Simon Says. Tell students that you are going
to give them instructions, but they can only follow
them if you say Simon Says. If you don’t say Simon
Says, they shouldn’t do the action or else they will
lose. Revise the vocabulary which you have
already taught.
Presentation
Poster – Unit 6
ͻ Stick the poster on the board. Explore the poster.
Write the word outside.
ͻ Possible questions:
– Where are they?
– What can you see?
– How many people can you see?
– What are they doing?
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(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.7 Identificar vocabulário relacionado com
o sol (atividades ao ar livre).
7. Compreender algumas estruturas
elementares do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas
o
no 3. ano.
Language Use:
Active language: swim, have a picnic, fly a kite, go for
a walk, build sandcastles, play volleyball, go camping,
surf, play Frisbee.
Materials Required:
ͻ Audio CD (tracks 51, 52 and 53)
ͻ Student’s Book (pp. 74 and 75)
ͻ Poster – Unit 6
ͻ Extra practice: Activity Book (pp. 27 and 29)
ͻ Flashcards – Unit 6
ͻ Fly swatters
ͻ White tack
ͻ Mini flashcards – Unit 6
ͻ Scissors
ͻ Extra Material – Activity Charades (p. 260) and
Activities Bingo (pp. 261 and 262)
ͻ :
ͻ Apresentação em PowerPoint® – Let’s Go Outside
ͻ Galeria de flashcards – Let’s Go Outside
Preparation:
ͻ Photocopy and cut out the Extra Material
worksheets – Activity Charades and Activities Bingo
(one template per pair).
ͻ Point to the beach. Elicit the word. Point to the
people performing different activities and teach
swim, have a picnic, fly a kite, go for a walk, build
sandcastles, play volleyball, go camping, surf and
play Frisbee. Encourage students to repeat the
words and mime the activities.
Swat the Activity
Flashcards – Unit 6; Poster – Unit 6
ͻ Call two students and give a fly swatter to each
one. Ask them to stand next to the poster. Show a
flashcard to the rest of the class, but not to the
two students. State the activity and they have to
swat it on the poster. The rest of the class shouts
the name of the student who swats the activity
correctly.
 Student’s Book, pp. 74 and 75 Activity Book, pp. 27 and 29

Practice ͻ In the end, tell each group to count up their

points. The group with the most points wins.
Look, listen and touch
Student’s Book, p. 74, exercise 1
ͻ Tell students to open their books to page 74. Play Ending the lesson
the recording and tell students to listen to the Show Me
different activities and touch each one. Mini flashcards – Unit 6
Look and number ͻ Tell students to get out their activity mini
Student’s Book, p. 74, exercise 2 flashcards. Tell students to cut out the mini
ͻ Students look at the picture and number the flashcards. Have students place them on their
words accordingly. desks and say Show me swim. All students have to
raise their swim mini flashcard. Repeat with
Listen and circle different activities.

Student’s Book, p. 75, exercise 3

ͻ Students listen to several words. As students hear
the word, they must circle the word.
Listen and sing
Student’s Book, p. 75,
exercise 4
ͻ Students listen to and
sing “It’s Summer
Time”.
Play the game with a
partner: Activity Charades
Student’s Book, p. 75, exercise 5; Teacher’s Guide – Extra
Material, Activity Charades
ͻ Divide the class into groups of 5 students. Identify
each group with a letter from the alphabet. Start
with the letter A. Each group then identifies each
student with a number from 1 to 5.
ͻ Place the activity charades in a pile at the front of
the room. Call on a student, for example: B3. The
student who is B3 comes to the front of the room
and takes a card. He/she reads the card and
mimes the action. If his/her team guesses what
he/she is miming, then they get the points stated
on the card. If his/her group doesn’t guess the
action, the card goes back to the end of the pile.
Call on different students.
Extension
Teacher’s Guide – Extra Material, Bingo boards
Give each pair of students a template. Ask them to
choose 6 of their mini flashcards and place them on
each square. Call out the different activities. The
first pair to complete their board wins.
Extra practice
Activity Book – Reinforcement Worksheet, p. 27
Look and write the correct letter (exercise 1).
Answers:
a) go for a walk; b) swim; c) surf; d) rollerblade;
e) fly a kite; f) build sandcastles; g) skateboard;
h) ride a bike; i) go camping; j) play volleyball.
Activity Book – Extension Worksheet, p. 29
Look, circle and write (exercise 1).
Answers:
a) picnic; b) rollerblade; c) Frisbee; d) camping;
e) ride; f) skateboard; g) swim; h) fly; i) sandcastles;
j) play.

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 Unit 6
Lesson 2
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.2 Descrever o que é/não é capaz de fazer.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Anagrams
ͻ Write the following letters on the board: a – n – s
– c – s – d – a – s – e – l – t. Tell students to
rearrange the letters to make a word
(sandcastles). Follow the same procedure for
other words.
Presentation
Label the activities
Flashcards and wordcards – Unit 6
ͻ Show students the activity flashcards (swim, have
a picnic, fly a kite, go for a walk, build sandcastles,
play volleyball, go camping, surf and play Frisbee)
one at a time and elicit the words. Introduce:
skateboard, rollerblade and ride a bike. Stick each
flashcard on the board or where all the students
can see. Repeat until you have gone through all
the flashcards.
ͻ Show each wordcard at a time and ask students to
read it. Stick them under random flashcards.
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5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.7 Identificar atividades ao ar livre.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.7 Identificar vocabulário relacionado com o
sol (atividades ao ar livre).
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas
o
no 3. ano.
7.2 Usar lexical chunks ou frases que
contenham: can/can’t.
Language Use:
Active language: I can (ride a bike), but I can’t
(rollerblade).
Materials Required:
ͻ Audio CD (tracks 54 and 55)
ͻ Student’s Book (pp. 76 and 77)
ͻ Flashcards and wordcards – Unit 6
ͻ White tack
ͻ Extra practice: Activity Book (pp. 27 and 29)
ͻ NEE Worksheet A (p. 228)
ͻ Just for Fun – Ice Cream Flavours (p. 244)
ͻ Extra Material – I Can Do it All! (p. 263)
Preparation:
ͻ Photocopy the Just for Fun and the Extra Material
worksheets (one per student).
ͻ Students should be the “teachers” and say
whether it is right or wrong.
Practice
Look, read and number
Student’s Book, p. 76, exercise 1
ͻ Tell students to open their books to page 76. Tell
them to identify the pictures. Students read the
words and match each activity to its picture.
Listen and put a tick or a cross.
Student’s Book, p. 76, exercise 2
ͻ Students look at each picture and identify each
one. Tell them that they will listen to a recording.
Students put a tick (‫ )ݱ‬if the characters are able
to do the activity and they put a cross (‫ )ݵ‬if they
are not able to.
Write the names
Student’s Book, p. 76, exercise 3
ͻ Student´s fill in the gaps with the correct name.
 Student’s Book, pp. 76 and 77 Activity Book, pp. 27 and 29

to make their sentences rhyme like the example

Speaker’s Corner: Listen and repeat
given in the Student’s Book.
Student’s Book, p. 76, exercise 4
ͻ Tell students that they are going to listen to a Ending the lesson
dialogue between two people. Play it again but
this time pause so students are able to repeat the ͻ Students come up to the front of the class and
questions and answers. show their classmates what they can do.
Role-play
Student’s Book, p. 76, exercise 5 Extension
ͻ Draw students’ attention to the Speakers’ Corner Teacher’s Guide – Just for Fun, Ice Cream Flavours
segment. Give each student a copy of the worksheet. Tell
ͻ Pair up students and have them practise asking students to find the correct answer for each
and answering questions. question. When they do so, they should colour the
Ask and answer. Put a tick (‫ )ݱ‬or a cross (‫)ݵ‬ ice cream in the colour stated (both answer and
Student’s Book, p. 77, exercise 6 question).
ͻ Students choose from the
activities in the box and
then put a tick or a cross Extra practice
according to whether
Activity Book – Reinforcement Worksheet, p. 27
they are able or not to
do each activity. Then, in Read and put a tick (‫ )ݱ‬or a cross (‫( )ݵ‬exercise 2).
pairs, students ask each Answers:
other questions and Lucy: ‫ ;ݵ ;ݵ ;ݱ ;ݱ‬--.
answer them. Alice: ‫ ;ݱ ;ݵ ;ݱ‬--; ‫ݵ‬.
Now write sentences about you and your friend Activity Book – Extension Worksheet, p. 29
Student’s Book, p. 77, exercise 7 Look and write sentences with can and can’t (exercise 2).
ͻ Now students write the answers on their own Answers:
according to their answers in exercise 6. a) He can skateboard and swim but he can’t surf.
Read, look and write b) She can ride a bike but she can’t rollerblade or fly
Student’s Book, p. 77, exercise 8 a kite.
ͻ Students fill in the gaps with the correct activity. Teacher’s Guide – NEE Worksheets
Show and tell – I Can Do it All! Look, read and match (exercise 1, worksheet A).
Student’s Book, p. 77, exercise 9 Answers:
a) 1; b) 4; c) 10; d) 3; e) 9; f) 8; g) 5; h) 6; i) 2; j) 7.
ͻ Tell students to look at the bottom of page 77. Tell
them that they will be making an I Can Do it All! What can you do? Tick (‫ )ݱ‬the boxes (exercise 2,
booklet (Teacher’s Guide – Extra Material, p. 263). worksheet A).
Students draw what they are capable of doing and Answers: Student’s own answers.
then they write it. If possible, encourage students

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 Unit 6
Lesson 3
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.3 Identificar palavras e expressões em
pequenas histórias.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
2.2 Ler pequenas histórias ilustradas com
vocabulário conhecido.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os
colegas em situações simples e previamente
preparadas.
4.2 Utilizar palavras e expressões para aceitar
e recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Charades
ͻ Play it as a group or in teams. A member of each
team is given an activity and they must mime it.
The other team members guess what their
teammate is miming.
Presentation
Look and listen
Student’s Book, p. 78, exercise 1
ͻ Tell students they are going to listen to a story.
Point to the first frame and ask students what
they can see. Ask students if they know what is
happening.
ͻ Play the animated version of the story and tell
students to listen and to look at the pictures. Play
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5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.7 Identificar atividades ao ar livre.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.7 Identificar vocabulário relacionado com o sol
(a praia).
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que contenham:
question words (whose).
Language Use:
Active language: Whose (ball) is this? Pail, shovel,
sunscreen, flip flops, towel, shorts, dress, hat.
Materials Required:
ͻ Audio CD (track 56)
ͻ Student’s Book (pp. 78 and 79)
ͻ Story Hats
ͻ Flashcards and wordcards – Unit 6
ͻ White tack
ͻ Culture Corner – My Holidays (p. 214)
ͻ : Flashcards and wordcards (printable
version) – The Beach
Preparation:
ͻ Photocopy the Culture Corner worksheet (one per
student).
ͻ Print out the digital flashcards and wordcards – The
Beach.
the story again and pause at the end of each
frame. Ask students questions to check their level
of understanding. E.g. Where are they?
Practice
Read
Student’s Book, p. 78, exercise 2
ͻ This time, ask students to read the story out loud.
Act it out
Student’s Book, p. 78, exercise 3; Story Hats
ͻ Tell students they are going to act out the story.
Use the classroom as your stage. Ask for
volunteers. Use the Story Hats.
ͻ Play the story again and tell students to pretend
they’re saying the lines. Ask for more volunteers
to act out the story. This time, they can bring their
books to the front of the class and read their lines.
 Student’s Book, pp. 78 and 79
Read, look and write
Student’s Book, p. 78,
exercise 4
ͻ Students read the
sentences, look at the
story and write the
names.
Beach objects
Flashcards and wordcards – The beach
ͻ Show students the beach flashcards (pail, shovel,
sunscreen, flip flops, towel, shorts, dress and hat)
one at a time and elicit the words. Stick each
flashcard on the board or where all the students
can see. Repeat until you have gone through all
the flashcards.
ͻ Show each wordcard at a time and ask students to
read it. Ask students to stick them under the
correct flashcard.
Look and write
Student’s Book, p. 79, exercise 5
ͻ Students look at the pictures and say which
objects they can see. Ask them to spell the words
and write them on the board. Students complete
the exercise by writing the words in spiral.
Unscramble the letters that are circled
Student’s Book, p. 79, exercise 6
ͻ Tell students to look at the three letters which are
circled. They unscramble them to make a new
word.
Look, unscramble and answer the questions
Student’s Book, p. 79, exercise 7
ͻ Students look at each picture, unscramble the
letters to write the words. Then, they answer the
questions.
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Ending the lesson
Spelling Bee
ͻ Have a Spelling Bee in class using the vocabulary
taught in the lesson.
ͻ Give each student a word. Students should repeat
the word, to make sure that they have understood
it, spell it and then say the word again, so you
know that they have completed spelling the word.
ͻ You can make this into a contest by having
everyone stand up and as they misspell a word,
they sit down. When a student misspells a word,
that same word should be given to the next
student.
ͻ When students spell the word correctly, say That
is correct. If they misspell the word, say Sorry, that
is incorrect. You may sit down.
Extension
Teacher’s Guide – Culture Corner, My Holidays
Read and write the missing words (exercise 1).
Answers: a) swimming; b) kangaroos;
c) sandcastles; d) summer; e) sister.
Read again and match (exercise 2).
Answers: Liam (2); Beatriz (3); Max (1).
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 Unit 6
Lesson 4
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar
e recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
4. Produzir um texto muito simples com
vocabulário limitado.
4.1 Preencher balões de fala em sequências
de imagens.
Warm-up
I Spy With My Little Eye
Poster – Unit 6
ͻ Stick the poster on the board. Say the following:
I spy with my little eye something beginning with P.
Students then have to guess what object it is.
Presentation
How many?
Poster – Unit 6
ͻ Divide the class into groups or teams. In turns, a
student from each group/team goes up to the
board and stands in front of the poster. Ask
students How many sandcastles can you see?
The first student to answer correctly (elicit
complete sentences) wins a point for his/her
team. Go over the beach vocabulary and write the
answers on the board.
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(ID4) 5. Desenvolver o conhecimento do seu mundo e do
mundo do outro.
5.7 Identificar atividades ao ar livre.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.7 Identificar vocabulário relacionado com o sol
(a praia).
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e utilizar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que contenham:
Nouns in the singular and plural e
Determiners (this, that, these, those).
Language Use:
Active language: This is a pail. That is a shovel. These are
my sandcastles. Those are dresses.
Materials Required:
ͻ Audio CD (tracks 57 and 58)
ͻ Student’s Book (pp. 80 and 81)
ͻ Extra practice: Activity Book (pp. 28 and 30)
ͻ Poster – Unit 6
ͻ White tack
ͻ : Flashcards and wordcards (printable
version) – The Beach
ͻ NEE Worksheet B (page 229)
ͻ Extra Material – Word Groups (p. 264)
Preparation:
ͻ Photocopy the Extra Material worksheet (one per
student).
Practice
Look and write
Student’s Book, p. 80, exercise 1
ͻ Tell students to open their books to page 80 and
complete the crossword. Ask students to identify
each picture and write the word correctly.
How many can you see? Look and write
Student’s Book, p. 80, exercise 2
ͻ Students count how many of each object they can
see. Draw students’ attention to the different
plural forms. Report back to plurals written on
board from the presentation activity. Encourage
students to tell you why some plurals are done by
adding an -s and others -es.
True and False
ͻ Tell students that they’re going to play a game
called True and False.
ͻ Place two chairs in front of the board and write
true on a sheet of paper placed over one chair and
write false on a sheet of paper placed over the
other chair.
 Student’s Book, pp. 80 and 81 Activity Book, pp. 28 and 30
ͻ Divide the class into two teams.
ͻ Show the beach digital flashcards to the students.
ͻ Say These are (sunglasses). If they are in fact
(sunglasses), students should sit on the true chair
and if they aren’t (sunglasses), they should sit on
the false chair.
Listen and read
Student’s book, p. 81, exercise 3
ͻ Draw students’ attention to when you use this,
that, these and those.
Language Focus: Listen and repeat
Student’s Book, p. 81, exercise 4
ͻ Draw students’ attention to the Language Focus
segment. Play the recording and ask students to
repeat.
Read, look and complete with this, that, these or those
Student’s Book, p. 81, exercise 5
ͻ Students read the text and fill in the gaps with
this, that, these or those.
Ending the lesson
Patterns: What Comes Next?
Flashcards – Unit 6
ͻ Place 9 flashcards on the board. Display them as a
3 x 3 grid. Identify the top row and then the
second one. Ask students to identify which three
come next. Then, identify the first column (top to
bottom) and then the second. Ask students to
identify the pattern and identify the last three
flashcards.
Extension
Teacher’s Guide – Extra Material, Word Groups
Give a copy to each student and tell them to identify
each picture (outline). Tell students that they must
write the correct words in the correct group.
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Extra practice
Activity Book – Reinforcement Worksheet, p. 28
Look, read and circle (exercise 3).
Answers:
a) pails; b) flip flops; c) dress; d) sunglasses;
e) shovel; f) towels.
Activity Book – Reinforcement Worksheet, p. 28
Look and complete with this, that, these and those
(exercise 4).
Answers:
a) This; b) Those; c) These; d) That.
Activity Book – Extension Worksheet, p. 30
Look and write what you can see (exercise 3).
Answers:
b) three shovels; c) two flip flops; d) five sandcastles;
e) sunglasses; f) two pails; g) five towels; h) six hats.
Activity Book – Extension Worksheet, p. 30
Look, read and write sentences with this, that, these and
those (exercise 4).
Answers:
b) What are these? These are flip flops; c) What’s
that? That’s a sandcastle. d) What’s this? This is
sunscreen.
Teacher’s Guide – NEE Worksheets
Look, read and draw (exercise 1, worksheet B).
Look and complete with this, that, these or those.
(exercise 2, worksheet B).
Answers:
a) Those; b) This; c) That; d) These.
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 Unit 6
Lesson 5
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e os colegas em
situações simples e previamente preparadas.
4.2 Utilizar palavras e expressões para aceitar e
recusar.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
The Shark Game
ͻ Draw steps leading into an ocean where a hungry
shark awaits. Draw a boy and a girl at the top of
the steps.
ͻ Ask for a volunteer to come up to the front of the
class and think of a word. Then he/she writes
dashes on the board to represent each of its
letters. The rest of the children try to guess the
letters. If they guess a letter in the word, the
student writes it over the dash, or dashes, that
represent it. For each wrong guess the thinker
draws a line from the children onto the next step.
If the student thinks they know the word they can
guess it, but if they are wrong, another line to the
next step is added.
Presentation
Sun Safety
Flashcards and wordcards – Sun Safety
ͻ Show students the sun safety flashcards
(sunglasses, a hat, a T-shirt, a sunshade) one at a
time and elicit the words.
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5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
5.7 Identificar atividades ao ar livre.
(LG4) 6. Conhecer vocabulário com base nos temas
apresentados.
6.7 Identificar vocabulário relacionado com o
sol (proteção contra o sol).
7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
7.2 Usar lexical chunks ou frases que
contenham: articles; nouns in the singular
and plural.
Language Use:
Active language: Sun safety. What’s inside the suitcase?
Sunscreen, sunglasses, a hat, water, a T-shirt, a sunshade.
Materials Required:
ͻ Student’s Book (pp. 82 and 83)
ͻ Flashcards – Unit 6
ͻ White tack
ͻ Cutout section – Unit 6: Let’s Go Outside
ͻ Glue, coloured pencils
ͻ : Flashcards and wordcards (printable
version) – Sun Safety
ͻ Bee Smart game
ͻ Show each wordcard at a time and ask students to
read it. Stick them under a random flashcard.
ͻ Students should be the “teachers” and say
whether it is right or wrong.
Practice
What do you need to stay safe in the sun? Look and
match
Student’s Book, p. 82, exercise 1
ͻ Tell students to open their books to page 82.
Ask students to tell you what they can see in the
pictures. Then, they identify which objects they
should take to the beach to be safe from the
hazards of the sun. They draw lines from the
objects to the picture of the suitcase.
Read and write
Student’s Book, p. 82, exercise 2
ͻ Students fill in the spaces with the words which
are given.
 Student’s Book, pp. 82 and 83

Creativity: Read and make your own suitcase

Student’s Book, p. 83, exercise 3; Cutout – Let’s Go Extension
Outside Bee Smart
ͻ Tell students that they are going to pack for the Students play the Bee Smart game.
holidays.
ͻ Tell students to turn to page 83. Ask students
what they think they will need to make their own
suitcase. Get out all the material needed and tell
students to look at each picture. Elicit vocabulary.
ͻ Ask for volunteers to
read each caption.
ͻ Divide the class into
groups and let students
get creative.
Ask and answer
Student’s Book, p. 83,
exercise 4
ͻ In pairs, students ask and answer questions about
what they have inside their suitcase.

Ending the lesson

Noughts and Crosses
Flaschcards – Unit 6
Bee Smart
ͻ Draw the game on the board (two horizontal
parallel lines and two vertical parallel lines).
Number each square and stick the flashcards from
unit 6 in each square.
ͻ Divide the class into teams. Each group then
chooses a number. In order for students to win a
nought or cross, they must identify the activities.
Of course, the aim of the game is to get three
crosses or three noughts in a row.

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 Unit 6

Lesson 6
Metas Curriculares: 5. Desenvolver o conhecimento do seu mundo e
do mundo do outro.
(L4) 4. Compreender frases simples, articuladas de
5.7 Identificar atividades ao ar livre.
forma clara e pausada.
(LG4) 6. Conhecer vocabulário com base nos temas
4.1 Entender instruções dadas diretamente
apresentados.
para completar pequenas tarefas.
6.7 Identificar vocabulário relacionado com o
4.2 Entender frases sobre os temas estudados.
sol (proteção contra o sol).
(R4) 2. Compreender frases e textos muito simples.
7. Compreender algumas estruturas elementares
2.1. Identificar vocabulário acompanhado por
do funcionamento da língua.
imagens.
7.1 Reconhecer e usar as estruturas dadas no
(SI4) 3. Exprimir-se de forma adequada em contextos o
3. ano.
simples.
7.2 Usar lexical chunks ou frases que
3.1 Utilizar formas de tratamento adequadas
contenham: articles; nouns in the singular
quando se dirige ao professor.
and plural; can/can’t; determiners.
4. Interagir com o professor e os colegas em
situações simples e previamente preparadas. Language Use:
4.4 Perguntar e responder sobre temas Active language: Active language from unit 6.
previamente apresentados. Materials Required:
4.2 Utilizar palavras e expressões para aceitar e
recusar.
ͻ Audio CD (tracks 72 and 73)
(SP4) 4. Expressar-se, com vocabulário limitado, em
ͻ Student’s Book (pp. 84 and 85)
situações previamente preparadas.
ͻ Activity Book: Practice Test 6 (pp. 53-56)
ͻ Poster – Unit 6
4.2 Descrever o que é/não é capaz de fazer.
4.3 Falar sobre os temas trabalhados.
ͻ White tack
ͻ Flashcards and wordcards – Unit 6
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
ͻ Fly swatters
3.2 Preencher espaços lacunares, em textos
ͻ : Who Wants to Be a Seesaw Millionaire?
muito simples, com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.3 Participar em jogos e pequenas
dramatizações.

Warm-up Practice
Mime It Pass the Flashcards
Flashcards – Unit 6 Flashcards – Unit 6
ͻ Show students the activity flashcards (one at a ͻ Put the flashcards in a pile facing down, play some
time). As you show students the flashcards, ask music and ask students to pass the flashcards
them to identify each one and to mime the activity. around without looking.
ͻ Then just show the flashcard and they say what it ͻ Tell them that when the music stops, they must
is while doing the activity. not pass them to the next person.
ͻ Stop the music and the student holding the pile
Presentation takes a flashcard from the top of the pile and has
to identify it.
Fly Swatter
Poster – Unit 6 Look, write the numbers and complete
Student’s Book, p. 84, exercise 1
ͻ Stick the poster on the board. Divide the class into
teams. Call a member from each team to the front ͻ Students write the numbers and complete the
of the room and give each one a fly swatter. words.
ͻ Call out vocabulary Read and draw
taught in unit 6 and the Student’s Book, p. 84, exercise 2
first student to swat the ͻ Students read and draw the activities.
correct picture in the
poster gets the point.

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 Student’s Book, pp. 84 and 85 Activity Book, pp. 53-56

Read and stick

Student’s Book, p. 84, exercise 3 Practice Test 6
ͻ Students read the words and look for the correct Activity Book, pp. 53-56
sticker in the Student’s Book sticker section. Listening
Look and write this, that, these or those 1. Listen and draw lines.
Student’s Book, p. 85, exercise 4
ͻ Students look at the pictures and then write the 2. Listen and tick the words that you hear.
correct determiner.
All I Know: Let’s Go Outside Answers:
Student’s Book, p. 85 d); e); f).
ͻ Give students the opportunity to monitor their Reading and writing
own progress. Encourage self-evaluation. You can 3. Look, circle and write.
even ask students about what they enjoyed Answers:
learning the most/the least and what activities a) Frisbee; b) swim; c) bike; d) rollerblade; e) picnic;
they enjoyed doing the most/the least (Teacher’s f) walk; g) skateboard; h) go; i) build; j) surf; k) kite;
Guide – Extra Material, Funometer, p. 268). l) play.
4. Look and write.
Ending the lesson Answers:
Read and write a) Susy can ride a bike, rollerblade and skateboard,
Just for Fun: Student’s Book, p. 85 but she can’t swim.
ͻ Students read the sentences and try to find out b) Grace can ride a bike, swim and skateboard, but
who is sitting where. she can’t rollerblade.
5. Look, read and match.
Extension 6. Look and complete with this, that, these or those.
– Who Wants to Be a Seesaw Answers:
Millionaire? a) This; b) That; c) These; d) Those.
Play the interactive quiz with students to see how Speaking
much they remember from the unit. Reward 7. Look at the picture. Point to.
students with stickers when they answer correctly. Answers: Student’s own answers.
8. Answer.
Answers: Student’s own answers.
9. Answer.
Answers: Student’s own answers.

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151
 Festivities
Halloween
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequado
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
Warm-up
Halloween
ͻ Ask students to open their books to pages 86 and
87 and ask them to guess what you will be talking
about.
ͻ Ask them what comes to mind when they think of
Halloween and write the words on the board. Ask
them if they ever go Trick or Treating and which
costumes they have used over the years.
Presentation
Halloween
Flashcards
ͻ Show students the skeleton flashcard. Say
Skeleton. It’s a skeleton. Stick the flashcard on the
board or where all the students can see. Repeat
until you’ve covered the following flashcards:
spider, bat, mummy, vampire, owl, haunted house,
jack-o’-lantern, witch, costumes and zombie.
ͻ Show the wordcards one by one and place them
under the correct flashcard.
ͻ Take the wordcards off and ask students to label
the pictures correctly.
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152
(ID4) 4. Conhecer-se a si e ao outro.
4.1 Identificar festividades em diferentes
partes do mundo.
4.2 Identificar atividades relacionadas com as
festividades.
4.3 Participar em jogos e pequenas
dramatizações.
(LG4) 7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
Language Use:
Active language: (I’m a) skeleton. It’s (a spider). Bat,
mummy, vampire, owl, haunted house, jack-o’-lantern,
witch, costumes, zombie.
Materials Required:
ͻ Student’s Book (pp. 86 and 87)
ͻ : Flashcards and wordcards (printable
version) – Halloween
ͻ White Tack
ͻ Optional: apples, a shallow bucket and water
ͻ For craft: lollipops, googly eyes, glue and black pipe
cleaners (10 cm each)
ͻ : Jogo – Haunted House
Preparation:
ͻ Print out the digital flashcards and wordcards –
Halloween.
Practice
Look, read and write
Student’s Book, p. 86, exercise 1
ͻ Ask for a volunteer to read the text on the black
pumpkin on page 86. Then students identify the
different costumes and write the words.
ͻ Ask students to spell the words and write them on
the board.
Look and number
Student’s Book, p. 86, exercise 2
ͻ Students look at the pictures and number the
clothes.
What’s Squeaky’s Halloween costume?
Look, unscramble and write
Student’s Book, p. 86, exercise 3
ͻ Students look at the pictures, unscramble the
words and find out what Squeaky will wear for
Halloween.
Read, count and write
Student’s Book, p. 87, exercise 4
ͻ Ask students to identify the character (witch) and
ask them if they know what she’s doing (she’s
making a spell).
 Student’s Book, pp. 86 and 87
ͻ Tell students that she doesn’t have enough
ingredients to make her spell and that she needs
to run out to buy a few products, but she needs
their help to figure out what she needs to buy.
ͻ Students do the maths and write how many of the
different “ingredients” she needs to buy.
Read and look
Student’s Book, p. 87, exercise 5
ͻ Students look at the picture and guess what the
girl is doing. Explain what apple bobbing is and ask
a student to read the caption. Go apple bobbling
with the students if possible.
Spider Pop
ͻ Tell students they will be making a Spider Pop.
Give each student a lollipop, four black pipe
cleaners and some googly eyes.
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ͻ Tell students to align the pipe cleaners and place
the lollipop in the middle. Students wrap the pipe
cleaners once around the lollipop stem and pull
tight. Then they flip the lollipop over so that it
becomes the body.
ͻ Then students fix and separate the pipe cleaners
to make the legs and bend the end to make little
feet, so it can stand up. Students glue the googly
eyes on top.
Ending the lesson
Haunted House Game
ͻ Students are trapped inside a Haunted House. In
order to get out, they must answer questions
correctly.
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 Festivities
Christmas
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.2 Identificar palavras e expressões em
rimas e canções.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em
contextos simples.
3.1 Utlizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os
colegas em situações simples e previamente
preparadas.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 3. Produzir sons, entoações e ritmos da língua.
3.1 Dizer rimas, chants e cantar canções.
4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
Warm-up
Christmas
ͻ Ask students to open their books to pages 88 and
89 and ask them to guess what you will be talking
about.
ͻ Write the word Christmas on the board and ask
students to come up with words using the letters
that make up Christmas. E.g. cat, this, mat, sit,
chair, star, etc.
Presentation
Snowball Fight
Flashcards – Christmas
ͻ Show students the cracker flashcard. Say Cracker.
It’s a cracker. Stick the flashcard on the board or
where all the students can see. Repeat until
you’ve covered the following flashcards: pudding,
candy cane, holly, bell, gingerbread man, elf,
lights.
ͻ Make a snowball out of a piece of paper. Say one
of the words. Choose a student to throw the
“snowball” at the correct picture.
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154
(ID4) 4. Conhecer-se a si e ao outro.
4.1 Identificar festividades em diferentes partes
do mundo.
4.2 Identificar atividades relacionadas com as
festividades.
4.3 Participar em jogos e pequenas
dramatizações.
(LG4) 7. Compreender algumas estruturas elementares do
funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
Language Use:
Active language: It’s (a cracker). Pudding, candy cane, holly,
bell, gingerbread man, angel, elf, lights.
Materials Required:
ͻ Audio CD (tracks 59 and 60)
ͻ Student’s Book (pp. 88 and 89)
ͻ : Flashcards and wordcards (printable
version) – Christmas
ͻ White tack
ͻ : Jogo – Help Santa!
ͻ Realia: An Advent Calendar, Christmas stocking and a cracker
ͻ For craft: Tissue paper, trinkets, ribbon and scissors
ͻ Festivities – Christmas, A Christmas Carol (p. 196)
Preparation:
ͻ Ask students to bring in a paper roll for the craft before
the Christmas lesson.
ͻ Print out the digital flashcards and wordcards – Christmas.
ͻ Photocopy the Festivities worksheet (one per student).
ͻ Show the wordcards one by one and place them
under the correct flashcard.
ͻ Take the wordcards off and ask students to label
the pictures correctly.
Practice
Read
Student’s Book, p. 88, exercise 1
ͻ Show students an advent calendar and ask them if
they know what it is. Explain to students what it is.
Ask for a volunteer to read the paragraph. Ask
students if they normally use advent calendars in
their homes.
Listen and point
Student’s Book, p. 88, exercise 2
ͻ Ask students to look at exercise 2 and identify any
Christmas words they know. As they identify the
different objects, write them on the board. Tell
students to point to the words they hear.
 Student’s Book, pp. 88 and 89
Christmas Stocking Challenge
ͻ Show students the stocking and ask them what it
is, if they have one and where they hang it.
ͻ Place 5 different flashcards inside and challenge
your students to guess what Christmas flashcards
you placed in the stocking. Tell them to write
down the five words in their notebooks.
Look and complete the crossword
Student’s Book, p. 89, exercise 3
ͻ Students complete the crossword. Do it as a class
and ask students to spell the different words and
write them on the board.
Listen and sing
Student’s Book, p. 89, exercise 4
ͻ Tell students that they are going to hear a Christmas
song. Play the recording. Play it again and encourage
students to sing along with you. Once students feel
comfortable, play the karaoke version and get
students to sing on their own. In the end, ask
students if they have been naughty or nice.
Read and make a Christmas cracker
Student’s Book, p. 89, exercise 5
ͻ Show students an already made cracker and once
again ask students to identify the object. Tell
students that with their paper towel roll, they will
make their own cracker.
ͻ Ask students to look at the material they will need
to make one. Give students some tissue paper,
a trinket and some ribbon. Tell them to take out
their pair of scissors. Tell students to copy the joke
from page 89.
ͻ Tell them to place the joke and the trinket inside
the tube. Students take the tissue paper and wrap
the paper towel roll. Then they should tie each
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end to make a big sweet. You can tell students to
decorate it if they wish.
ͻ Ask for a volunteer to read the text on the red
splash. Students take the Christmas cracker home
to share the activity with their family.
Ending the lesson
Help Santa!
ͻ Students help Santa deliver the presents that the
children have asked for. Students read the list,
find the objects and put them in his sack.
Extension
Teacher’s Guide – Festivities, A Christmas Carol
Ask students if they prefer to receive or give
presents and which have been the best presents
they have given and/or received. Discuss the
importance of non-materialistic presents with
students. Use L1 if necessary. Then ask students
which films or stories remind them of Christmas.
You can even ask students about their favourite
film/story and take a vote.
Tell students they are going to read a story
about Christmas. Introduce the first two
characters (Scrooge and Bob).
This time, ask students to read the story out
loud. Tell the students they are going to act out
the story. Use the classroom as your stage. Ask
for volunteers. It would be a good idea to
perform the play at the Christmas school party!
155
 Festivities
Valentine’s Day
Metas Curriculares:
(L4) 3. Compreender palavras e expressões simples.
3.2 identificar palavras e expressões em rimas
e canções.
4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas
estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os
colegas em situações simples e previamente
preparadas.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 3. Produzir sons, entoações e ritmos da língua.
3.1 Dizer rimas, chants e cantar canções.
4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
Warm-up
Chinese Whispers
ͻ Play Chinese Whispers with students. Whisper a
sentence about Valentine’s Day to a student. That
student has to whisper what he/she heard to the
next student and so forth.
Presentation
Heart
ͻ Show students the heart and elicit the word.
ͻ Ask students what they think it represents.
ͻ Elicit/teach words like love, friendship, etc.
ͻ Use the flashcards and elicit other vocabulary and
traditions related to Valentine’s Day.
Practice
Fly Swatter
ͻ Stick the flashcards on the board and ask students
to repeat the words.
ͻ Play the Fly Swatter game.
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156
(W4) 3. Utilizar palavras conhecidas.
3.2 Preencher espaços lacunares, em textos
muito simples, com palavras dadas.
(ID4) 4. Conhecer-se a si e ao outro.
4.1 Identificar festividades em diferentes partes
do mundo.
4.2 Identificar atividades relacionadas com as
festividades.
4.3 Participar em jogos e pequenas
dramatizações.
(LG4) 7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
Language Use:
Active language: Valentine’s Day card, love, present, heart,
family, friends.
Materials Required:
ͻ Audio CD (track 61)
ͻ Student’s Book, (p. 90)
ͻ Realia: a heart
ͻ : Flashcards and wordcards (printable
version) – Valentine’s Day
ͻ Fly swatters
ͻ White tack
ͻ Cutout section – Valentine’s Day Card
ͻ Markers or coloured pencils
ͻ Scissors
Preparation:
ͻ Print out the digital flashcards and wordcards –
Valentine’s Day.
Read and complete some Valentine’s Day jokes
Student’s Book, p. 90, exercise 1
ͻ Students open their books to page 90.
ͻ Explain the word joke and draw students’
attention to the jokes.
ͻ Tell students to read the jokes and complete them
by choosing the correct sentence.
Read
Student’s Book, p. 90, exercise 2
ͻ Draw students’ attention to the facts about
Valentine’s Day cards. Ask for a volunteer to read
the paragraph. Help students read and understand
the text.
Write a Valentine’s Day card to your friend, a teacher or
a family member
Student’s Book, p. 90, exercise 3; cutout section
ͻ Read the example card and explain to students
that you can send one to a friend, a family
member or a teacher.
 Student’s Book, p. 90 Valentine’s Day Card (cutout section)

ͻ Ask students to choose a person to whom they

would like to write a Valentine’s Day card.
ͻ Students cut out the card from the cutout section
and write their Valentine’s Day message.
ͻ Students colour and decorate their cards as they
wish.
ͻ Finally, students fold the card, so that they get a
heart shape.
Let’s sing!
Student’s Book, p. 90
ͻ Students listen to the song “I Want to Hold Your
Hand” and sing along.
ͻ Once students have heard the song a few times,
use the karaoke version and invite them to sing
with you.

Ending the lesson

Password
ͻ Stand by the door and ask students for a password
to leave the room.
ͻ This can be anything related to Valentine’s Day
and taught in class.

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157
 Festivities
Easter
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 3. Utilizar palavras conhecidas.
3.1 Legendar sequências de imagens.
(ID4) 4. Conhecer-se a si e ao outro.
4.1 Identificar festividades em diferentes
partes do mundo.
4.2 Identificar atividades relacionadas com as
festividades.
Warm-up
The Shark Game
ͻ Play The Shark Game with students. The word
should be Easter.
Presentation
Where’s the egg?
ͻ Tell students you have hidden something related
to Easter in the classroom. Use realia or
flashcards.
ͻ Ask for some volunteers (same number as objects
you’ve hidden) to look for them.
ͻ Once all items are found, elicit vocabulary using
the Easter flashcards.
Practice
Jump if You’re…!
ͻ Ask for some volunteers and give a flashcard to
each student.
ͻ Students hold the flashcards, facing the class.
ͻ Say Jump if you’re a basket. The student holding
that flashcard should jump.
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158
4.3 Participar em jogos e pequenas
dramatizações.
(LG4) 7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
Language Use:
Active language: Easter, chocolate eggs, bunny, garden,
basket, coated almonds, swing, flowers, statue, fountain.
Materials Required:
ͻ Student’s Book, p. 91
ͻ Realia: Easter egg, a basket, a bunny and coated
almonds
ͻ Cutout section – Easter Bunny stand up
ͻ Scissors
ͻ Festivities – Pin the Tail on the Bunny (p. 204)
ͻ Cotton ball
ͻ White tack
ͻ Blindfold
ͻ : Jogo – Egg Hunt
ͻ : Flashcards (printable version) – Easter
ͻ Markers or coloured pencils
Preparation:
ͻ Print out the digital flashcards – Easter.
ͻ Photocopy the Pin the Tail on the Bunny (A3 size
preferably) and cut out the tails at the bottom of the
page.
Easter Egg Hunt
Student’s Book, p. 91, exercise 1
ͻ Call students’ attention to the short text on top of
the page. Read the text with students and explain
it to them.
ͻ Tell students that just as they’ve read, they are
going on an egg hunt.
ͻ Tell them that Squeaky hid 5 eggs in the “garden”
and they have to follow the instructions to find
them.
ͻ Go through the vocabulary with students: seesaw,
fountain, swing, flowers, statue and tree.
ͻ Call students’ attention to the compass rose at the
end of the page with the four cardinal directions.
ͻ Students follow instructions to find the eggs in the
garden.
Egg Hunt
ͻ Tell students that they are going on a virtual
Easter Egg hunt.
ͻ Students have to find the eggs by reading the
sentences and choosing the correct egg.
 Student’s Book, p. 91
Make an Easter Bunny stand up
Student’s Book, p. 91, exercise 2, cutout section
ͻ Tell students to colour their Easter eggs and bunny.
Then students cut out the pictures as indicated on
the cutout. Finally, students fold the lines and
insert the egg in the bunny so that it stands.
Ending the lesson
Pin the Tail on the Bunny
Teacher’s Guide – Festivities
ͻ Stick the Pin the Tail on the Bunny photocopy on
the board.
ͻ Tell students that the bunny has lost its tail and
they need to put it back in place.
ͻ Ask for a volunteer, blindfold him/her or put your
hands in front of his/her eyes and turn him/her
round a few times.
ͻ The student tries to stick the tail in the correct
place.
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Extension
Easter craft – Origami Bunny
ͻ Take a square sheet of paper and position it
so it looks like a diamond shape. Fold up.
ͻ Fold left to right and unfold.
ͻ Fold the bottom up approximately a quarter
of the way.
ͻ Fold the bottom left and bottom right towards
the centre crease.
ͻ Fold the bottom tip upwards a little.
ͻ Flip the model over front to back. This is the
rabbit’s face with the ears pointing up.
ͻ Fold the top of the rabbit’s head back and
tuck behind the face.
ͻ Decorate with eyes, nose, whiskers and
mouth.
159
 Festivities
Father’s Day
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(ID4) 4. Conhecer-se a si e ao outro.
4.1 Identificar festividades em diferentes
partes do mundo.
4.2 Identificar atividades relacionadas com as
festividades.
4.3 Participar em jogos
Warm-up
The Shark Game
ͻ Play The Shark Game with the students. The word
should be Father.
Presentation
Flashcards and wordcards – Family
ͻ Show students the family flashcards and elicit the
words.
ͻ Ask students about their closest family members
and specifically their fathers’ or father figures’
names. Make sure you are aware in advance of
any special situation to avoid uncomfortable
moments in class.
Practice
Match the dates to the different countries
Student’s Book, p. 92, exercise 1
ͻ Explain that Father’s Day is celebrated on different
days in different parts of the world.
ͻ Students open their books to page 92, read the
countries and try to guess when Father’s Day is
celebrated in each one.
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160
(LG4) 7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
Language Use:
Active language: Father’s Day, father, dad, family,
stepfather, grandfather, special, love, best, trophy.
th
In (Portugal) Father’s day is on (the 19 of March).
Materials Required:
ͻ Student’s Book (p. 92)
ͻ : Flashcards and wordcards (printable
version) – Family
ͻ Cutout section – Best Dad Trophy
ͻ Coloured pencils
ͻ Scissors
Preparation:
ͻ Print out the digital flashcards – Family.
Make a Best Dad Trophy
Cutout section
ͻ Students cut out all the pieces carefully. Help
students decide what to write on the trophy.
Write examples on the board. E.g. You’re the best.
Number 1 dad. I love you dad. To a special dad.
Best dad ever. You’re my world. 1st place in my
heart. Make sure students copy their sentence
correctly before using any pen or marker.
Students colour and decorate the trophy. Finally,
students assemble all the parts so that the trophy
can stand.
Ending the lesson
Show and Tell
ͻ Ask students to come to the front of the class,
show their trophy and talk about the person to
whom they are going to give it. E.g. This trophy is
for my grandfather. His name is António and he is
the best.
Mother’s Day
Metas Curriculares: (ID4) 4. Conhecer-se a si e ao outro.
(L4) 4. Compreender frases simples, articuladas de 4.1 Identificar festividades em diferentes
forma clara e pausada. partes do mundo.
4.1 Entender instruções dadas diretamente 4.2 Identificar atividades relacionadas com as
para completar pequenas tarefas. festividades.
4.2 Entender frases sobre os temas estudados. 4.3 Participar em jogos e pequenas
(R4) 2. Compreender frases e textos muito simples. dramatizações.
2.1 Identificar vocabulário acompanhado por (LG4) 7. Compreender algumas estruturas elementares
imagens. do uso da língua.
(SI4) 3. Exprimir-se de forma adequada em contextos 7.1 Reconhecer e utilizar as estruturas dadas
o
simples. no 3. ano.
3.1 Utilizar formas de tratamento adequadas Language Use:
quando se dirige ao professor. Active language: Mother’s Day, mother, mum, family,
4. Interagir com o professor e/ou com os colegas love, present, flowers.
em situações simples e previamente
preparadas.
Materials Required:
4.4 Perguntar e responder sobre temas ͻ Student’s Book (p. 92)
previamente apresentados. ͻ : Flashcards (printable version) – Family
(SP4) 4. Expressar-se, com vocabulário limitado, em ͻ Cutout section – Mother’s Day Flower Pot
situações previamente preparadas. ͻ Coloured pencils
4.3 Falar sobre os temas trabalhados. ͻ Scissors
(W4) 3. Utilizar palavras conhecidas. ͻ Glue
3.1 Legendar sequências de imagens. Preparation:
ͻ Print out the digital flashcards – Family.

ͻ Tell them they can make other words with the

Warm-up letters from those two words.
Anagram
ͻ Students look at the pictures and write the words.
ͻ Write the following on the board O M T E H R’ S Y Make a Mother’s Day Flower Pot
D A and ask students to guess what they’re going Cutout section
to talk about (Mother’s Day).
ͻ Students cut out all the pieces carefully.
ͻ Elicit words that students can write in the flowers
Presentation to their mums, write them on the board for
Flashcards – Family students to copy.
ͻ Show students the family flashcards and elicit the ͻ Make sure students copy their words correctly
words. before using any pen or marker.
ͻ Ask students about their mother (name, hair ͻ Students glue the hand to the pot and the flowers
colour). Make sure you are aware in advance of to the tip of their fingers.
any special situation to avoid uncomfortable ͻ Finally, students colour and decorate their flower
moments in class. pot as they wish.

Practice Ending the lesson

How many words can you make from the letters in
Show and Tell
Mothering Sunday? write.
Student’s Book, p. 92, exercise 1 ͻ Ask students to come to the front of the class,
ͻ Students read the short text and then ask them if show their flower pot and tell the rest of the class
Mother’s Day is celebrated on the same day in to whom they are giving it.
different parts of the world.
ͻ Explain that in the UK, an old word for Mother’s
Day is Mothering Sunday. Ask students how many
letters there are in Mothering Sunday.

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161
 Extra Festivities
Thanksgiving
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4.3 Falar sobre os temas trabalhados.
(W4) 4. Produzir um texto muito simples com
vocabulário limitado.
4.2 Escrever sobre si.
(ID4) 4. Conhecer-se a si e ao outro.
4.1 Identificar festividades em diferentes
partes do mundo.
4.2 Identificar atividades relacionadas com as
festividades.
4.3 Participar em jogos e pequenas
dramatizações.
Warm-up
Thanksgiving
Poster
ͻ Show the Thanksgiving Poster. Ask students what
it represents. Elicit vocabulary.
ͻ Explain to students the reason Thanksgiving is
celebrated (use L1 if necessary).
Presentation
Listen and point
Flashcards and wordcards – Thanksgiving
ͻ Show students the turkey flashcard. Say Turkey.
(This is) (a turkey). Stick the flashcard on the board
or where all the students can see.
ͻ Repeat until you’ve covered the following
flashcards: scarecrow, Native Americans, teepee,
Pilgrims, Mayflower, corn and pumpkin pie.
Editable and Photocopiable © Texto | Seesaw 4
162
(LG4) 7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
Language Use:
Active language: scarecrow, Native Americans, teepee,
Pilgrims, Mayflower, corn, pumpkin pie, turkey, thank you.
Materials Required:
ͻ : Flashcards and wordcards (printable
version) – Thanksgiving
ͻ : Jogo – Thanksgiving
ͻ : Thanksgiving Poster
ͻ White tack
ͻ Fly swatters
ͻ Festivities – Thanksgiving Wordsearch (p. 195)
ͻ Festivities – Thank You Tree template (p. 194)
ͻ Scissors, coloured pencils and glue
Preparation:
ͻ Photocopy the Thank You Tree template onto thin
cardboard (one per student).
ͻ Print out the digital flashcards and wordcards –
Thanksgiving.
ͻ Photocopy the Thanksgiving Wordsearch worksheet
(one per student).
Practice
Listen and repeat
Flashcards and wordcards
ͻ Show the Thanksgiving flashcards again (one by
one) and stick them on the board. Ask students to
repeat.
ͻ Tell students that they can pretend to be Native
Americans and say each word while they place
their hand on and off their mouth.
ͻ Show the wordcards one by one and place them
under the correct flashcard.
ͻ Take the wordcards off and ask students to label
the pictures correctly.
Thanksgiving
ͻ Students play the Thanksgiving game (pelmanism).
You can play it as a class or in groups. In order for
students to win the pairs, they must be able to
identify what is in each (pelmanism) picture.
 Thank You Tree
Look, circle and write
Teacher’s Guide – Festivities, Thanksgiving
Wordsearch
ͻ Give students the Thanksgiving Wordsearch
worksheet. Ask students to identify the different
pictures and to look for them in the wordsearch.
Answers: a) pie; b) Native Americans;
c) scarecrow; d) teepee; e) corn; f) pilgrims;
g) Mayflower; h) turkey; i) pumpkin.
ͻ Then, have a Spelling Bee at the end. Students
then should find the magic words (thank you).
Giving Thanks
ͻ Call students attention to the word Thanksgiving
and ask them what they have to give thanks for.
ͻ Write answer on board. E.g. mother, father,
family, food, friends, school, etc.
Thank You Tree
Teacher’s Guide – Festivities, Thank You Tree template
ͻ Tell students that they will be making a Thank You
Tree. Tell students to get out their coloured
pencils and scissors. Give students a copy and tell
them to cut out the tree and the leaves.
Editable and Photocopiable © Texto | Seesaw 4
ͻ Students write what they’re thankful for on each
leaf. Then they colour the tree and leaves and glue
them on the tree.
ͻ Since it is autumn, the leaves should be coloured
in the different autumn colours.
ͻ Turn this into an exhibition and invite other
teachers and parents to see what their children
are thankful for. You could even invite parents to
make their own leaves and write what they’re
thankful for. They can then glue it on their
children’s tree.
Ending the lesson
Fly Swatter
ͻ Stick the flashcards on the board. Call two
students and give a fly swatter to each one.
ͻ Ask them to stand in front of the flashcards.
ͻ Say a word and each student tries to be the first
one to swat the correct one.
163
 Extra Festivities
St Patrick’s Day
Metas Curriculares:
(L4) 4. Compreender frases simples, articuladas de
forma clara e pausada.
4.1 Entender instruções dadas diretamente
para completar pequenas tarefas.
4.2 Entender frases sobre os temas estudados.
(R4) 2. Compreender frases e textos muito simples.
2.1 Identificar vocabulário acompanhado por
imagens.
(SI4) 3. Exprimir-se de forma adequada em contextos
simples.
3.1 Utilizar formas de tratamento adequadas
quando se dirige ao professor.
4. Interagir com o professor e/ou com os colegas
em situações simples e previamente
preparadas.
4.4 Perguntar e responder sobre temas
previamente apresentados.
(SP4) 4. Expressar-se, com vocabulário limitado, em
situações previamente preparadas.
4. 3 Falar sobre os temas trabalhados.
(ID4) 4. Conhecer-se a si e ao outro.
4.1 Identificar festividades em diferentes
partes do mundo.
4.2 Identificar atividades relacionadas com as
festividades.
Warm-up
St Patrick’s Day
Poster
ͻ Show the St Patrick’s Poster. Ask students what it
represents. Elicit vocabulary. Explain to students
where it is celebrated (use L1 if necessary).
Presentation
Listen and point
Flashcards and wordcards – St. Patrick’s Day
ͻ Show students the leprechaun flashcard.
ͻ Say Leprechaun. (This is) (a leprechaun).
ͻ Stick the flashcard on the board or where all the
students can see.
ͻ Repeat until you’ve covered the following
flashcards: gold, pot, shamrock, hat and rainbow.
Practice
Listen and repeat
Flashcards and wordcards
ͻ Show the St Patrick’s Day flashcards again (one by
one) and stick them on the board. Ask students to
repeat.
Editable and Photocopiable © Texto | Seesaw 4
164
4.3 Participar em jogos e pequenas
dramatizações.
(LG4) 7. Compreender algumas estruturas elementares
do funcionamento da língua.
7.1 Reconhecer e usar as estruturas dadas no
o
3. ano.
Language Use:
Active language: It’s a (leprechaun). Pot of gold,
shamrock, hat, rainbow.
Materials Required:
ͻ : Flashcards and wordcards (printable
version) – St Patrick’s Day
ͻ : Jogo – Find the Pot of Gold
ͻ : St Patrick’s Day poster
ͻ White tack
ͻ Festivities – St Patrick’s Day Fortune Teller template
(p. 202)
ͻ Festivities – Shamrock Man template (p. 201)
ͻ Scissors, glue, green card, white paper, a black marker
and googly eyes
Preparation:
ͻ Print out the digital flashcards and wordcards –
St Patrick’s Day.
ͻ Photocopy the St Patrick’s Day Fortune Teller template
(one per student).
ͻ Show the wordcards one by one and place them
under the correct flashcard.
ͻ Take the wordcards off and ask students to label
the pictures correctly.
Pot of Gold
ͻ Students play Pot of Gold. You can play it as a
class or in groups. Students need to find the pot of
gold, which is slowly revealed when students
match the words to the correct picture.
St Patrick’s Day Fortune Teller
Teacher’s Guide – Festivities, St Patrick’s Day
Fortune Teller
ͻ Give each student a St Patrick’s Fortune Teller
template. Students cut off the excess paper
around the square. They fold it in half. Then they
crease it, open it up again and fold the other half.
ͻ Students unfold the fortune teller and this time
they fold each point of the square to the centre
(design faced up). Then they turn it upside down
and follow the same procedure. The paper is
turned over again, folded in half and then creased.
 Shamrock Man
ͻ Students open it up once more and fold it in half
the other way, creasing it one more time. Tell
students to insert their thumb and index finger
into two pockets and the other thumb and index
finger into the other two pockets.
ͻ How to play: Students pick a number from 1-10.
The other student opens and closes the fortune
teller that many number of times. Then he/she
picks a colour or a letter (this depends where
they’ve stopped on). The fortune teller then reads
his/her fortune.
Shamrock Man
Teacher’s Guide – Festivities, p. 201
ͻ Tell students they will be making a Shamrock Man.
Give each one some green card (the shamrocks
should already be drawn on them). Allow students
some time to cut out the shamrocks. The big
shamrock will be the man’s body and the little
shamrocks will be his hand and feet.
Editable and Photocopiable © Texto | Seesaw 4
ͻ Tell students to cut 4 strips of white paper and
have them fold them into a square back and forth
to make an accordion. These will be his arms and
legs.
ͻ Students glue the little shamrocks onto the white
strips of paper and then on to the body. Then,
they glue the googly eyes and draw a mouth.
Finally, tell students to write Happy St Patrick’s
Day on his back.
Ending the Lesson
Show and Tell
ͻ Ask for volunteers to come up to the front of the
room to show and describe their shamrock.
165
 Games
Games help provide the balance you need in
your lessons to keep your students engaged and
motivated while making learning meaningful. Not
only do they promote communicative competence
by reinforcing language usage, they also help
develop children’s social skills further as they foster
collective values. Furthermore, they serve the
purpose of “stirring up” a lesson after an activity
which calms them down “settler”. However, too
many games can also overexcite your students and
lead to too much disruption. All in all, we can never
lose sight of the great language acquisition tools
games are in an EFL context.
Bend it!
• Ask for volunteers to come to the front of the
classroom.
• Give each volunteer a flashcard, which they must
hold in front of them.
• Call out each flashcard at random.
• Every time the student hears the flashcard he/she
is holding, he/she should bend his/her knees.
• Repeat the activity to get as many students as you
can involved.
Bingo
• Give each child a bingo board or ask them to draw
a grid in their notebooks.
• Shuffle your mini flashcards (make some more if
you don’t have enough).
• Take one of the mini flashcards and call out the
object on it.
• If the student identifies the object on his/her
board, he/she must raise his/her hand and repeat
the name of the object.
• Either before you start the game give each child
a handful of tokens or ask them to cross out that
item on their boards.
• Keep playing until they are able to fill the whole
bingo board.
• The student(s) who win should call out BINGO!
Charades
• Play it as a group or in teams.
• A member of each team is given an action and they
must mime it.
• The other team members guess what their
teammate is miming.
166
Chinese Whispers
• Whisper one of the words/phrases/sentences
that have been taught into the ear of one of the
students.
• Have each student pass the “secret” message into
the next student’s ear and, once all the students
have heard the message, the last student must say
what he/she heard.
Variation:
• Play it as a race. Divide class in teams and whisper
the same sentence to a member from each team.
The team that passes the message around faster
wins the game.
Fly Swatter
• Stick the flashcards on the board.
• Divide the class into teams.
• A member from each team comes to the front of
the class and stands by the board.
• Give each student a fly swatter.
• Call out one of the flashcards which are on the
board.
• The first student to swat the correct flashcard
with the fly swatter earns a point for his/her
team.
• Keep track of the score by writing the points on
the board.
• Invite other students from each team to play too.
• Try to involve as many students as possible in the
game.
• At the end of the game, count the points to see
who has won.
• Encourage students to count the points with you.
Human Pelmanism
• Tell students that they’re going to play a different
version of pairs: instead of using cards to play the
game, they will become human flashcards.
• Divide the class into teams.
• Choose four/five students from each team to stand
in a row in front of the classroom.
• Form two different rows.
• Whisper in each student’s ear the object they will
be.
• Remember, there has to be two of each object
(one in each row).
• In turns, a member from each team calls on two
students (one from each row).
• If they both say the same word, a pair is found and
that team earns a point.
• The pairs that are found can sit down.
• If the student calls out two students and they’re
not a pair, they must stay in the same place.
• Remember, it’s a memory game so students must
remain in their place.
• The game continues until all the pairs are found.
• At the end of the game, count the points to see
who has won.
I Spy with my Little Eye
• Choose a category. Depending on the topic you
can use things around the room or flashcards.
• Ask a student to think of a word and say the
following: I spy with my little eye something
beginning with P.
• Students then have to guess what the object is.
Variation:
• You can also ask students to describe the object:
I spy with my little eye something that you write
with…
Noughts and Crosses
• Draw the game on the board (two horizontal
parallel lines and two vertical parallel lines).
• Place a flashcard or a wordcard in each square.
• Divide the class into teams.
• One team chooses to be noughts and the other
crosses. In order for students to win a nought or
a cross, they must say the correct word/sentence
for the square where they wish to put their nought
or cross.
• Of course, the aim of the game is to get three
crosses or three noughts in a row (horizontally,
vertically or diagonally).
Pelmanism
• Students should shuffle the mini flashcards and
spread them out face down on their desks.
• Make sure that there are two of each.
• Taking turns, students flip over two flashcards, and
when they do so, they must state what they can
see/read.
• If the flashcards are in fact a pair, the student
holds on to them until the end of the game.
• If they are not a match, the student turns the
flashcards over again.
• Make sure that students place them back in their
original position.
• Since it’s a memory game, students shouldn’t mix
the mini flashcards up.
• The game ends when all the cards have been
paired up.
• At the end, students count each pair to see who
has the most pairs.
Simon Says
• Tell students that they must do as Simon tells
them. E.g. Simon Says stand up; Simon says touch
red; etc.
• Ask for volunteers to become Simon and give
instructions to the class. They can even use their
names.
• Vary from using Simon Says and starting the
instruction with merely an imperative.
• Students should only follow instructions if they
hear Simon Says. If they don’t hear Simon Says
they are not allowed to do the action.
Variation:
• Use flashcards and play it as a touching game with
3 or 4 students at the same time.
Stand up, Sit down
• Divide the board in half by drawing an horizontal
line.
• Stick some flashcards on the top half and some on
the bottom half (make sure all students can see).
• Call out one of the flashcards by saying: This is a
(knee).
• If it is in the top row, students stand up. If it is in
the bottom row, students sit down/stay seated.
Thumbs Up!
• Show students one of the flashcards and say: This
is a (lion).
• If it is in fact a (pen), students should put their
thumbs up and if it isn’t a (pen), they turn their
thumbs down.
167
 Games
True or False Chairs
• Before you start playing, revise the vocabulary you
have taught.
• Explain to students what true and false mean.
• Place two chairs in front of the board.
• Write true on the board over one chair and false
over the other.
• Divide the class into two teams.
• Students line up in two rows in front of the chairs.
• Show a flashcard and say: This is a (cow).
• The first two students (1 from each row) should try
and sit on the correct chair.
• If it is in fact a (cow), students should sit on the
true chair and if it isn’t a (cow), they should sit on
the false chair.
• The student who manages to sit first gets a point
for his/her team.
The Shark Game
• This is a variation of the traditional Hangman.
• Draw a flight of stairs on the board.
• Draw a boy and a girl at the top of the stairs and a
shark in water at the bottom of the stairs.
• Tell children that they have to avoid falling into the
water.
• They can save the children by guessing the word
you thought of.
• Think of a word and draw the same number of lines
as letters in the word.
• Students call out random letters to see if the word
contains those letters.
• Every time they say a letter which is not in the
word, the children take a step towards the shark.
Lip-reading
• Whisper a short sentence really low.
• Exaggerate a bit the movement of your lips so that
students can guess what you said.
168
Pictionary
• Divide the class in teams. One member from each
team has to draw on the board the flashcard that
you show him/her. The members from each team
try to guess what it is. Give them a time limit (use
a bell or a whistle) and keep score of the points for
each team.
Categories
• Put students into pairs. Students divide a sheet
of paper into different categories (E.g. Food,
Numbers, Body, House and School).
• Write a letter on the board.
• Students must then write under each category a
word which starts with that letter.
• When one of the pairs has completed all the
categories, they must say stop.
• Go over students’ answers and give them points
for all the words they wrote correctly.
• Ask each pair to tell you the word they wrote, one
topic at a time.
• If more than one pair wrote the same word, give
them 5 points; if a pair wrote a different word from
the rest of the class, give them 10 points; give
students 20 points if they were the only ones to
write something in a category.
Pass the Flashcards
• Put the flashcards in a pile facing down, play some
music and ask students to pass the flashcards
around without looking.
• Tell them that when the music stops, they must
not pass the pile to the next person.
• Stop the music and the student holding the pile
takes a flashcard from the top of the pile and has
to name it.
• The student places that flashcard at the bottom of
the pile and the game continues.
Posters

169
170
171
172
Unit 2

bedroom study bedroom bathroom

bookcase mirror

lamp picture

bed
bath

living room hall dining room kitchen

TV
cupboard

sofa

mat

garden
173
174
175
176
177
 Transcripts
CD1

Student’s Book Page 8

Track 5 – Listen and complete the poem.

Starter Unit
Page 4
Track 1 – Look and listen.
Simon – Hello. My name is Simon. I’m 9 years
old and I’m from England.
Maria – Hi. I’m Maria. I’m 10 years old
and I’m Portuguese.
Page 5
Track 2 – Listen. Then ask and answer.
Thirty Days Has September
Thirty days has September
April, June and November.
All the rest have thirty-one,
no exceptions, but save one:
twenty-eight has February,
but from this we still must vary
each four years when we do find
a small leap to twenty-nine.
Page 9
Track 6 – Listen and repeat.

Boy – What’s your name? first; second, third, fourth, fifth, sixth,
Girl – My name is Anna. seventh, eighth, ninth, tenth, eleventh,
twelfth, thirteenth, fourteenth, fifteenth,
Boy – How old are you?
sixteenth, seventeenth, eighteenth, nineteenth,
Girl – I’m 9 years old. twentieth, twenty-first, twenty-second,
Boy – Where are you from? twenty-third, twenty-fourth, twenty-fifth,
twenty-sixth, twenty-seventh, twenty-eighth,
Girl – I’m from England. twenty-ninth, thirtieth, thirty-first.
Track 3 – Listen, repeat and match. Track 7 – Listen and repeat.

Good morning. Boy 1 – When is your birthday?

Good afternoon.
Good evening. Boy 2 – My birthday is on the 28th of February.
And yours?
Track 4 – Listen and sing. Boy 1 – It’s on the 16th of January.
“Seesaw Anthem” Page 12
Come in everyone
Track 8 – Listen, repeat and tick.
It’s English time
Let’s sing
Lisbon, Washington, D.C., Ottawa, Canberra,
Let’s play
New Delhi, Dublin
And learn together
Learning with Seesaw
It’s fun, fun, fun!

178
Unit 1 Page 18

Page 14 Track 12 – Look and listen.

Track 9 – Look, listen and repeat. You’re Late!

Simon’s mum – Simon, hurry up!
a gym, a cafeteria, a library, an art room, It’s eight o’clock! Get up. You’re late.
a classroom, a music room, an IT room, Simon’s mum – Simon, hurry up!
a playground It’s quarter past eight! You’re going to miss
the bus. You’re late.
Page 16
Mrs Green – Simon, hurry up! School starts
Track 10 – Listen and mime.
at half past eight. Get in! You’re late!
Simon – Oh, no! It’s quarter to nine.
He is running. Mrs Green – It’s time to correct your
She is singing. homework. Simon, where’s your homework?
He is playing computer games. Simon – Oh, no! Squeaky is eating my
She is drawing. homework!
They are reading.
Page 21
They are eating.
Track 13 – Listen and repeat.
Track 11 – Listen and tick.

a) Where is Simon? Girl – What time do you wake up?

Lucy – Do you know where Simon is? Boy – At half past eight.
He’s not in the library. Girl – When do you have music lessons?
Tony – Oh, he’s having lunch in the cafeteria.
Boy – On Thursdays.
b) What is Maria doing?
Girl – When do you play computer games?
Mrs Green – Simon, do you know what Maria
is doing? Boy – After school.
Simon – She’s in the music room.
Page 23
Mrs Green – Is she playing the recorder?
Simon – No. She’s singing. Track 14 – Listen and repeat.
c) Where is Mrs Green?
Boy 1 – Where does the plastic bottle go?
Tony – I can’t find Mrs Green anywhere.
Boy 2 – The plastic bottle goes in the yellow
She’s not in the IT room or the art room.
bin.
Lucy – Of course not. She’s in the classroom.
It’s time for English.
Tony – Oh, I forgot the time!

179
 Transcripts

Track 15 – Listen and complete. Page 27

The 3 R’s Track 17 – Listen and match.

Three it’s a magic number Grandpa is in the garden.

Yes it is, it’s a magic number Simon’s brother is in the study.
Because two times three is six Simon’s sister is in the bedroom.
And three times six is eighteen Grandma is in the living room.
And the eighteenth letter in the alphabet is R
We’ve got three R’s we’re going to talk about Page 28
today
Track 18 – Listen, repeat and stick.
We’ve got to learn to
Reduce, Reuse, Recycle lamp, mat, bed, picture, TV, sofa, bath,
Reduce, Reuse, Recycle bookcase
Reduce, Reuse, Recycle
Track 19 – Listen and colour.
Reduce, Reuse, Recycle
Mrs Green – Hi, Simon. Do you want to colour
Reuse, we’ve got to learn to reuse
this picture?
And if the first two R’s don’t work out
And if you’ve got to make some trash Simon – Sure.
Don’t throw it out Mrs Green – Colour the lamp yellow.
Recycle, we’ve got to learn to recycle,
Simon – What colour?
We’ve got to learn to Mrs Green – Yellow. Colour the lamp yellow.
Reduce, Reuse, Recycle
Simon – Can I colour the mat green?
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle Mrs Green – Of course. Colour it green.
Reduce, Reuse, Recycle Simon – Ok. The mat is green.
Mrs Green – Now, colour the bed purple.
Because three it’s a magic number
Yes it is, it’s a magic number Simon – A purple bed. Alright.
Mrs Green – Colour the bookcase black.

Unit 2 Simon – What colour?

Page 26
Track 16 – Look, listen and repeat.
bedroom, study, bedroom, bathroom,
living room, hall, dining room, kitchen, garden
Mrs Green – Colour the bookcase black.
Simon – Finished.
Mrs Green – Finally, colour the mirror blue.
Simon – I love the colour blue.
Mrs Green – That’s all, Simon. Well done.
Simon – Thank you!

180
Track 20 – Listen, complete and sing.
Squeaky Here, Squeaky There,
Squeaky Everywhere!
Squeaky next to the bath in the bathroom.
Squeaky on the mat in the living room.
Squeaky under the bed in the bedroom.
Squeaky in the cupboard in the dining room.
Page 29
Track 21 – Listen and match.
Man – Can you see the TV?
Maria – Yes, I can.
Man – Good! Put the TV in the living room.
Maria – In the living room… OK!
Man – Can you see the bookcase?
Maria – Yes, I can.
Man – Put it in the study, please.
Maria – The bookcase in the study.
And where can I put the mirror?
Man – Pardon?
Maria – The mirror. Can I put it in
the bathroom?
Man – In the bathroom? Sure! Now put
the lamp next to the bed.
Maria – I’m putting the lamp next to the bed.
Man – Can you put the picture in the
dining room?
Maria – Sorry? Put the picture in the
dining room?
Man – Yes. That’s great! Thank you!
Track 22 – Listen and repeat.
The picture is on the wall.
The cat is in the bath.
Squeaky is under the bed.
The bookcase is next to the sofa.
Page 30
Track 23 – Look and listen.
Around Town!
Simon – I’m so excited! Sean is coming.
I’m going to show him all around town.
Grandma – Me too. But first, we need to go
and eat.
Simon – Let’s go to the restaurant!
Simon – This is the town park.
We can play football here.
Sean – I love playing football.
Simon – This is the town cinema.
We can watch films here.
Simon – This is the bookshop.
We can buy books here.
Simon – This is the town hospital.
Simon – This is the town zoo.
Grandma – This is the supermarket.
I need to buy some apples and oranges.
Sean – We’ll carry the bags, grandma.
Grandma – Where are the apples?
Page 32
Track 24 - Listen and put a tick or a cross.
Sean – Hi! I’m Sean. I’m Simon’s cousin. I live
in a small town called Bruton. In my town,
there are no hospitals. There are many parks,
but there isn’t a cinema. There are schools in
Bruton and a library too.
Track 25 – Listen and repeat.
Girl – Where do you live?
Boy – I live in London in a flat. How about you?
Girl – I live in Oxford in a house.
181
 Transcripts

Page 33 Page 40

Track 26 – Listen and repeat. Track 30 – Listen and repeat.

The hospital is opposite the park. This is an arm.

Grace lives next to Daisy. This is an eye.
The school is behind the library. This is a head.
Vicky lives between Peter and Lily. This is a mouth.
Page 36 Page 42

Track 27 – Listen, stick and write the parts of Track 31 – Look and listen.
the house.
After School!
a) kitchen Simon – No, Squeaky. You listen with your ears
b) bedroom not your nose!
c) bathroom Simon – No, Squeaky. You touch with your
d) living room hands not your mouth.

e) dining room Sean – You also wave with your hands.

Here comes Maria.
f) hall
Maria – Hi, boys!
g) garden
Simon – See Squeaky, you eat food with
h) study your mouth!
Sean – The bus! We’re late!
Unit 3 Simon – And you run with your legs and feet!

Page 38 Page 45

Track 28 – Look, listen and touch. Track 32 – Listen and repeat.

hair, hand, finger, arm, eye, ear, mouth, knee, Boy – Who do you look like?
leg, head, nose, shoulder, toe, feet
Girl – I look like my dad. I have got my dad’s
Page 39 eyes. What about you?
Boy – I look like my mum. I have got my mum’s
Track 29 – Listen, sing and touch.
nose.
Head, Shoulders, Knees and Toes
Head, shoulders, knees and toes, knees and
toes,
Head, shoulders, knees and toes, knees and
toes.
And eyes, and ears and mouth and nose.
Head, shoulders, knees and toes, knees and
toes.

182
Track 33 – Listen and repeat. Page 54

I have got my mum’s eyes. Track 38 – Look and listen.

You have got your dad’s nose.
He has got his grandpa’s ears. I Am Hungry!
She has got her grandma’s mouth. Simon’s mum – Breakfast is ready!
Simon – What’s for breakfast, mum?

Unit 4 Simon’s mum – Beans, eggs, bread, cereal,

milk and juice. Now eat while I make your
Page 50 snacks for school.
Simon – Mum, can I have some breakfast,
Track 34 – Listen and repeat.
please?
bananas, apples, grapes, oranges, pears, Sean – Me too.
pineapples, strawberries, watermelons, Simon – I am so hungry! Meat and potatoes.
tomatoes, potatoes, carrots, onions, beans, My favourite!
peas
Maria – Fish and carrots. My favourite!
Page 51 Simon – Mum forgot to pack my snack.
I am so hungry!
Track 35 – Listen and colour.
Maria – Here, I’ll share my sandwich with you.
Colour the strawberry red. Simon – Dad, what’s for dinner?
Colour the banana yellow. Simon’s dad – Boy, you’re REALLY hungry
Colour the grapes purple. today!
Colour the carrot orange.
Colour the beans brown. Page 55
Colour the peas green.
Track 39 – Listen, stick and write.
Page 53
breakfast, lunch, snack time, dinner
Track 36 – Listen and repeat.

Track 40 – Listen and sing.

I like strawberries and apples, but I don’t like
pears or peas.
I am Hungry!
I like grapes and watermelons, but I don’t like
beans or onions. I am hungry, very very hungry!
What would you like to eat? Some onions?
Yuk! No, thank you!
Track 37 – Listen and repeat.
A cheese sandwich?
Boy – What fruits and vegetables do you like? Yummy! Yes, please!
I am thirsty, very very thirsty!
Girl – I like apples and strawberries, but I don’t What would you like to drink? Potato juice?
like onions and peas. How about you? Yuk! No, thank you!
Boy – Not me. I like watermelon and tomatoes, A glass of milk?
but I don’t like pears or carrots. Yummy, yes please!

183
 Transcripts
Page 56
Track 41 – Listen and write.
Waiter – What would you like for lunch?
Maria’s mum – I would like fish and carrots.
And some water to drink.
Maria – I would like meat and potatoes.
And some juice.
Page 57
Track 42 – Listen and repeat.
Boy – Can I have some bread, please?
Girl – Yes, here you are.
Boy – How much is it?
Girl – It’s 50p.
Unit 5
Page 62
Track 43 – Look, listen and touch.
tigers, lions, hippos, crocodile, elephants,
giraffes, snake, monkeys
Page 63
Track 44 – Listen and sing.
Walking Through the Zoo
Walking through the zoo, what do you see?
There’s a long green snake looking at me!
Ah run! It’s coming after me!
Walking through the zoo, what do you see?
There’s a big yellow lion looking at me!
Ah run! It’s coming after me!
Walking through the zoo, what do you see?
There’s a very naughty monkey looking at me!
Ah run! It’s coming after me!
Walking through the zoo, what do you see?
There’s a hungry crocodile looking at me!
Ah run! It’s coming after me!
184
Page 64
Track 45 – Listen and repeat.
Does an elephant eat plants? Yes, it does.
Does a crocodile have long legs? No, it doesn’t.
Do hippos live in Africa? Yes, they do.
Do giraffes eat meat? No, they don’t.
Page 66
Track 46 – Look and listen.
Let’s Feed the Farm Animals!
Sean – Can I show Simon around the farm?
Simon’s mum – Of course. You can feed the
animals.
Simon – What do pigs eat?
Sean – Fruits and vegetables.
Pigs – Oink! Oink!
Simon – What do horses eat?
Sean – Hay and grass, but they love carrots.
Horses – Neigh! Neigh!
Simon – What do cows eat?
Sean – They eat hay and grass too.
Cows –Moo! Moo!
Simon – What do chickens eat?
Sean – They eat corn.
Chickens –Cluck! Cluck!
Simon – What do sheep eat?
Sean – They eat grass.
Sheep – Baa! Baa!
Simon – What’s wrong?
Sean – I don’t know!
Track 47 – Listen and complete. With a cluck cluck here
And a cluck cluck there
Old MacDonald Had a Farm. Here a cluck, there a cluck
Old MacDonald had a farm E-I-E-I-O Everywhere a cluck
And on his farm he had a cow E-I-E-I-O
With a moo moo here With a baa baa here
And a moo moo there And a baa baa there
Here a moo, there a moo Here a baa, there a baa
Everywhere a moo moo Everywhere a baa
Old MacDonald had a farm E-I-E-I-O
With a neigh neigh here
Old MacDonald had a farm E-I-E-I-O And a neigh neigh there
And on his farm he had a pig E-I-E-I-O Here a neigh, there a neigh
With an oink oink here Everywhere a neigh
And an oink oink there
With a quack quack here
Here an oink, there an oink
And a quack quack there
Everywhere an oink oink
Here a quack, there a quack
Old MacDonald had a farm E-I-E-I-O
Everywhere a quack
Old MacDonald had a farm E-I-E-I-O
With an oink oink here
And on his farm he had a duck E-I-E-I-O
And an oink oink there
With a quack quack here
Here an oink, there an oink
And a quack quack there
Everywhere an oink
Here a quack, there a quack
Everywhere a quack quack With a moo moo here
Old MacDonald had a farm E-I-E-I-O And a moo moo there
Here a moo, there a moo
Old MacDonald had a farm E-I-E-I-O
Everywhere a moo
And on his farm he had a horse E-I-E-I-O
With a neigh neigh here
Old MacDonald had a farm E-I-E-I-O
And a neigh neigh there
Here a neigh, there a neigh Page 68
Everywhere a neigh neigh
Old MacDonald had a farm E-I-E-I-O Track 48 – Listen and repeat.

Old MacDonald had a farm E-I-E-I-O
And on his farm he had a sheep E-I-E-I-O
With a baa baa here
And a baa baa there
Here a baa, there a baa
Everywhere a baa baa
Old MacDonald had a farm E-I-E-I-O
Old MacDonald had a farm E-I-E-I-O
And on his farm he had some chickens E-I-E-I-O
Rabbits can jump, but they can’t swim.
Lions can run, but they can’t slither.
Page 69
Track 49 – Listen and repeat.
Girl – What can a monkey do?
Boy – It can swing from a tree and run.

185
 Transcripts

Page 70 Page 76

Track 50 – Listen and tick. Track 54 – Listen and put a tick or a cross.

Woman – Where do eggs come from?
Boy – Chicken.
Woman – What do cows give us?
Boy – Milk, cheese and butter.
Unit 6
Peter can ride a bike and play football,
but he can’t rollerblade or sing.
Susy can swim and sing, but she can’t play
football or rollerblade.
Mark can ride a bike and play football,
but he can’t swim or sing.
Helen can rollerblade and play football,
but she can’t ride a bike or sing.

Page 74 Track 55 – Listen and repeat.

Track 51 – Look, listen and touch.
fly a kite, go for a walk, surf, swim,
play Frisbee, go camping, play volleyball,
build sandcastles, have a picnic
Page 75
Track 52 – Listen and circle.
camping, picnic, walk, surf, volleyball
Track 53 – Listen and sing.
Girl 1 – Can you ride a bike?
Girl 2 – Yes, I can.
Girl 1 – Can you swim?
Girl 2 – No, I can’t.
Page 78
Track 56 – Look and listen.
Whose Sunglasses are These?
Simon – Whose sunglasses are these?
Simon’s mum – They’re my sunglasses.

It’s Summer Time! Simon’s brother – Ouch! Whose pail is this?

Ouch! Whose shovel is this?
It’s summer, summer time
It’s summer, summer time Simon’s sister – It’s my pail and it’s my shovel.
Let’s go to the beach Simon’s father – What?! Whose sunscreen
And swim in the sea is this?
Let’s play volleyball Simon’s mum – It’s my sunscreen.
And walk in the sun! Simon’s sister – Ouch! Whose flip flops
It’s summer, summer time are these?
It’s summer, summer time
Sean – They’re my flip flops.
Let’s have a picnic
skateboard in the park Simon’s mum – Where’s my towel?
Let’s ride our bikes And whose towel is this?
And have lots of fun! Sean – I don’t know.
Simon’s brother – Whose shorts are these?
Sean – Whose hat is this?
Simon’s sister – Whose ball is this?
Simon – Squeaky!!

186
Page 81 Oh! You better watch out!
You better not cry
Track 57 – Listen and read. Better not pout
This is a pail. I’m telling you why
That is a ball. Santa Claus is coming to town
These are flip flops. Santa Claus is coming to town
Those are sandcastles.
Valentine’s Day
Track 58 – Listen and repeat.
Page 90
This is a towel.
That is a hat. Track 61 – Let’s sing!
These are shorts.
Those are dresses. I Want to Hold Your Hand
Oh yeah I’ll tell you something
I think you’ll understand
Festivities When I say that something
I wanna hold your hand
Christmas
I wanna hold your hand
Page 88 I wanna hold your hand
Oh please say to me
Track 59 – Listen and point. You’ll let me be your man
And please say to me
pudding, crackers, candy cane, holly, bell,
You’ll let me hold your hand
gingerbread man, angel, elf, lights
Now let me hold your hand
Page 89 I wanna hold your hand

Track 60 – Listen and sing.

Activity Book
Santa Claus is Coming to Town
You better watch out Practice Test 1
You better not cry
Page 33
Better not pout
I’m telling you why Track 62 – Listen and draw lines.
Santa Claus is coming to town
One
He’s making a list
Girl – Do you know where Simon is?
And checking it twice
He’s supposed to be at the library, but he’s not.
Gonna find out
Who’s naughty and nice Boy – He’s playing computer games in the IT room.
Santa Claus is coming to town Girl – Thanks!
Two
He sees you when you’re sleeping
He knows when you’re awake Boy – Where are you going?
He knows if you’ve been bad or good Girl – I’m going to meet Maria. She’s singing.
So be good for goodness sake! Boy – Oh, she’s in the music room.

187
 Transcripts
Three
Girl – Squeaky isn’t in the playground.
Where can he be?
Boy – I know. He’s eating in the cafeteria.
Girl – He’s always eating!
Four
Boy – Where’s Mrs. Green? I want to give her
my homework.
Girl – Me too. She’s reading in the library.
Boy – Let’s go.
Track 63 – Listen and tick.
What is Sam’s favourite class?    Five
Woman – Hi Sam, what’s your favourite class?
Sam – My favourite class? Well, I like music
and art.
Woman – So, what is your favourite?
Sam – Art! I love drawing.
When is Sam’s lesson?   
Woman – When do you have your art lesson,
Sam? Is it on Mondays?
Sam – No, it isn’t on Mondays.
Woman – Is it on Tuesdays then?
Sam – No. I have my art lesson on Fridays.
Practice Test 2
Page 37
Track 64 – Listen and draw lines.
One
Man – Put the lamp in the study, please.
Girl –  Sorry, where?
Man – Put the lamp in the study.
Girl – OK.
Two
Man – Can you put the mirror in the bedroom?
Girl –  Put the mirror where?
Man – Put it in the bedroom, please.
Girl – Right.
188
Three
Man – Now the bookcase. Put it in the
living room, please.
Girl – In the living room?
Man – Yes, put the bookcase there, please.
Girl – Ok. I’m doing that now.
Four
Man – Now the mat. Can you see it?
Girl –  Sorry? What?
Man – The mat. Put it in the hall.
Girl – In the hall. Ok.
Man – Now, put the TV in the kitchen, please.
Girl –  The TV? In the kitchen?
Man – Yes, please.
Girl – Ok. It’s in the kitchen now.
Man – Thank you!
Six
Man – Now, put the cupboard in the
dining room, please.
Girl –  In the dining room?
Man – Right.
Girl – Ok.
Track 65 – Listen and write.
Simon – Grandma, I’m home!
Grandma – Hello, Simon, how was school?
Simon – Great! Where’s mum?
Grandma – Your mother is doing some
shopping. She’s in the supermarket.
Simon – OK. And where’s my brother?
Grandma – He’s in the park, playing football
with his friends.
Simon – Oh! And dad?
Grandma – Your father is in the bookshop.
He needs to buy new books.
Simon – And my sister?
Grandma – She’s at the zoo with her school
friends, remember?
Simon – Oh yes! Well, it’s just you and me
grandma!
Practice Test 3 Practice Test 4

Page 41 Page 45

Track 66 – Listen and colour. Track 68 – Listen and tick the box.

Man – Hello Lucy. Do you want to colour this What’s Lucy’s favourite fruit?
picture? Man – Hi Lucy. What’s your favourite fruit?
Lucy – Yes, please! What can I colour? Is it watermelon?
Man – Do you see the monster with a book? Lucy – Well, I like watermelon but that’s not
Lucy – Yes, he’s reading a book. Can I colour his my favourite fruit.
ears? Man – What is it then?
Man – Ok. Colour his ears purple, please. Lucy – I love strawberries.
Lucy – Purple ears. Right.
Man – Now, can you see a monster riding a bike? What does Nick have for breakfast?
Lucy – Riding a bike? Oh yes, I can see him. Man – Nick, what do you have for breakfast?
Man – Colour his head yellow. A yellow head. Do you drink milk?
Lucy – Ok. Nick – Yes, I like milk.
Man – Now look at that monster playing Man – And bread?
football. Nick – No. I have milk with cereal.
Lucy – Oh, he’s kicking the ball. Can I colour his
legs? What’s for dinner?
Man – Alright. Colour his legs green.
Girl – Mum? Can we have meat for dinner?
Lucy – Green legs. I’m doing that now.
Woman – Sorry, no. Today we’re having fish
Man – Now can you see a monster running?
for dinner.
Lucy – Yes, I can. She’s running because she’s
Girl – Oh, can we have potatoes?
flying a kite.
Woman – Alright. Fish and potatoes for dinner.
Man – That’s right. Colour her hair red, please.
Lucy – Red hair. OK.
Track 69 – Listen and write numbers.
Man – What monster do you want to colour
now? a) There are 23 pears.
Lucy – Can I colour that monster? The one b) There are 55 potatoes.
listening to music? c) There are 38 tomatoes.
Man – Ok. He’s got a big nose. Colour his nose d) There are 41 carrots. 
blue, please. e) There are 18 pineapples. 
Lucy – A blue nose. That’s funny! f) There are 49 onions.   

Track 67 – Listen and write the number. Practice Test 5

eyes, hair, head, ear, mouth, nose Page 49

Track 70 – Listen and tick the box.

What’s Lucy’s favourite animal?

Man – Hello, Lucy. What are you doing?
Lucy – I’m reading a book about animals.

189
 Transcripts

Man – Oh, I see. What’s your favourite animal?
Is it the giraffe?
Lucy – Well, I like giraffes but they are not
my favourite.
Man – So what is it then?
Lucy – I love horses. They’re my favourite.
What does she like to see at the zoo?
Man – Do you like going to the zoo?
Lucy – Oh yes. I love it!
Man – And what do you like seeing at the zoo?
Lucy – I like the monkeys. They’re very funny!
What animal doesn’t she like?
Man – Are there any animals that you don’t
like?
Lucy – Well, when I go to the zoo, I don’t like to
see the crocodiles. They’re scary!
Man – He, he! Yes, they are!
Track 71 – Listen and write a word or a number.
Sean’s day at the zoo
(On the phone.)
Sean – Hello, Grandma! I’m at the zoo!
Grandma – Hello, Sean. Wow! Which zoo?
Sean – I’m at the Green Zoo.
Grandma – Which zoo?
Sean – Green Zoo!
Grandma – Oh, yes. What animals can you
see?
Sean – Right now, I’m looking at the tigers.
There are four tigers.
Grandma – Four tigers. Wow! What else?
Sean – Well, I can see the monkeys too.
They are so funny!
Grandma – What are they doing?
Sean – They’re eating bananas!
Grandma – Eh, eh! Are monkeys your favourite
animals?
Sean – No, they aren’t.
Grandma – So which animals do you like best?
Sean – The elephants. They are so big and nice.
Grandma – Yes, they are. What else can you
do there?
Sean – Well, we can touch and feed the
horses.
Grandma – Wow!
Practice test 6
Page 53
Track 72 – Listen and draw lines.
Girl – Look at this picture. My friends are in the
park.
Man – Oh, looks like they’re having fun! Where
is your cousin Lucy?
Girl – Lucy is having a picnic with her sisters.
She’s wearing a pink dress.
Man – And who’s that boy riding a bike?
Girl – The boy with the yellow T-shirt?
Man – Yes, who’s he?
Girl – That’s Tom. He can ride a bike really well.
Man – And who’s that girl wearing a red cap?
Girl – The girl with rollerblades? That’s May.
Man – Can you see the two boys playing with
a ball?
Girl – Yes, I can see them. Those are Sam and
his cousin.
Man – Which one is Sam?
Girl – He’s wearing brown shorts.
Man – Ah, I can see him. And who is Alex?
Girl – My friend Alex is that boy flying a kite.
Man – Oh, yes. I like his orange kite.
Track 73 – Listen and tick the words that you
hear.
Simon’s mum – Simon, we’re going to the
beach! Get ready!
Simon – Ok, mum.
Simon’s mum – What do you have in your bag?
Simon – Well, I’m taking my sunglasses and my
sunscreen.
Simon’s mum – Don’t forget to take your pail.
You like to build sandcastles with Susy.
Simon – Oh, good idea! Thanks mum.

190
4. Festivities

Halloween
– Spider Pop ...................................................................................................................................... 192

Thanksgiving
– Thank You Tree .......................................................................................................................... 193
– Wordsearch ................................................................................................................................... 195

Christmas
– A Christmas Carol ...................................................................................................................... 196
– Christmas Cracker .................................................................................................................. 198

Valentine’s Day
– Valentine’s Day Card ............................................................................................................... 199

St Patrick’s Day
– Shamrock Man ............................................................................................................................ 200
– Fortune Teller .............................................................................................................................. 202

Easter
– Easter Bunny Stand Up.......................................................................................................... 203
– Pin the Tail on the Bunny .................................................................................................... 204

Father’s Day
– Best Dad Trophy ........................................................................................................................ 205

Mother’s Day
– Mother’s Day Flower Pot ...................................................................................................... 206
 Halloween
Spider Pop
What you need:
ͻ lollipops;
ͻ googly eyes;
ͻ glue;
ͻ black pipe cleaners (10 cm each).

Instructions:
ͻ Tell students they will be making a Spider Pop.
ͻ Give each student a lollipop, four black pipe cleaners and some googly eyes.
ͻ Tell students to align the pipe cleaners and place the lollipop in the middle.
ͻ Students wrap the pipe cleaners once around the lollipop stem and pull tight.
ͻ Then they flip the lollipop over so that it becomes the body.
ͻ Then students fix and separate the pipe cleaners to make the legs and bend the end to make little
feet, so it can stand up.
ͻ Students glue the googly eyes on top.

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Thanksgiving
Thank You Tree
What you need:
ͻ Thank You Tree template;
ͻ scissors;
ͻ coloured pencils;
ͻ glue.

Instructions:
ͻ Tell students that they will be making a Thank You Tree.
ͻ Tell students to get out their coloured pencils and scissors.
ͻ Give students a copy and tell them to cut out the tree and the leaves.
ͻ Students write what they’re thankful for on each leaf.
ͻ Then they colour the tree and leaves and glue them on the tree.
ͻ Since it is autumn, the leaves should be coloured in the different autumn colours.
ͻ Turn this into an exhibition and invite other teachers and parents to see what their children are
thankful for.
ͻ You could even invite parents to make their own leaves and write what they’re thankful for.
ͻ They can then glue them on their children’s tree.

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 Thanksgiving
Thank You Tree (template)

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194
Name Date

Thanksgiving Wordsearch
195

1. Look, circle and write.

g l h h z s p i l g r i m s z
e m a y f l o w e r g g n a i
n a t i v e a m e r i c a n s
p g w o h y t z k y b o l p g
c h t p v g a r k o t s k w u
t e e p e e g w j u a j m m m
n a s a h p l z r g j c q t w
n z p o v g l z s f h s v h n
p m s c a r e c r o w u b a v
x k u u z a w a b b s y c n f
n a o u j o p k l s z f o k v
l h y p u m p k i n w u r y a
j h p i e a o e t i c p n o g
f f j t u r k e y h u f z u a
r m p b s w y n z j u o d h r

a) _________________ b) ____________________________ c) _________________ d) __________________

e) _________________

f)_______________________________ g) __________________________ h) ________________ i) _________________

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 Christmas
A Christmas Carol
ͻ Ask students if they prefer to receive or give presents and which have been the best presents they have
given and/or received. Discuss the importance of non-materialistic presents with students. Use L1 if
necessary. Then ask students which films or stories remind them of Christmas. You can even ask students
about their favourite film/story and take a vote.
ͻ Tell students they are going to read a story about Christmas. Show students the first frame and ask
students what they can see. Introduce the first two characters (Scrooge and Bob). Ask students the
following questions: What is Scrooge doing? What do you think he likes?

Transcript:
Frame 1
Narrator – It’s Christmas Eve. Scrooge is working late and he is counting money.
Scrooge – … twenty-seven, twenty-eight, twenty-nine, thirty… I love money!
Frame 2
Narrator – Bob wishes him a Merry Christmas.
Bob – Merry Christmas!
Scrooge – Bahumbug! I don’t like Christmas.
Frame 3
Narrator – Scrooge goes to bed and he is counting his money… when the door opens...
Scrooge – Who are you? What’s your name?
Frame 4
Narrator – ... And a ghost comes in.
Ghost – I am the Ghost of Christmas. Come with me.
Frame 5
Narrator – Scrooge and the ghost visit the past. He sees how happy he was when he was a boy.
Frame 6
Narrator – Scrooge and the ghost visit the present at Bob’s house.
Scrooge – They don’t have a lot of money and Tiny Tim is not well, but they are happy.
It’s Christmas Eve!
Frame 7
Narrator – Scrooge and the ghost visit the future. Scrooge is sad.
Scrooge – I’m all alone. No boys and girls love me.
Frame 8
Narrator – It’s Christmas and Scrooge is very happy! He visits Bob’s family.
Scrooge – This food is for you and I’ve got money to help Tiny Tim!
Bob – Merry Christmas!
Scrooge – Merry Christmas!
ͻ This time, ask students to read the story out loud.
ͻ Tell the students they are going to act out the story. Use the classroom as your stage. Ask for volunteers.
Ask for more volunteers to act out the story.
ͻ It would be a good idea to perform the play at the Christmas school party!

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Christmas
A Christmas Carol (in a minute)

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 Christmas

Christmas Cracker
What you need:
ͻ paper towel roll;
ͻ tissue paper;
ͻ trinkets;
ͻ ribbon;
ͻ scissors.

Instructions:
ͻ Show students an already made cracker and ask students to identify the object.
ͻ Tell students that with their paper towel roll they will make their own cracker.
ͻ Ask students to look at the material they will need to make one.
ͻ Give students some tissue paper, a trinket and some ribbon.
ͻ Tell them to take out their pair of scissors.
ͻ Tell students to copy the joke from page 89.
ͻ Tell them to place the joke and the trinket inside the tube.
ͻ Students take the tissue paper and wrap the paper towel roll.
ͻ Then they should tie each end to make a big sweet.
ͻ You can tell students to decorate it if they wish.
ͻ Students take the Christmas cracker home to share the activity with their family.

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Valentine’s Day
Valentine’s Day Card
What you need:
ͻ cutout section – Valentine’s Day Card;
ͻ markers or coloured pencils;
ͻ scissors.

Instructions:
ͻ Explain to students that you can send a Valentine’s Day card to a friend, a family member or
a teacher.
ͻ Ask students to choose a person to whom they would like to write a Valentine’s Day card.
ͻ Students cut out the card from the cutout section and write their Valentine’s message.
ͻ Students colour and decorate their cards as they wish.
ͻ Finally, students fold the card, so that they get a heart shape.
ͻ You can tell students to decorate it if they wish.

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 St Patrick’s Day
Shamrock Man
What you need:
ͻ Shamrock Man template;
ͻ scissors;
ͻ glue;
ͻ green card;
ͻ white paper;
ͻ a black marker;
ͻ googly eyes.

Instructions:
ͻ Tell students they will be making a Shamrock Man.
ͻ Give each one some green card (the shamrocks should already be drawn on them).
ͻ Allow students some time to cut out the shamrocks.
ͻ The big shamrock will be the man’s body and the little shamrocks will be his hands and feet.
ͻ Tell students to cut 4 strips of white paper and have them fold them into a square back and forth to
make an accordion.
ͻ These will be his arms and legs.
ͻ Students glue the little shamrocks onto the white strips of paper and then on to the body.
ͻ Then, they glue the googly eyes and draw a mouth.
ͻ Finally, tell students to write Happy St Patrick’s Day on his back.

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St Patrick’s Day
Shamrock Man (template)

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 St Patrick’s Day
St Patrick’s Day Fortune Teller

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Easter
Easter Bunny Stand Up
What you need:
ͻ cutout section – Easter Bunny Stand Up;
ͻ markers or coloured pencils;
ͻ scissors.

Instructions:
ͻ Tell students to colour their Easter eggs and bunny.
ͻ Then students cut out the pictures as indicated on the cutout.
ͻ Finally, students fold the lines and insert the egg in the bunny so that it stands.

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 Easter
Pin the Tail on the Bunny

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Father’s Day
Best Dad Trophy
What you need:
ͻ cutout section – Best Dad Trophy;
ͻ markers or coloured pencils;
ͻ scissors.

Instructions:
ͻ Students cut out all the pieces carefully.
ͻ Help students decide what to write on the trophy.
ͻ Write examples on the board: You’re the best; Number 1 dad; I love you dad; To a special dad; Best
dad ever; You’re my world; 1st place in my heart.
ͻ Make sure students copy their sentence correctly before using any pen or marker.
ͻ Students colour and decorate the trophy.
ͻ Finally, students assemble all the parts so that the trophy can stand.

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 Mother’s Day
Mother’s Day Flower Pot
What you need:
ͻ cutout section – Mother’s Day Flower Pot;
ͻ markers or coloured pencils;
ͻ scissors;
ͻ glue.

Instructions:
ͻ Students cut out all the pieces carefully.
ͻ Elicit words that students can write in the flowers to their mums, write them on the board for
students to copy.
ͻ Make sure students copy their words correctly before using any marker.
ͻ Students glue the hand to the pot and the flowers to the tip of the fingers.
ͻ Finally, students colour and decorate their flower pot as they wish.

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5. Culture Corner

Starter Unit – The United Kingdom........................................................................................... 208

Unit 1 – School Around the World........................................................................................... 209

Unit 2 – Houses in the United Kingdom ........................................................................... 210

Unit 3 – Body Idioms .......................................................................................................................... 211

Unit 4 – Breakfast Around the World.................................................................................. 212

Unit 5 – Animals Around the World....................................................................................... 213

Unit 6 – My Holidays .......................................................................................................................... 214

Starter
Unit Name Date
The United Kingdom

1. Look and number.

4
3
5

8
7

a) Loch Ness monster e) Robin Hood

b) William Shakespeare f) Big Ben

c) University of Cambridge g) The Giant’s Causeway

d) Stonehenge h) Mount Snowdon

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Unit 1 Name Date
School Around the World

1. Read.
05

Children in Australia go to school for 200 days a

year. Summer holidays for Australian students are
from mid December to late January. A typical school
day is from 9 a.m. to 3:30 p.m. and they have lunch
at school. They should also wear a uniform.

Curious Minds
ͻ It is very hot in Australia and during summer
students must bring a hat to school. They have
adopted a sun protection policy for primary
students called No Hat No Play.

The school year in Ireland is from the beginning

of September until the end of June. A school day
usually starts at 9 a.m. and normally ends at 3 p.m.
Most children bring their lunch to school and
cafeterias are not common. Students must wear a
uniform.

Curious Minds
ͻ After school, children play Gaelic football.

2. Write the country.

a) The school year is from January to December. ___________________________________________________________
b) Summer holidays are in July and August. ________________________________________________________________
c) The school day ends at 3 p.m. ___________________________________________________________________________
d) Students have lunch in the cafeteria. ____________________________________________________________________

3. Complete the table.

Australia Ireland

a) summer holidays

b) school year

c) school day

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Unit 2 Name Date
Houses in the United Kingdom

1. Look and number.

1 3

2 4

a) cottage c) house

b) Buckingham Palace d) flat

2. Read.
Houses: Typical houses in the UK are made of bricks.
Flats: You can see flats in big towns and cities. Many families live in flats.
Cottages: You can see cottages in the country. The roofs are sometimes made of straw.
Buckingham Palace: This is the official home of the Queen of the United Kingdom.

3. Read. Then write yes or no.

a) Houses in England are made of ice. ______________________
b) Flats are typical in the country. ______________________
c) It is common to see cottages in the country. ______________________
d) Roofs on cottages are made of bricks. ______________________
e) The Queen lives in Buckingham Palace. ______________________

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Unit 3 Name Date
Body Idioms

1. Look, read and match the idioms to their meaning.

05 05

a) 1. To be good.

b) 2. To help someone.

c) 3. To love someone very much.

d) 4. Good luck!

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Unit 4 Name Date
Breakfast Around the World

1. Read and match.

Sarah from France

At weekends my family has
a) breakfast all together. We eat 1.
bread and croissants. I drink hot
chocolate or juice and my mum
and dad drink coffee.

James from Australia

In Australia I eat cornflakes and
b) milk for breakfast. I also have 2.
some toast with vegemite and I
drink orange juice. It’s very good.

Berk from Turkey

There’s a lot of food on the table for
c) breakfast in Turkey. I have cheese, 3.
olives, eggs, salami (sausage), bread
and honey. My family and I drink
black tea. I love breakfast.

Melissa from Britain

On Sundays my mum makes
d) breakfast. We eat sausages, eggs, 4.
tomatoes and beans. We also eat
toast and drink tea and juice.
Mum and dad drink coffee too.
05

2. Look and read. Put a tick (9) or a cross (8).

a) Sarah
b) James
c) Berk
d) Melissa

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Unit 5 Name Date
Animals Around the World

1. Look and number.

1 2 3 4 5

a) koala b) penguin c) panda d) parrot e) snowy owl

2. Read and write.

a) This animal can fly. It can be red, blue, green and yellow. It eats fruit. It can be found in South America
and other parts of the world.
It’s a ___________________________________ .
b) This animal lives in forests. It’s black and white. It eats bamboo. It can be found in Asia.
It’s a ___________________________________ .
c) This animal lives in Australia. It can be grey or brown. It eats leaves.
It’s a ___________________________________ .
d) This animal can swim. It’s black and white. It lives in Antarctica and eats fish.
It’s a ___________________________________ .
e) This animal can fly. It’s white and it can be found in North America. It eats other birds.
It’s a ___________________________________ .

3. Read again. Now match the animals to the continents.

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Unit 6 Name Date
My Holidays

1. Read and write the missing words.

sandcastles swimming sister kangaroos summer

1
Hi! My name is Max. I’m from Australia.
I spend my holidays at the beach.
I love a) ____________________. If you’re lucky,
you can see b) ____________________ at Pebbly
beach.

2
Hello! I’m called Liam. I’m from Brighton,
England. I usually go to Eastbourne beach
during my holidays. I can’t build
c) _______________________ because it’s a pebble
beach.

Hi! I’m Beatriz. I live in Portugal. During my

3 d) _________________________ holidays I go to
the Algarve. I play with my
e) ________________________ at praia da Rocha.
This means rock beach because it has very big
rocks.

2. Read again and match.

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6. NEE Worksheets

Starter Unit – Greetings from London

Worksheet A ........................................................................................................................................ 216
Worksheet B ........................................................................................................................................ 217

Unit 1 – At School
Worksheet A ........................................................................................................................................ 218
Worksheet B ........................................................................................................................................ 219

Unit 2 – My Community
Worksheet A ........................................................................................................................................ 220
Worksheet B ........................................................................................................................................ 221

Unit 3 – Our Body and Senses

Worksheet A ........................................................................................................................................ 222
Worksheet B ........................................................................................................................................ 223

Unit 4 – Food and Drink

Worksheet A ........................................................................................................................................ 224
Worksheet B ........................................................................................................................................ 225

Unit 5 – Let’s Go to the Zoo

Worksheet A ........................................................................................................................................ 226
Worksheet B ........................................................................................................................................ 227

Unit 6 – Let’s Go Outside

Worksheet A ........................................................................................................................................ 228
Worksheet B ........................................................................................................................................ 229
Started
Unit Name Date

1. Read and complete about yourself.

Hi, my name is Lucy. Hi, my name is

I’m 9 years old and _________________________.
I’m from India. I’m _________ years old and
I’m from ___________________.

2. Read and draw lines.

a) I’m from the USA. 1. I’m Portuguese.

b) I’m from Ireland. 2. I’m South African.
c) I’m from Portugal. 3. I’m Australian.
d) I’m from South Africa. 4. I’m Irish.
e) I’m from Australia. 5. I’m American.

3. Read and circle the days of the week.

S U N D A Y L T W
Monday A H G B V S R H E
T U E S D A Y U D Friday
Tuesday U J F K P Q A R N
R T R E G T F S E Saturday
Wednesday D Y I O E A T D S
A U D B S F K A D Sunday
Thursday Y O A Z H X B Y A
J P Y M O N D A Y

4. Look, read and colour.

a) The second car is red.
b) The third car is orange.
c) The first car is yellow.

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Started
Unit Name Date

1. Read and draw lines.

a) What’s your name? 1. I’m from Australia.

b) How old are you? 2. I’m 10 years old.
c) Where are you from? 3. My name is Jill.
d) What’s your nationality? 4. I’m Australian.

2. Look and complete.

a) She is ___ m ___ r ___ c ___ n. b) He is Br ___ ti ___ h. c) She is C ___ n ___ d ___ ___ n.

3. What comes next? Read and write.

a) Monday Tuesday ___________________________
Saturday
b) Thursday Friday ___________________________ Wednesday
c) January February ___________________________ March
d) April May ___________________________ September
December
e) July August ___________________________
June
f) October November ___________________________

4. Read, circle and write.

afirstbsecondcthirdafourthbfifthcsixthfseventhkeighthdninthmtenthz

a) 1st = f ___ ___ ___ ___ b) 2nd = s ___ ___ ___ ___ ___ c) 3rd = t ___ ___ ___ ___
d) 4th = f ___ ___ ___ ___ ___ e) 5th = f ___ ___ ___ ___ f) 6th = s ___ ___ ___ ___
g) 7th = s ___ ___ ___ ___ ___ ___ h) 8th = e ___ ___ ___ ___ ___ i) 9th = n ___ ___ ___ ___
j) 10th = t ___ ___ ___ ___

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Unit 1 Name Date

1. Look, read and write.

library music room cafeteria art room

a) ____________________ b) ____________________ c) ____________________ d) ____________________

2. Look, read and put a tick (‫ )ݱ‬or a cross (‫)ݵ‬.

a) He is running. c) She is reading.

b) They are singing. d) He is drawing.

3. Look, read and match.

1 a) It’s half past eight.

4

b) It’s quarter past four.

c) It’s twelve o’clock.

2 5
d) It’s quarter to four.

e) It’s seven o’clock.

3 f) It’s half past two. 6

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Unit 1 Name Date

1. Look and match.

a) 1.

b) 2.

c) 3.

d) 4.

2. Look, read and write.

It’s half past eight

a) ___________________________ . c) ___________________________ . It’s quarter past twelve
It’s quarter to four
It’s seven o’clock

b) ___________________________ . d) ___________________________ .

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Unit 2 Name Date

1. Look, read and write.

bathroom kitchen hall garden living room bedroom

a) ___________________________ b) ____________________________ c) ____________________________

d) ___________________________ e) ____________________________ f) ____________________________

2. Read, match and draw.

1 2 a) lamp 7
b) mat
c) bed
d) picture

e) sofa
f) TV 8
3 4
g) cupboard

h) mirror
i) bath
j) bookcase

5 6 10
9

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Unit 2 Name Date

1. Look and unscramble.

a) S T U N T E R A R A b) R T I A N S T T O I N A
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

c) P T I H O A L S d) S P U E M R E R T A K
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

2. Read and write the names.

a) Jack lives opposite Mary.
b) Peter lives between Mary and John.
c) Sam lives opposite John.
d) Daisy lives between Sam and Jack.

Peter

Jack

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Unit 3 Name Date

1. Look and write the colours. Then colour accordingly.

b ___ u ___
1 g ___ e ___n 2

r ___ ___ g ___ e___ n

p___ r ___ l ___

w ___ i ___ e
y ___ ll ___ ___

b ___ u ___
p ___ n ___

o ___ a ___ g ___ p ___ n ___

r ___ ___
3 p___ r ___ l ___ 4
r ___ ___
b ___ a ___ k

b ___ a ___ k
o ___ a ___ g ___

g ___ e ___ n b ___ o ___ n

y ___ ll ___ ___ b ___ u ___

y ___ ll ___ ___

b ___ o ___ n
r ___ ___ b ___ u ___ g ___ ___ y
r ___ ___
5 6

p ___ n ___ b ___ u ___

o ___ a ___ g ___

p___ r ___ l ___
p___ r ___ l ___
y ___ ll ___ ___ r ___ ___

y ___ ll ___ ___ g ___ e ___ n

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Unit 3 Name Date

1. Look and write.

d) h
____________________
_
a) s
____________________
_
head
e) h
____________________
__________
_____________ arm
leg
b) a
____________________
_ foot
f) l
____________________
_ shoulder
knee
hand
c) k
____________________
_ g) f
____________________
_

2. What’s missing? Look, draw and write.

a) ___ y ___ s b) ___ ___ rs c) n ___ s ___ d) h ___ ___ r e) m ___ ___ th

3. Look and read. Put a tick (‫ )ݱ‬or a cross (‫)ݵ‬.

a) This is a hand. d) This is an arm.

b) This is a leg. e) This is a knee.

c) This is an eye. f) This is a mouth.

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Unit 4 Name Date

1. Look, read and write.

a) a ___ ___ ___ e

b) p ___ ___ r

c) b ___ ___ ___ ___ a

orange
pear
d) o ___ ___ ___ ___ e strawberry
banana
apple
e) p ___ ___ ___ ___ ___ ___ ___ e grapes
watermelon
pineapple
f) s ___ ___ ___ ___ ___ ___ ___ ___ y

g) w ___ ___ ___ ___ ___ ___ ___ ___ n

h) g ___ ___ ___ ___ s

2. Draw your favourite fruit.

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Unit 4 Name Date

1. Look, read and match.

1
a) beans 4
b) potato
2 c) carrot

d) onion 5
e) peas
3 f) tomato
6

2. Look and match the drinks.

a) water b) milk c) juice

3. Look, read and colour.

thirty-five 63

fifty-one 82

sixty-three 97

eighty-two 35

ninety-seven 51

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Unit 5 Name Date

1. Look, read and match.

1
9
a) lion

b) crocodile
2
c) horse 10
d) giraffe
3 e) tiger
11
f) cow
4 g) hippo

h) pig 12

5 i) monkey

j) chicken 13
k) elephant
6 l) sheep

m) duck 14
7
n) mouse

o) snake 15
8

2. Draw your favourite animal.

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Unit 5 Name Date

1. Look, read and put a tick (‫ )ݱ‬or a cross (‫)ݵ‬.

jump swim fly swing run

tiger

horse

snake

duck

monkey

crocodile

mouse

cow

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Unit 6 Name Date

1. Look, read and match.

1 2 3 4 5

6 7 8 9 10

a) skateboard d) swim g) play Frisbee i) have a picnic

b) fly a kite e) go for a walk h) ride a bike j) rollerblade

c) surf f) go camping

2. What can you do? Tick (‫ )ݱ‬the boxes.

a) d)

b) e)

c) f)

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Unit 6 Name Date

1. Look, read and draw.

a) two pails c) three shovels

b) four dresses d) five fish

2. Look, read and complete with this, that, these or those.

Th ____ s ____ are

a)
my footballs.

Th ____ s is my
b)
hat.

Th ____ t is my
c)
sunscreen.

Th ____ s ____ are

d)
my flip flops.

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 Notes
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7. Just for Fun

Starter Unit – Birthdays .............................................................................................................. 232

Starter Unit – Race Track (board game and cards) ................................................................ 233
Unit 1 – Where Are They? .......................................................................................................... 235
Unit 2 – Home Sweet Home (board game and cards) ........................................................... 236
Unit 3 – Body Bingo ..................................................................................................................... 239
Unit 3 – Guess Who? ................................................................................................................... 240
Unit 4 – Magical Numbers .......................................................................................................... 241
Unit 5 – Animal Pairs ................................................................................................................... 242
Unit 5 – How Many Animals? .................................................................................................... 243
Unit 6 – Ice Cream Flavours ....................................................................................................... 244
Starter
Unit Name Date
Birthdays

1. Ask and complete.

January February March April

May June July August

September October November December

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Unit 1 Name Date
Race Track

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Unit 1
Race Track (cards)

Miss a turn. Move forward two spaces. Move backwards two spaces.

Miss a turn. Move forward two spaces. Move backwards two spaces.

What’s your name? How old are you? When’s your birthday?

Name three English speaking

Where are you from? What day is it today?
countries.

What’s today’s date? What’s your favourite season? What are you wearing?

Have you got any brothers What’s your best friend’s

What’s your teacher wearing?
or sisters? name?

Name three different

Name eight colours. Name four animals.
nationalities.

Name three words beginning

Name the days of the week. Name the four seasons.
with the letter C.

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Unit 1 Name Date
Where Are They?

1. Read and write.

a) Squeaky is here. Count 16 from start. Go back 4 bus

stops. Go back 11 bus stops. Go forward 24 bus stops.
Go back 18 bus stops. Go forward 11 bus stops. Go back
3 bus stops. Go forward 6 bus stops. Go back 7 bus stops.
Go back 10 bus stops. P __ __ __ __ __ __ __ __ __
b) Simon is here. Count 7 from start. Go forward 18 bus
stops. Go back 12 bus stops. __ __ __
c) Maria is here. Count 13 from start. Go forward 8 bus
stops. Go back 2 bus stops. Go back 10 bus stops.
Go back 6 bus stops. Go forward 15 bus stops.
Go back 3 bus stops. Stay here. Go back 2 bus stops. __ __ __ __ __ __ __ __ __ __
d) Mrs Green is here. Count 3 from start. Go forward 9 bus
stops. Go back 11 bus stops. Go forward 18 bus stops.
Stay here. Go back 1 bus stop. Go back 3 bus stops. Stay
here. Go back 2 bus stops. __ __ __ __ __ __ __ __ __

2. Where are they? Look and write the names.

a) _________________________ b) _________________________

c) _________________________ d) _________________________

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Unit 2 Name Date
Home Sweet Home (board game)

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Unit 2
Home Sweet Home (cards)
Home Sweet Home Home Sweet Home Home Sweet Home

You want to play. It’s time for English. It’s time for lunch.
Go to the… Go to the… Go to the…

Home Sweet Home Home Sweet Home Home Sweet Home

You want to see animals. You want to buy You want to read a book.
Go to the… a new book. Go to the…
Go to the…

Home Sweet Home Home Sweet Home Home Sweet Home

You want to watch a film. You need to buy apples. You are sick.
Go to the… Go to the… Go to the…

Home Sweet Home Home Sweet Home Home Sweet Home

You need to pick up You want to fly a kite. It’s time for Music.
your cousin. Go to the… Go to the…
Go to the…

Home Sweet Home Home Sweet Home Home Sweet Home

It’s time for dinner. You want to see birds. You want to buy
Go to the… Go to the… new comics.
Go to the…

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Unit 2
Home Sweet Home (cards)
Home Sweet Home Home Sweet Home Home Sweet Home

You want to use You want some popcorn. You need to buy ice cream.
a computer. Go to the… Go to the…
Go to the…

Home Sweet Home Home Sweet Home Home Sweet Home

You want to visit a friend You want to go to You do your homework.

who is sick. a new town.
Go to the… Go to the…

Home Sweet Home Home Sweet Home Home Sweet Home

You help your mum. You speak English in class. You respect your
teacher and friends.

Home Sweet Home Home Sweet Home Home Sweet Home

You clean your bedroom. You don’t do your You don’t help your mum.
homework.

Home Sweet Home Home Sweet Home Home Sweet Home

You don’t speak English You don’t respect your You don’t clean
in class. teacher and friends. your bedroom.

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Unit 3

Body Bingo

head body senses

Body Bingo

head body senses

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Unit 3
Guess Who?

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

17 18 19 20

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Unit 4 Name Date
Magical Numbers

1. Look and write the missing numbers.

2 6 10 14 18
5 15 25 35 45
00 11 33 55 77 99

2. How old are you? Do the maths.

Step 1: Write down the first number of your age.

For example, 1 if you’re 10, but 0 if you’re 09. ___________

Step 2: Multiply that number by 5. ___________

Step 3: Add 3. ___________

Step 4: Multiply by 2. ___________

Step 5: Add the second number of your age. ___________

Step 6: Subtract 6. ___________

You are ___________ years old!

3. Do the maths.

Step 1: Choose a number between 1 and 20. ___________

Step 2: Add 9. ___________

Step 3: Multiply this number by 2. ___________

Step 4: Subtract 4. ___________

Step 5: Divide by 2. ___________

Step 6: Subtract the original number. ___________

The answer is 7!

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Unit 5
Animal Pairs

lion tiger

giraffe crocodile

elephant hippo

snake monkey

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Unit 5 Name Date
How Many Animals?

1. Look, count and write.

a) There are _________________________________ tigers. e) __________________________________ giraffes.

b) There is ________________________________ crocodile. f) ____________________________________ snakes.

c) ________________________________________ elephant. g) _____________________________________ lions.

d) ________________________________________ monkeys.

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Unit 6 Name Date
Ice Cream Flavours

1. Read, match and colour.

Does a
Do monkeys Where’s the Where do
hippo have
eat fruit? park? you live?
four legs?

Can you
swim?
Does a
Do giraffes Can he
snake have
eat meat? surf?
legs?

It’s opposite Yes, No, Yes,

the library. they do. it doesn’t. it does.

Yes,
I can.
No, No, I live in
they don’t. he can’t. London.

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8. Extra Material

Starter Unit – Friend Fact File .................................................................................................... 246

Starter Unit – Kites – Behaviour Chart ..................................................................................... 247
Unit 1 – The 3 R’s........................................................................................................................... 248
Unit 2 – Where Am I? .................................................................................................................. 249
Unit 2 – My Home ........................................................................................................................ 250
Unit 3 – My Monster ................................................................................................................... 251
Unit 3 – Parts of the Body .......................................................................................................... 252
Unit 4 – Bingo ............................................................................................................................... 253
Unit 4 – Class Survey: What’s your favourite fruit or vegetable? ....................................... 255
Unit 5 – Crazy Animals ................................................................................................................ 256
Unit 5 – Old MacDonald Had a Farm ........................................................................................ 257
Unit 5 – Snakes and Ladders ...................................................................................................... 258
Unit 6 – Activity Charades .......................................................................................................... 260
Unit 6 – Activities Bingo (mini flashcards and templates) ................................................... 261
Unit 6 – I Can Do it All! ................................................................................................................ 263
Unit 6 – Word Groups ................................................................................................................. 264
All Units – Alphabet Book ........................................................................................................... 265
All Units – Be Polite ..................................................................................................................... 267
All Units – Funometer ................................................................................................................. 268
All Units – Salt and Pepper ......................................................................................................... 269
All Units – My Lessons ................................................................................................................. 270
Starter
Unit
Kites – Behaviour Chart

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Starter
Unit

Friend Fact File

Ask and answer.

05

Me My friend

Name

Age

School

Nationality

Brothers / sisters

Favourite colour

Favourite book

Ask and answer.

05

Me My friend

Name

Age

School

Nationality

Brothers / sisters

Favourite colour

Favourite book

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Unit 1 Name Date
The 3 R’s

Listen and complete.

reduce six reuse throw recycle number

reduce eighteen recycle three two reuse

Three it’s a magic a) __________________________

Yes it is, it’s a magic number
Because two times three is b) __________________________
And three times six is c) __________________________
And the eighteenth letter in the alphabet is R
We’ve got three R’s we’re going to talk about today

We’ve got to learn to

d) __________________________, Reuse, Recycle
Reduce, e) __________________________, Recycle
Reduce, Reuse, f) __________________________
Reduce, Reuse, Recycle

Reuse, we’ve got to learn to reuse

And if the first g) __________________________ R’s don’t work out
And if you’ve got to make some trash
Don’t h) __________________________ it out
Recycle, we’ve got to learn to recycle,

We’ve got to learn to

i) __________________________, Reuse, Recycle
Reduce, j) __________________________, Recycle
Reduce, Reuse, k) __________________________
Reduce, Reuse, Recycle
Because l) __________________________ it’s a magic number
Yes it is, it’s a magic number
Jack Johnson

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Unit 2 Name Date
Let’s Hide and Seek

1. Ask and answer.

Mary

Kim
and Pat

Alex

Grace
and Jack

Vickie

Jon
and Chris

2. Ask and answer.

Mary

Kim
and Pat

Alex

Grace
and Jack

Vickie

Jon
and Chris
05 05

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Unit 2 Name Date
My Home

1. Look, read and complete.

This is my home. There are two

a) __________________________.
My favourite room is the study.
In the study, you can see a
b) __________________________, a desk
and a c) __________________________.

2. Now write about your home.

There are rooms in my house. My favourite room is the

____________________________________________________________________________________________________ .
In my favourite room, there is
_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

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Unit 3
Parts of the Body

head hair left eye right eye

nose mouth left ear right ear

left shoulder right shoulder left arm right arm

left leg right leg left knee right knee

left foot right foot toes fingers

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Unit 3 Name Date
My Monster

1. Read, roll the dice and draw.

________________ head(s) _________________ eye(s) _________________ ear(s) ________________ nose(s)

______________ mouth(s) _________________ arm(s) ______________ foot/feet

2. Describe your monster.

My monster has got

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

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Unit 4 Name Date
Class Survey
What’s your favourite fruit or vegetable?

Fruits and vegetables Students’ names

apple

banana

beans

carrot

grapes

orange

onion

peas

pear

pineapple

potato

tomato

strawberry

watermelon

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Unit 4
Bingo (templates)

Seesaw Bingo Seesaw Bingo

Seesaw Bingo Seesaw Bingo

Seesaw Bingo Seesaw Bingo

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Unit 4
Bingo (numbers)

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

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Unit 5
Snakes and Ladders (board game)

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Unit 5
Snakes and Ladders (cards)

Miss a turn. Move forward two spaces. Move backwards two spaces.

Miss a turn. Move forward two spaces. Move backwards two spaces.

What’s your name? How old are you? When’s your birthday?

Name three English speaking

Where are you from? What day is it today?
countries.

What’s today’s date? What time is it? When do you have English?

Where do you live? Who do you look like? What’s your favourite fruit?

What’s your favourite vegetable? What fruit do you like? What vegetables don’t you like?

Name three farm animals. Name three zoo animals. What’s your favourite animal?

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Unit 5 Name Date
Old MacDonald Had a Farm

1. Listen and complete.

Old MacDonald had a farm Old MacDonald had a farm

E-I-E-I-O E-I-E-I-O
And on his farm he had a a) ________________ And on his farm he had a i) ________________
E-I-E-I-O E-I-E-I-O
With a b) ________________ ________________ here With a j) ________________ ________________ here
And a moo moo there And a baa baa there
Here a moo, there a moo Here a baa, there a baa
Everywhere a moo moo Everywhere a baa baa
Old MacDonald had a farm
E-I-E-I-O
Old MacDonald had a farm
E-I-E-I-O Old MacDonald had a farm
Old MacDonald had a farm E-I-E-I-O
E-I-E-I-O And on his farm he had some k) ________________
And on his farm he had a c) ________________ E-I-E-I-O
E-I-E-I-O With a l) ________________ ________________ here
With an c) ________________ ________________ here And a cluck cluck there
And an oink oink there Here a cluck, there a cluck
Here an oink, there an oink Everywhere a cluck
Everywhere an oink oink
With a baa baa here
And a baa baa there
Old MacDonald had a farm Here a baa, there a baa
E-I-E-I-O Everywhere a baa
Old MacDonald had a farm
E-I-E-I-O With a neigh neigh here
And on his farm he had a e) ________________ And a neigh neigh there
E-I-E-I-O Here a neigh, there a neigh
With a f) ________________ ________________ here Everywhere a neigh
And a quack quack there
Here a quack, there a quack With a quack quack here
Everywhere a quack quack And a quack quack there
Here a quack, there a quack
Everywhere a quack
Old MacDonald had a farm
E-I-E-I-O With an oink oink here
Old MacDonald had a farm And an oink oink there
E-I-E-I-O Here an oink, there an oink
And on his farm he had a g) ________________ Everywhere an oink
E-I-E-I-O
With a moo moo here
With a h) ________________ ________________ here
And a moo moo there
And a neigh neigh there
Here a moo, there a moo
Here a neigh, there a neigh
Everywhere a moo
Everywhere a neigh neigh
Old MacDonald had a farm Old MacDonald had a farm
E-I-E-I-O E-I-E-I-O

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Unit 5
Crazy Animals

Cut into pieces and make your crazy animal.

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Unit 6
Activity Charades

swim skateboard have a picnic

2 points 3 points 4 points

fly a kite go for a walk ride a bike

2 points 3 points 4 points

build sandcastles rollerblade play volleyball

2 points 3 points 4 points

go camping surf play Frisbee

2 points 3 points 4 points

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Unit 6
Activities Bingo (mini flashcards)

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Unit 6

Activities Bingo
05

Activities Bingo
05

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 Unit 6
I Can Do it All!

I Can Do it All!

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By: ___________________________________________________

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Unit 6 Name Date
Word Groups

Write the words in the correct group.

orange sandcastles bedroom banana pail

cow lion grapes lamp monkey
shovel sunscreen strawberry sunglasses horse
sheep apple cupboard mirror bath

Animals
Beach

___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

House
Fruit and
vegetables

____________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

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 A is for an apple

D
B

E
W
U

Y
T

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 M

Q
O
N

R
P

S
G

K
F

L
J
I

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Name Date
Be Polite

Look, read and write.

Thank you. Bless you! I’m sorry. Thank you!

Could you lend me

Pardon. Excuse me. This is for you. your rubber, please?

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 Funometer

Unit: ________________ Activity: _________________________________________________________

Unit: ________________ Activity: _________________________________________________________

Unit: ________________ Activity: _________________________________________________________

Unit: ________________ Activity: _________________________________________________________

Unit: ________________ Activity: _________________________________________________________

Unit: ________________ Activity: _________________________________________________________

Unit: ________________ Activity: _________________________________________________________

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 Salt and Pepper

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 Name Date
My Lessons

Unit 1 – At School

Colour your favourite lessons.

Reading Talking about

Telling time
You’re Late! recycling
05

Write three new words.

1. _____________________________ 2. _______________________________ 3. _____________________________

Write two sentences about yourself.

1. _____________________________________________________________________________________________________________

2. _____________________________________________________________________________________________________________

Unit 2 – My Community

Colour your favourite lessons.

Reading Playing Making

Around Town! Guess My House a box town
05

Write three new words.

1. _____________________________ 2. _______________________________ 3. _____________________________

Write two sentences about yourself.

1. __________________________________________________________________________________________

2. _____________________________________________________________________________________________________________

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Name Date

Unit 3 – Our Body and Senses

Colour your favourite lessons.

Singing Reading Talking about

the song After School! our senses
05

Write three new words.

1. _____________________________ 2. _______________________________ 3. _____________________________

Write two sentences about yourself.

1. _____________________________________________________________________________________________________________

2. _____________________________________________________________________________________________________________

Unit 4 – Food and Drink

Colour your favourite lessons.

Reading Talking about Making

I Am Hungry! healthy food a food wheel
05

Write three new words.

1. _____________________________ 2. _______________________________ 3. _____________________________

Write two sentences about yourself.

1. _____________________________________________________________________________________________________________

2. _____________________________________________________________________________________________________________

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 Name Date

Unit 5 – Let’s Go to the Zoo

Colour your favourite lessons.

Singing Reading Let’s Feed Making an animal

the song the Farm Animals! farm
05

Write three new words.

1. _____________________________ 2. _______________________________ 3. _____________________________

Write two sentences about yourself.

1. _____________________________________________________________________________________________________________

2. _____________________________________________________________________________________________________________

Unit 6 – Let’s Go Outside!

Colour your favourite lessons.

Talking about outdoor Reading Whose Talking about

activities sunglasses are these? sun safety
05

Write three new words.

1. _____________________________ 2. _______________________________ 3. _____________________________

Write two sentences about yourself.

1. _____________________________________________________________________________________________________________

2. _____________________________________________________________________________________________________________

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9. Assessment Bank

Placement Test ................................................................................................................................. 274

Unit 1 Test
• Listening ............................................................................................................................................. 279
• Reading & writing ....................................................................................................................... 280
• Speaking ............................................................................................................................................ 283

Unit 2 Test
• Listening ............................................................................................................................................. 284
• Reading & writing ....................................................................................................................... 285
• Speaking ............................................................................................................................................ 288

Unit 3 Test
• Listening ............................................................................................................................................. 289
• Reading & writing ....................................................................................................................... 290
• Speaking ............................................................................................................................................ 293

Unit 4 Test
• Listening ............................................................................................................................................. 294
• Reading & writing ....................................................................................................................... 295
• Speaking ............................................................................................................................................ 298

Unit 5 Test
• Listening ............................................................................................................................................. 299
• Reading & writing ....................................................................................................................... 300
• Speaking ............................................................................................................................................ 303

Unit 6 Test
• Listening ............................................................................................................................................. 304
• Reading & writing ....................................................................................................................... 305
• Speaking ............................................................................................................................................ 308

Transcripts .......................................................................................................................................... 309

Answer Keys ....................................................................................................................................... 317

Grids
• Listening, reading & writing correction grid ......................................................... 321
• Speaking assessment grid ................................................................................................... 327
 Placement Test

Name Date

No. School Teacher

1. Match, write and colour.

br lue 
oran en 
ye nk 
pur ge 
re llow 
yellow

b d 
gre ple 
bl own 
pi ack 

2. Count, add and write.

a) + = 
six 
b) + = 
c) + = 
d) + = 
e) + = 
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3. Look, unscramble and write.

a) 11 evlene  f) 16 xteesin 

b) 12 telwev  g) 17 tneseevne 

c) 13 tenehtir  h) 18 ihetgene 

d) 14 tfeouner  i) 19 inenente 

e) 15 eftienf  j) 20 wteynt 

4. Read and write the days of the week in the correct order.

Thursday Monday

Wednesday

Sunday

Friday

Saturday

Monday

Tuesday

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Test 1

5. Look, unscramble and write.

a) 
It’s . r n i g
.
d) It’s l o
n a i c d

b) 
It’s . o t h .
e) It’s d n y
w i

l u y
c) 
It’s . o c d .
f) It’s u n y
s n

6. Look, circle and write.

p b e r a x j u m p e r
s h o e s d a m k p o w
a)  v n m l i o c d f d t j
g) 
y i v c w c k t e r o t
s o c k s a e s d e r y
h) 
b)  p t p t r p t h r s f h
q r f n e z x i x s e x
z t r a i n e r s q d f
g e d k g c v t z s c p
c)  a s b t r o u s e r s r i) 

d)  e)  f) 

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7. Read and match.

a) Have you got any brothers or sisters? 1. It’s Peter.

b) What’s your father’s name? 2. My pet’s name is Rex.

c) What’s your pet’s name? 3. Yes, I’ve got two fish and a cat.

d) Have you got any pets? 4. Yes, I’ve got a brother.

8. Look and read. Write yes or no.

a) There is a T-shirt on the bed. 

b) There are socks on the chair. 
c) There is a cap in the schoolbag. 
d) There are trainers under the bed. 
e) There are shoes behind the door. 
f) There is a jacket on the chair. 
g) There is a jumper on the bed. 
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 9. Read and match.

a) Simon loves going to the beach. 1.

A
b) Sean likes swimming. 2.


c) Maria loves wearing T-shirts. 3.

d) Squeaky hates the sea. 4.

10. Look at the picture. Answer the questions.

a) How many books are there? .

There are
 b) How many schoolbags are there? .
 c) How many rubbers are there? .
d) How many pencils are there? .
e) How many pens are there? .
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Test 1
Unit 1
At School Name Date

Enc. Educação Grade Teacher

1. Listen and draw lines.

Maria Simon

Mrs Green Sally

2. Listen and tick the box.

a) What is Simon doing?

1 2 3

b) Where is Maria?
1 2 3

c) What time is English?

1 2 3

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Test 1
Unit 1
At School Name Date

Enc. Educação Grade Teacher

1. Look and read. Write yes or no.

a) The children in the library are reading. ____________________

b) There are eight students in the cafeteria. ____________________

c) It’s 10 o’clock. ____________________

d) There are three students in the library. ____________________

e) Simon is playing computer games. ____________________

2. Unscramble the letters.

a) TRA ORMO ___ ___ ___ ___ ___ ___ ___ d) TI OMOR ___ ___ ___ ___ ___ ___

b) ETAFCIRAE ___ ___ ___ ___ ___ ___ ___ ___ ___ e) IRBYLAR ___ ___ ___ ___ ___ ___ ___

c) USICM MORO ___ ___ ___ ___ ___ ___ ___ ___ ___ f) LACMSORSO ___ ___ ___ ___ ___ ___ ___ ___ ___

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Test 1
Unit 1
At School

3. Look and complete.

A B

C D

It’s half ________________________________________ and they are ________________________________________ .

It’s ________________________ and ________________________ is playing the recorder.

It’s ________________________________________ and he __________________________________________________ .

____________________________________________________________________________________________________ .

4. Read. Choose a word from the box and complete.

on after at on love in

Hello! My name is Charlie. My birthday is a) ___________________

th
the 27 of April. I b) ____________________ running and playing
football.
I wake up c) ____________________ 8 o’clock to go to school.
My classes start d) ____________________ September. I have
English e) ____________________ Tuesdays and Thursdays.
I do our homework f) ____________________ school.

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Test 1
Unit 1
At School

5. Read and choose the best answer.

1. Do you like running?
a) Yes, I do.

b) No, thank you.

c) Yes, please.

2. I love reading. How about you?

a) No, I haven’t.

b) I’m well, thank you.

c) Me too.

3. When do you have English?

a) On Fridays.

b) Yes, I have it.

c) No, I haven’t.

4. What time is school?

a) In September.

b) At half past eight.

c) School is great.

5. When do you do your homework?

a) No, I don’t.

b) I like it very much.

c) After school.

6. Read and write.

a) When is your birthday? ________________________________________________________________________________ .

b) What time do you have English? _______________________________________________________________________ .

c) When do you do your homework? _____________________________________________________________________ .

d) Do you like running? __________________________________________________________________________________ .

e) Do you like drawing? __________________________________________________________________________________ .

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Test 1
Unit 1
At School Name Date

Enc. Educação Grade Teacher

1. Find the differences.

2. Answer.

a) When is your birthday?

b) When do you have English?

c) When do you do your homework?

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Test 2
Unit 2
My Community Name Date

Enc. Educação Grade Teacher

1. Listen and colour.

2. Listen and tick the box.

a) Squeaky is in the...

1 2 3

b) The school is next to the...

1 2 3

c) The restaurant is opposite the...

1 2 3

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Test 2
Unit 2
My Community Name Date

Enc. Educação Grade Teacher

1. Look and read. Write yes or no.

a) Simon is in the living room. _____________ d) The sofa is black. _____________

b) Simon’s mother is in the kitchen. _____________ e) The kitchen is next to the study. _____________

c) The TV is in the bedroom. _____________ f) Grandpa is in the garden. _____________

2. Look and unscramble.

LPMA
AOFS
RROMIR TMA

a) ___ ___ ___ ___ ___ ___ b) ___ ___ ___ c) ___ ___ ___ ___ d) ___ ___ ___ ___

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Test 2
Unit 2
My Community

3. Read, look and match.

1 2 3
a) dining room

b) kitchen
6
c) living room

d) bedroom

e) study

f) bathroom

4 5

4. Read, look and complete.

TV pictures flats sofa hall

I am in houses or a) ___________________.
In Simon’s house, the b) ___________________
is the room next to me. You can see a
c) _____________________ in me. Families
usually put d) _____________________ of them
on my walls. They also like watching
e) _____________________ in me.
What am I? I am a living room.

5. Look, read and complete.

a) The park is __________________ the bookshop.

b) The restaurant is __________________ the school and the bookshop.

c) The zoo is opposite the __________________ .

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Test 2
Unit 2
My Community

6. Read and choose the best answer.

1. Where do you live?

a) In London.
b) In the kitchen.
c) In the zoo.

2. What’s your favourite room?

a) I love it.
b) My bedroom.
c) Sure

3. Is your house made of bricks?

a) Yes, it is.
b) I like it very much.
c) I love my house.

4. Where can you play football?

a) I love reading.
b) On Mondays.
c) In the park.

5. Where does Grace live?

a) After school.
b) Next to the school.
c) The zoo.

7. Read and write.

a) Where do you live? ______________________________________________________________________________ .

b) Do you live in a house or a flat? ___________________________________________________________________ .

c) What is your favourite room? _____________________________________________________________________ .

d) What can you see in your bedroom? ______________________________________________________________ .

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Test 2
Unit 2
My Community Name Date

Enc. Educação Grade Teacher

1. Find the differences.

2. Answer.

a) Where do you live?

b) Tell me about your bedroom.

c) Where’s your school?

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Test 3
Unit 3
Our Body
and Senses Name Date

Enc. Educação Grade Teacher

1. Listen and draw lines.

a) John b) Tony c) Chris d) David e) Paul

1 3
2

4 5

2. Listen and colour.

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Test 3
Unit 3
Our Body
and Senses Name Date

Enc. Educação Grade Teacher

1. Look and read. Write yes or no.

a) There are three monsters in the picture. ________________

b) The first monster has got short hair. ________________

c) The first monster has got three eyes. ________________

d) The second monster has got four arms. ________________

e) The second monster has got six fingers. ________________

f) The first monster has got three legs. ________________

g) The second monster has got three feet. ________________

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Test 3
Unit 3
Our Body
and Senses

2. Look and unscramble.

YEE HRIA
a) ___ ___ ___ e) ___ ___ ___ ___

OMTUH OSNE
b) ___ ___ ___ ___ ___ f) ___ ___ ___ ___

DANH MRA
c) ___ ___ ___ ___ g) ___ ___ ___

EEKN TFEE
d) ___ ___ ___ ___ h) ___ ___ ___ ___

3. Look and write a or an and the part of the body.

a) __________________ d) __________________

b) __________________ e) __________________

c) __________________ f) __________________

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Test 3
Unit 3
Our Body
and Senses

4. Look, read and complete.

run look listen wave smile

a) You __________________________________ with your hands.

b) You __________________________________ with your eyes.

c) You __________________________________ with your mouth.

d) You __________________________________ with your ears.

e) You __________________________________ with your feet and legs.

5. Read and write.

a) What colour is your hair?

____________________________________________________________________________________________________

b) Is your hair long or short?

____________________________________________________________________________________________________

c) Who do you look like?

____________________________________________________________________________________________________

d) Which senses start with the letter T?

____________________________________________________________________________________________________

e) Which senses start with the letter S?

____________________________________________________________________________________________________

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Test 3
Unit 3
Our Body
and Senses Name Date

Enc. Educação Grade Teacher

1. Find the differences.

2. Answer.

a) What colour are your eyes?

b) What colour are your mum’s eyes?

c) Has your dad got brown eyes?

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Test 4
Unit 4
Food and Drink Name Date

Enc. Educação Grade Teacher

1. Listen and colour.

2. Listen and tick the box.

a) What does Anne have for breakfast?

1 2 3

b) What’s Tom’s favourite food?

1 2 3

a) What fruit does James like?

1 2 3

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Test 4
Unit 4
Food and Drink Name Date

Enc. Educação Grade Teacher

1. Look and read. Write yes or no.

a) There are four watermelons. ________________

b) The tomatoes are next to the potatoes. ________________

c) There are three boys. ________________

d) One boy is eating a banana. ________________

e) The apples are between the bananas ________________

and the pineapples.

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Test 4
Unit 4
Food and Drink

2. Look and unscramble.

MTTOOA EPSA NSBEA GEOARN

a) ___ ___ ___ ___ ___ ___ b) ___ ___ ___ ___ c) ___ ___ ___ ___ ___ d) ___ ___ ___ ___ ___ ___

PLAPE NAANAB CSEEHE TERWA

e) ___ ___ ___ ___ ___ f) ___ ___ ___ ___ ___ ___ g) ___ ___ ___ ___ ___ ___ h) ___ ___ ___ ___ ___

3. Read, look and write.

yellow fruit monkeys kitchen breakfast

I am a a) _____________________ and not a vegetable. I am b) _____________________. You can see

me in your house in the c) _____________________. d) _____________________ love to eat me.
You can eat me at e) _____________________ or during snack time.
What am I? I am a banana.

4. Read and choose the best answer.

1. What do you want for breakfast?

a) No, you don’t. b) A cheese and ham sandwich. c) At 8 o’clock.

2. Do you want some milk?

a) No, it isn’t. b) Yes, they are. c) Yes, please.

3. What do you want for lunch?

a) It’s my favourite. b) Meat and potatoes. c) At 12 o’clock.

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Test 4
Unit 4
Food and Drink

5. Read and write the number.

a) twenty-two ___________________ f) seventy-eight ___________________

b) thirty-four ___________________ g) eighty-nine ___________________

c) forty-five ___________________ h) ninety-six ___________________

d) fifty-one ___________________ i) a hundred ___________________

e) sixty-three ___________________

6. Look and write the number.

a) 77 _____________________________________

b) 65 _____________________________________

c) 42 _____________________________________

d) 50 _____________________________________

e) 38 _____________________________________

7. Read and write.

a) What’s your favourite fruit?

____________________________________________________________________________________________________

b) What’s your favourite vegetable?

____________________________________________________________________________________________________

c) Which vegetables don’t you like?

____________________________________________________________________________________________________

d) What do you have for breakfast?

____________________________________________________________________________________________________

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Test 4
Unit 4
Food and Drink Name Date

Enc. Educação Grade Teacher

1. Find the differences.

2. Answer.

a) What’s your favourite snack?

b) What fruit don’t you like?

c) What do you have for breakfast on Sundays?

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Test 5
Unit 5
Let’s Go to the Zoo Name Date

Enc. Educação Grade Teacher

1. Listen and write.

A Day at the Zoo

a) Name of Zoo: ________________________________________________

b) When? ______________________________________________________

c) Time: ________________________________________________________

the
d) Animal they can see: _________________________________________

the
e) Animal they can touch and feed: ______________________________
__________________________

2. Listen and tick the box.

a) What is Tony’s favourite animal?

1 2 3

b) What animals doesn’t he like?

1 2 3

a) What does he like to see at the zoo?

1 2 3

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Test 5
Unit 5
Let’s Go to the Zoo Name Date

Enc. Educação Grade Teacher

1. Look and read. Write yes or no.

a) Sean is feeding the chicken. ____________ d) The horse is eating carrots. ____________

b) There are two chickens. ____________ e) The pig is eating fruit. ____________

c) The sheep is white. ____________ f) The duck is drinking. ____________

2. Unscramble the letters.

LIEDCOCRO
SHEOR
a) ___ ___ ___ ___ ___ d) ___ ___ ___ ___ ___ ___ ___ ___ ___

b) ___ ___ ___ ___ ___ ___ ___ K E S e) ___ ___ ___ ___ ___
EFFG N A
RIA

TEENALHP
NIOL
c) ___ ___ ___ ___ ___ ___ ___ ___ f) ___ ___ ___ ___

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Test 5
Unit 5
Let’s Go to the Zoo

3. Read and match.

a) Do crocodiles live next to water? 1. Yes, it does.

b) Do chickens eat meat? 2. Yes, they do.

c) Does a monkey eat bananas? 3. No, it doesn’t.

d) Does a giraffe have eight legs? 4. No, they don’t.

4. Look, read and draw lines.

a) 1. neigh

b) 2. moo

c) 3. cluck

d) 4. baa

e) 5. meow

f) 6. oink

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Test 5
Unit 5
Let’s Go to the Zoo

5. Look, read and complete with can or can’t.

a) A hippo ___________ walk.

b) A horse ___________ swing.

c) A snake ___________ slither.

d) A pig ___________ fly.

e) An elephant ___________ jump.

6. Read and write.

a) What’s your favourite zoo animal?

____________________________________________________________________________________________________

b) What farm animals don’t you like?

____________________________________________________________________________________________________

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Test 5
Unit 5
Let’s Go to the Zoo Name Date

Enc. Educação Grade Teacher

1. Find the differences.

A

2. Answer.

a) What’s your favourite farm animal?

b) What zoo animals don’t you like?

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Test 6
Unit 6
Let’s Go Outside Name Date

Enc. Educação Grade Teacher

1. Listen and colour.

2. Listen and tick the box.

a) What is Simon doing?

1 2 3

b) Sally can…
1 2 3

c) Pat can’t…
1 2 3

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Test 6
Unit 6
Let’s Go Outside Name Date

Enc. Educação Grade Teacher

1. Look and read. Write yes or no.

a) There’s a girl flying a kite. ________________

b) Two girls are swimming. ________________

c) One girl is wearing a hat. ________________

d) There are three sandcastles. ________________

e) The boys are playing volleyball. ________________

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Test 6
Unit 6
Let’s Go Outside

2. Look, read and match.

1. camping
භ
a) c)
2. playing volleyball
භ

3. playing Frisbee
භ
b) d)
4. swimming
භ

3. Look and unscramble.

SDRSE HVELSO LPIA PFLI FPOLS

a) ___ ___ ___ ___ ___ b) ___ ___ ___ ___ ___ ___ c) ___ ___ ___ ___ d) ___ ___ ___ ___
___ ___ ___ ___ ___

EUNSRSCNE WTOLE ORSHTS THA

e) ___ ___ ___ ___ ___ ___ ___ ___ ___ f) ___ ___ ___ ___ ___ g) ___ ___ ___ ___ ___ ___ h) ___ ___ ___

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Test 6
Unit 6
Let’s Go Outside

4. Look, read and complete with This, That, These or Those.

___________ are
a)
rollerblades.

___________ is a
b)
skateboard.

___________ are
c)
sandcastles.

___________ is a
d)
bike.

5. Read and write.

a) Can you fly a kite? ________________________________________________________________________________

b) Can you play Frisbee? _____________________________________________________________________________

c) What’s your favourite outdoor activity? ____________________________________________________________

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Test 6
Unit 6
Let’s Go Outside Name Date

Enc. Educação Grade Teacher

1. Find the differences.

2. Answer.

a) Can you ride a bike?

b) Can you swim?

c) What can you do at the beach?

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Transcripts
Unit 1, Test 1 (page 279) Simon – She’s in the music room.
Mrs Green – No, she isn’t there.
Track 1 – Listen and draw lines.
Simon – Oh, I forgot. She’s drawing pictures in
1. Where is Maria? the art room.
Mrs Green – Simon, do you know where
3. What time is English?
Maria is?
Sam – When do we have English?
Simon – She’s in the art room.
Anne – On Mondays and Thursdays.
Mrs Green – Is she painting?
Sam – At what time? Half past ten
Simon – Yes, she is.
or 3 o’clock?
2. Where is Simon? Anne – At half past ten.
Lucy – Do you know where Simon is? He’s not
in the classroom.
Tony – Oh, he’s in the IT room. Unit 2, Test 2 (page 284)
3. Where is Mrs Green?
Track 3 – Listen and colour.
Tony – I can’t find Mrs Green anywhere. She’s
not in the IT room or the art room. One

Lucy – Oh, she’s singing. Mrs Green – Hi, Simon. Do you want to colour

Tony – So, she’s in the music room. this picture?

Lucy – Yes, she is. Simon – Yes, I do.

Mrs Green – Colour the lamp orange.
4. Where is Sally?
Simon – What colour?
Grace – What’s wrong?
Mrs Green – Orange.
Anne – I can’t find Sally. We need to go to the
music room. Two

Grace – She’s running in the gym. Simon – Can I colour the mat blue?

Anne – Thanks. Mrs Green – Of course. Colour the mat blue.

Simon – OK.

Three
Track 2 – Listen and tick the box.
Mrs Green – Now, colour the bed pink.
1. What is Simon doing?
Simon – A pink bed?
Anne – Do you know where Simon is? He’s not
Mrs Green – Yes. A pink bed.
in the cafeteria.
Four
Alex – Oh, he’s in the library reading a book.
Simon – How about the bookcase?
2. Where is Maria?
Mrs Green – Colour it brown.
Mrs Green – Simon, do you know where
Simon – A brown bookcase.
Maria is?

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 Transcripts

Track 4 – Listen and tick the box. Three

1. Squeaky is in the… Sean – And this is Chris.
Simon – Mum, where’s Squeaky? He’s not in Maria – He’s got six fingers and six toes.
the study anymore. Sean – And two eyes!
Simon’s mum – He’s in the dining room. Maria – Such a cute monster.
Simon – Is he eating? Four
Simon’s mum – Yes, he is! Maria – What did you name the other monster
2. The school is next to the… with two eyes?
Alex – Can you help me? Do you know where Sean – The one with no toes?
the school is? Maria – Yes.
Lucy – Yes. It’s next to the library. Sean – That’s David.

3. The restaurant is opposite the… Five

Paul – I’m hungry. Let’s go to the restaurant. Sean – This is Paul, the monster with long hair.
Peter – Is it next to the train station? Maria – He’s got one eye and no fingers.
Paul – No, it’s opposite the supermarket. Sean – And a very big mouth too! (laughter)

Track 6 – Listen and colour.

One
Unit 3, Test 3 (page 289)
Mrs Green – Hi, Sean. Do you like monsters?
Track 5 – Listen and draw lines. Sean – Yes, I do. Why?

One Mrs Green – Do you want to colour this monster?

Sean – Want to see my picture? Sean – Sure!

Maria – Of course. Monsters! Mrs Green – Colour its hair blue.

Sean – Yes and I’ve named them. John is the Sean – What colour?

monster with one eye. Mrs Green – Blue.

Maria – Which one? Two

Sean – He’s the one with eight fingers. Sean – Can I colour its eyes purple?

Two Mrs Green – Of course.

Maria – What did you name the monster Sean – OK. Three purple eyes.

next to John? Three

Sean – The one with one eye too? Mrs Green – Now, colour its mouth red.
Maria – Yes! He’s got short hair! Sean – A red mouth?
Sean – His name is Tony. Mrs Green – Yes. A red mouth.

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Four Mrs Green – Colour the beans red.
Sean – How about its fingers? Maria – I love beans!
Mrs Green – Colour them orange. Five
Sean – Orange fingers. Maria – Can I colour the tomatoes?
Five Mrs Green – Yes. Just one. Colour one tomato
Mrs Green – Now colour its nose pink. in yellow.
Sean – A pink nose? Maria – One yellow tomato!
Mrs Green – Yes. Colour it pink. That’s a beautiful
monster, Simon. Track 8 – Listen and tick the box.
Sean – Thanks. 1. What does Anne have for breakfast?
Grace – What do you eat for breakfast, Anne?
Do you have cereal?
Unit 4, Test 4 (page 294) Anne – I love cereal, but I usually have a glass
of milk and a cheese and ham sandwich.
Track 7 – Listen and colour.
2. What’s Tom’s favourite food?
One
Vicky – Do you like fish, Tom?
Mrs Green – Can you see the pears?
Tom – Yes, I do.
Maria – Yes, I can.
Vicky – Is that your favourite food?
Mrs Green – Colour two of them green.
Tom – No, I prefer meat.
Maria – Pardon?
Mrs Green – Colour two pears green. 3. What fruit does James like?

Maria – OK. Alex – Hi, James! Do you like eating fruit?

James – Of course I do.
Two
Alex – What fruit do you like?
Mrs Green – Look at the oranges.
James – I like apples.
Maria – Can I colour them?
Alex – Me too. I also like strawberries.
Mrs Green – Yes. Colour the oranges orange!
Maria – Of course.
Three
Unit 5, Test 5 (page 299)
Mrs Green – Now colour the bread.
Maria – What colour? Track 9 – Listen and write.
Mrs Green – Colour it brown. Mrs Green – We’re going to the zoo. It’s called
Maria – OK. Brown bread. the Wild Zoo. It’s the one next to the cinema
Four named The Panda. The visit to the zoo will be on
Mrs Green – Can you see the beans? the 18th of May, but I need your parents’
Maria – Yes. permission by the 10th of May. We will meet at

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 Transcripts

9 o’clock in front of the school yard. Please do not

Unit 6, Test 6 (page 304
be late. You can see the elephants, but you can’t
see the crocodiles. After we will visit the petting Track 11 – Listen and colour.
zoo and you will be able to touch and feed the One
sheep. Remember, just the sheep. You can’t Simon’s mum – Do you want to colour this
touch and feed the other animals, such as the picture of the beach?
chickens or horses. Simon’s sister – Yes, I do.
Simon’s mum – Colour the picnic towel pink.

Track 10 – Listen and tick the box. Simon’s sister – What colour?
Simon’s mum – Pink. Colour the towel pink.
1. What is Tony’s favourite animal?
Lucy – Hi, Tony! I’m so happy we’re going to Two

the zoo. Simon’s sister – Can I colour the kite blue?

Tony – Me too. Simon’s mum – Of course. Colour the kite blue.

Lucy – What’s your favourite animal? Simon’s sister – OK.

Tony – I like horses, but my favourite animal is Three

the dog. Simon’s mum – Now colour the skateboard

2. What animals doesn’t he like? orange.

Lucy – Do you like all animals? Simon’s sister – Pardon?

Tony – Well, I don’t like chickens. Simon’s mum – Colour the skateboard orange.

Lucy – Why? Simon’s sister – I’ve got an orange skateboard!

Tony – Because I’m afraid of them. Four

3. What does he like to see at the zoo? Simon’s sister – How about the ball?

Tony – I can’t wait to go! I want to see the Simon’s mum – Colour it purple.

snakes. Simon’s sister – A purple ball.

Lucy – The snakes? Five

Tony – I like the lions, but I’d like to see snakes Simon’s mum – Finally, colour the T-shirt in
at the zoo. yellow.
Lucy – Really? Simon’s sister – Which T-shirt?
Tony – Yes. They are so colourful. Simon’s mum – Can you see the boy playing
Frisbee?
Simon’s sister – Yes, I can.
Simon’s mum – Colour it yellow. Such a lovely
picture!

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Track 12 – Listen and tick the box.
1. What is Simon doing?
Simon’s brother – Do you know where Simon
is? I’m going skateboarding and I know he likes
it too.
Simon’s mum – Oh, he’s camping with his
friends.
Simon’s brother – How lucky.
2. Sally can…
Tony – Hi, Sally. Do you want to go swimming?
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Sally – No. I can’t swim, but I can play Frisbee.
Want to play?
Tony – Sure.
3. Pat can’t…
Grace – Let’s go outside and play.
Pat – What do you want to do?
Grace – How about rollerblading?
Pat – Oh, sorry. I can’t rollerblade.
Grace – That’s OK. Let’s ride our bikes.
Pat – Great idea!
313
 Answer Key
Placement Test
1.
br lue ….blue…..
oran en ...green...
pur nk …..pink….
re ge ..orange..
b d …..red…..
gre ple ...purple..
bl own ...brown..
pi ack ….black….

2. b) five; c) four; d) ten; e) seven.

3. a) eleven; b) twelve; c) thirteen; d) fourteen; e) fifteen; f) sixteen; g) seventeen; h) eighteen;

i) nineteen; j) twenty.

4. Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.

5. a) raining; b) hot; c) cloudy; d) cold; e) windy; f) sunny.

6. a) shoes; b) trainers; c) socks; d) jumper; e) t-shirt; f) jacket; g) dress; h) cap; i) trousers.

7. a) 4; b) 1; c) 2; d) 3.

8. a) yes; b) no; c) yes; d) yes; e) no; f) yes; g) no.

9.
b) 2.
c) 3.
d) 4.

10.
a) (There are) six books.
b) There are five schoolbags.
c) There are four rubbers.
d) There are five pencils.
e) There are three pens.

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Unit 1, Test 1
Listening, p. 279
1.
Maria is in the art room.
Simon is in the IT room.
Mrs Green is in the music room.
Sally is in the gym.
2. a) 1; b) 3; c) 1.

Reading and Writing, pp. 280-282

1. a) yes; b) no; c) no; d) yes; e) no.
2. a) art room; b) cafeteria; c) music room; d) IT room; e) library; f) classroom.
3. D past 5/five; playing football.
C 11/eleven o’clock; she.
B quarter to eleven/11; is reading a book.
A It’s quarter past six/6 and they are singing.
4. a) on; b) love; c) at; d) in; e) on; f) after.
5. 1. a); 2. c); 3. a); 4. b); 5. c).
6. a) (My birthday is) on (student’s own answer).
b) (I have English) at (student’s own answer).
c) (I do my homework) after (student’s own answer).
d) Yes, I do/No, I don’t.
e) Yes, I do/No, I don’t.

Speaking, p. 283
1.
Picture A Picture B
Maria is singing. Maria is playing the recorder.
Simon and Squeaky are playing football. Simon and Squeaky are running.
It’s sunny. It’s sunny and cloudy.
Maria is wearing a red jacket. Maria is wearing an orange jacket.

2.
a) (My birthday is) on (student’s own answer).
b) (I have English) on (student’s own answer).
c) (I do my homework) after (student’s own answer).

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 Answer Key

Unit 2, Test 2
Listening, p. 284
1. lamp: orange; mat: blue; bed: pink; bookcase: brown.
2. a) 1; b) 2; c) 3.

Reading and Writing, 285-287

1. a) no; b) yes; c) no; d) no; e) no; f) yes.
2. a) mirror; b) mat; c) lamp; d) sofa.
3. a) 4; b) 1; c) 5; d) 3; e) 6; f) 2.
4. a) flats; b) hall; c) sofa; d) pictures; e) TV.
5. a) next to; b) between; c) park.
6. 1. a); 2. b); 3. a); 4. c); 5. b).
7. a) (I live) in (student’s own answer).
b) (I live) in a (student’s own answer).
c) (My favourite room is the) (student’s own answer).
d) (I can see) (student’s own answer).

Speaking, p. 288
1.
Picture A Picture B
The zoo is next to the train station. The zoo is next to the school.
The bookshop is between the supermarket
The bookshop is opposite the supermarket.
and the restaurant.
The restaurant is next to the cinema. The restaurant is next to the bookshop.

2.
a) (I live) in (student’s own answer).
b) (student’s describe their bedroom).
c) (my school is) (student’s own answer).

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Unit 3, Test 3
Listening, p. 289
1. a) 5; b) 3; c) 1; d) 2; e) 6.
2.
1 – hair: blue.
2 – eyes: purple.
3 – mouth: red.
4 – fingers: orange.
5 – nose: pink.

Reading and Writing, pp. 290-292

1. a) no; b) yes; c) yes; d) no; e) no; f) no; g) yes.
2. a) eye; b) mouth; c) hand; d) knee; e) hair; f) nose; g) arm; h) feet.
3. a) an arm; b) an eye; c) a mouth; d) a shoulder; e) an ear; f) a head.
4. a) wave; b) look; c) smile; d) listen; e) run.
5. a) (My hair is) (student’s own answer).
b) (It’s) (student’s own answer).
c) (I look like) my (student’s own answer).
d) Touch and taste.
e) Sight and smell.

Speaking, p. 293
1.
Picture A Picture B
The monster has got 2 heads. The monster has got 3 heads.
The monster has got 3 legs and 3 feet. The monster has got 4 legs and 4 feet.
The monster has got short hair. The monster has got long hair.
The monster has got 20 fingers. The monster has got 8 fingers.
The monster has got 4 eyes. The monster has got 6 eyes.

2.
a) (My hair is) (student’s own answer).
b) (It’s) (student’s own answer).
c) (I look like) my (student’s own answer).

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 Answer Key

Unit 4, Test 4
Listening, p. 294
1. 1 – 2 pears: green.
2 – oranges: orange.
3 – bread: brown.
4 – beans: red.
5 – 1 tomato: yellow.
2. a) 2; b) 1; c) 3.

Reading and Writing, pp. 295-297

1. a) yes; b) yes; c) no; d) no; e) no.
2. a) tomato; b) peas; c) beans; d) orange; e) apple; f) banana; g) cheese; h) water.
3. a) fruit; b) yellow; c) kitchen; d) monkeys; e) breakfast.
4. 1. b); 2. c); 3. b).
5. a) 22; b) 34; c) 45; d) 51; e) 63; f) 78; g) 89; h) 96; i) 100.
6. a) seventy-seven; b) sixty-five; c) forty-two; d) fifty; e) thirty-eight.
7. a) (My favourite fruit is the) (student’s own answer).
b) (My favourite vegetable is the) (student’s own answer).
c) (I don’t like) (student’s own answer).
d) (I have) (student’s own answer) (for breakfast).

Speaking, p. 298
1.
Picture A Picture B
There are 3 red apples. There are 2 red apples.
There are 5 oranges. There are 5 pears.
There are 3 watermelons. There are 2 watermelons.
There are 6 potatoes. There are 4 tomatoes.
There are 3 water bottles. There are 3 juice bottles.
There are 2 cartons of milk. There are 3 cartons of milk.

2.
a) (My favourite snack is the) (student’s own answer).
b) (I don’t like) (student’s own answer).
c) (I have) (student’s own answer) (for breakfast on Sundays).

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Unit 5, Test 5
Listening, p. 299
1. a) Wild (Zoo); b) 18th of May; c) 9/nine o’clock; d) elephants; e) sheep.
2. a) 1; b) 2; c) 3.

Reading and Writing, pp. 300-302

1. a) no; b) no; c) yes; d) yes; e) yes; f) no.
2. a) horse; b) giraffe; c) elephant; d) crocodile; e) snake; f) lion.
3. a) 2; b) 4; c) 1; d) 3.
4. a) 4; b) 3; c) 1; d) 5; e) 6; f) 2.
5. a) can; b) can’t; c) can; d) can’t; e) can’t.
6. a) (My favourite zoo animal is the) (student’s own answer).
b) (I don’t like the) (student’s own answer).

Speaking, p. 303
1.
Picture A Picture B
There are 3 lions. There are 4 lions.
There are 4 monkeys. There are 2 monkeys.
There are 2 tigers. There are 3 tigers.
There is 1 elephant. There are 2 elephants.
There are 3 snakes. There are 2 snakes.

2.
a) (My favourite farm animal is the) (student’s own answer).
b) (I don’t like the) (student’s own answer).

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 Answer Key

Unit 6, Test 6
Listening, p. 304
1. 1 – towel: pink; 2 – kite: blue; 3 – skateboard: orange; 4 – ball: purple; 5 – T-shirt: yellow.
2. a) 3; b) 1; c) 1.

Reading and Writing, p. 305-307

1. a) no; b) no; c) yes; d) no; e) yes.
2. a) 3; b) 4; c) 1; d) 2.
3. a) dress; b) shovel; c) pail; d) flip flops; e) sunscreen; f) towel; g) shorts; h) hat.
4. a) These; b) That; c) Those; d) This.
5. a) Yes, I can./No, I can’t.
b) Yes, I can./No, I can’t.
c) (My favourite outdoor activity is) (student’s own answer).

Speaking, p. 308
1.
Picture A Picture B
There are 5 sandcastles. There are 4 sandcastles.
There are 2 pails. There are 3 pails.
There are 2 shovels. There are 3 shovels.
Two children are flying kites. Three children are flying kites.
One child is surfing. Two children are surfing.
Two children are playing Frisbee. Two children are playing volleyball.

2.
a) Yes, I can./No, I can’t.
b) Yes, I can./No, I can’t.
c) I can (student’s own answer) at the beach.

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320
 Listening Reading and Writing Total
No. Name
1. 4 x 3 2. 3 x 3 25% 1. 5 x 2 2. 6 x 4 3. 4 x 5 4. 6 x 3 5. 5 x 3 6. 5 x 5 75%
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Test 1, Unit 1 – Assessment

11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Editable and Photocopiable © Texto | Seesaw 4

21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class: ___________
Seesaw 4

321
322
Listening Reading and Writing Total
No. Name
1. 4 x 3 2. 4 x 3 25% 1. 6 x 2 2. 4 x 4 3. 6 x 3 4. 5 x 3 5. 5 x 3 6. 3 x 3 7. 4 x 5 75%
1.
2.
Seesaw 4

3.
4.
5.
6.
7.
8.
9.
10.
Test 2, Unit 2 – Assessment

11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

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21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class: ___________
 Listening Reading and Writing Total
No. Name
1. 5 x 3 2. 5 x 3 25% 1. 7 x 2 2. 8 x 4 3. 6 x 3 4. 5 x 3 5. 5 x 5 75%
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Test 3, Unit 3 – Assessment

11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Editable and Photocopiable © Texto | Seesaw 4

21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class: ___________
Seesaw 4

323
324
Listening Reading and Writing Total
No. Name
1. 5 x 3 2. 3 x 3 25% 1. 5 x 2 2. 8 x 4 3. 5 x 3 4. 3 x 3 5. 9 x 2 6. 5 x 4 7. 4 x 5 75%
1.
2.
Seesaw 4

3.
4.
5.
6.
7.
8.
9.
10.
Test 4, Unit 4 – Assessment

11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

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21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class: ___________
 Listening Reading and Writing Total
No. Name
1. 5 x 3 2. 3 x 3 25% 1. 6 x 2 2. 6 x 4 3. 4 x 2 4. 6 x 2 5. 5 x 3 6. 4 x 2 75%
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Test 5, Unit 5 – Assessment

11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

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21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class: ___________
Seesaw 4

325
326
Listening Reading and Writing Total
No. Name
1. 5 x 3 2. 5 x 3 25% 1. 5 x 2 2. 4 x 2 3. 8 x 4 4. 4 x 4 5. 5 x 3 75%
1.
2.
Seesaw 4

3.
4.
5.
6.
7.
8.
9.
10.
Test 6, Unit 6 – Assessment

11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

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21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class: ___________
 Speaking Total
No. Name Task Achievement Responding Language Pronunciation
100%
(25%) (25%) (25%) (25%)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Test 1, Unit 1 – Assessment

10.
11.
12.
13.
14.
15.
16.
17.
18.
19.

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20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class: ___________
Seesaw 4

327
328
Speaking Total
No. Name Task Achievement Responding Language Pronunciation
100%
(25%) (25%) (25%) (25%)
1.
Seesaw 4

2.
3.
4.
5.
6.
7.
8.
9.
Test 2, Unit 2 – Assessment

10.
11.
12.
13.
14.
15.
16.
17.
18.
19.

Editable and Photocopiable © Texto | Seesaw 4

20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class: ___________
 Speaking Total
No. Name Task Achievement Responding Language Pronunciation
100%
(25%) (25%) (25%) (25%)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Test 3, Unit 3 – Assessment

10.
11.
12.
13.
14.
15.
16.
17.
18.
19.

Editable and Photocopiable © Texto | Seesaw 4

20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class: ___________
Seesaw 4

329
330
Speaking Total
No. Name Task Achievement Responding Language Pronunciation
100%
(25%) (25%) (25%) (25%)
1.
Seesaw 4

2.
3.
4.
5.
6.
7.
8.
9.
Test 4, Unit 4 – Assessment

10.
11.
12.
13.
14.
15.
16.
17.
18.
19.

Editable and Photocopiable © Texto | Seesaw 4

20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class: ___________
 Speaking Total
No. Name Task Achievement Responding Language Pronunciation
100%
(25%) (25%) (25%) (25%)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Test 5, Unit 5 – Assessment

10.
11.
12.
13.
14.
15.
16.
17.
18.
19.

Editable and Photocopiable © Texto | Seesaw 4

20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class: ___________
Seesaw 4

331
332
Speaking Total
No. Name Task Achievement Responding Language Pronunciation
100%
(25%) (25%) (25%) (25%)
1.
Seesaw 4

2.
3.
4.
5.
6.
7.
8.
9.
Test 6, Unit 6 – Assessment

10.
11.
12.
13.
14.
15.
16.
17.
18.
19.

Editable and Photocopiable © Texto | Seesaw 4

20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class: ___________
10. Projects

Starter Unit – Big Ben ................................................................................................................. 334

Unit 1 – Recycling Bins ............................................................................................................... 334

Unit 2 – Box Town........................................................................................................................... 334

Unit 3 – Texture Collage ............................................................................................................ 335

Unit 4 – Food Wheel ..................................................................................................................... 335

Unit 5 – Animal Farm ................................................................................................................... 336

Unit 6 – My Suitcase .................................................................................................................... 336

 Projects
Starter Unit: Make your own Big Ben.
What you need:
• scissors;
• glue;
• cutout section: Greetings from London.
Instructions:
• Cut the Big Ben cutout.
• Fold on the dotted lines and glue together.

Unit 1: Make your own class recycling bins.

What you need:
• 3 cardboard boxes;
• blue, yellow and green wrapping paper;
• scissors;
• tape;
• markers;
• glue.
Instructions:
• Wrap each cardboard box with wrapping paper (blue, yellow and green).
• Cut off any extra paper, tape ends together and label each bin.

Unit 2: Make your own box town.

What you need:
• milk cartons; • tissue paper;
• toilet paper rolls; • scissors;
• tape and glue; • markers.
• coloured paper;
Instructions:
• Tape the coloured paper on the milk cartons.
• Draw some windows and doors on the coloured paper, cut and glue them on.
• Stick the toilet rolls on the houses to make chimneys.
• Put the tissue paper in the rolls to make smoke.

334
Projects

Unit 3: Make your own texture collage.

What you need:
• thin cardboard; • pasta;
• scissors; • corn;
• a marker; • glue;
• a cotton ball; • tape.
• tissue paper;
Instructions:
• Place your hand on a sheet of paper.
• Trace your hand and cut it out.
• Glue the material on each finger.
• Write the texture on each finger: soft, hard, smooth, sticky and bumpy.

Unit 4: Make your own food wheel.

What you need:
• thin cardboard or paper plate;
• supermarket magazines (pictures of food);
• scissors;
• a marker;
• glue.
or
• rice;
• beans;
• cereal;
• pasta.
Instructions:
• Divide the class into groups.
• Each group cuts pictures for the different food groups.
• Each group glues the pictures on the food wheel.
• Each group labels the pictures.

335
 Projects

Unit 5: Make your own animal farm.

What you need:
• cutout section: My Farm;
• scissors;
• coloured pencils;
• clothes pegs.
Instructions:
• Colour in the animals.
• Cut out the animals.
• Pin the clothes pegs on the animals.

Unit 6: Make your own suitcase.

What you need:
• cutout section: Let’s Play Outside;
• glue;
• scissors;
• coloured pencils.
Instructions:
• Colour in the suitcase and the sun safety items.
• Cut out the suitcase and the sun safety items.
• Fold the suitcase and put the items inside.

336
 978-111-11-4037-3

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