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Team Together Level 1 Photocopiables PHOTOCOPIABLE © Pearson Education Limited 2020

Teaching Notes

1

Vocabulary

Resource 1 Unit 1

Pupils work on their own. Give a copy of the worksheet to each pupil and ask them to colour the pictures. Then ask them to cut out the cards. They place the picture cards face-up on their desk and the word cards in a pile face-down. Say: Ready, steady, go! Pupils turn over the word cards and match them with the pictures as quickly as possible. When all their cards are matched, they say Stop! Check their answers and give the winner a point. Then play more rounds.

Resource 2 Unit 1

Pupils work in pairs or small groups. Give a copy of the worksheet to each pair or group. Pupils cut out the dice and fold them on dotted lines. They use glue to stick them at the edges and to make two dice. They toss the word dice first and read the word that is on the top face. Then they toss the picture dice. If the picture matches the dice, the pupil says Snap! Check the dice and give the winner a point. Then play more rounds.

Resource 3 Unit 2

Pupils work in pairs. Give a copy of the worksheet to each pair and ask them to cut out the cards. They place the picture cards face-down in one pile and the word cards face-down in another pile. Pupils take turns to turn over a picture card and a word card. If they match, the pupil keeps the cards. If they don’t match, they put the cards back in the same place and it is the next pupil’s turn. They continue playing until there are no more cards left on the table. The winner is the player with most cards.

Resource 4 Unit 2

Pupils work on their own. Give a copy of the worksheet to each pupil.

Activity 1: Pupils draw lines to match the words with the objects in the picture.

Activity 2: Pupils read the sentences and then colour the objects in the picture. In pairs, they compare their pictures and check their answers.

Resource 5 Unit 3

Pupils work on their own. Give a copy of the worksheet to each pupil. They cut out the puzzle pieces and the word cards. First, they do the puzzle to make the action figure and stick it on a piece of coloured paper. Then they label the different body parts, using the word cards. They colour the action figure and talk about it, e.g. I’ve got blue legs.


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Resource 6 Unit 3


Activity 1: They look at the pictures, find the movement words in the wordsearch and circle them.

Activity 2: Then they use the circled words to help them write the missing letters in the words below. They number the pictures to match them to the words.

Resource 7 Unit 4

Give a copy of the worksheet to each pupil and ask them to cut out the picture cards. Pupils work in groups of four (or five). They put all their picture cards together and shuffle them very thoroughly. Each pupil gets nine cards. The object of the game is to collect four (or five) of the same family member and to make two sets to finish the game. Pupils sit in a circle in their group. They all choose one card they don’t want. They count to three together and pass their cards to the pupil on their left, saying the family words as they pass the cards. They continue to count, pass and say the words until one pupil has four (or five) of the same family member. The pupil shows the cards, says I’ve got four (brothers) and puts the cards face-down on the desk. The game continues until one pupil has two sets of family members.

Resource 8 Unit 4


Activity 1: Pupils follow the key to colour the picture.

Activity 2: Pupils complete the sentences about the picture using the words in the word box.

Resource 9 Unit 5

Pupils work on their own. Give a copy of the worksheet to each pupil. They look at the pictures and use the words in the word box to complete the crossword puzzle. In pairs, pupils compare their completed puzzles and check their answers.

Resource 10 Unit 5

Pupils work on their own. Give a copy of the worksheet to each pupil. They label the picture using the words and phrases in the word box.

Resource 11 Unit 6


Activity 1: Pupils look at the photos of food items and write the missing letters to complete the words.


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Activity 2: Pupils draw different food items from Activity 1 in each square in the Bingo grid.

First, play Bingo with the whole class. Say the names of the food items, at random. Pupils cross them out on their Bingo grids. The first pupil to cross out all the words says Bingo! and is the winner. Then pupils play the Bingo game in pairs.

Resource 12 Unit 6

Pupils work on their own. Give a copy of the worksheet to each pupil. They circle the words in the spiral around the plate. Then they label the photos using the words they have circled.

Resource 13 Unit 7

Pupils work in pairs. Give a copy of the worksheet to each pair and ask them to cut out the cards. They shuffle the cards and spread them face-down on the desk. Pupils take turns to turn over two cards at a time and say both the words. The goal is to find matching pairs of cards. When a player finds a pair, the player takes the pair. The winner is the player with the most pairs at the end of the game. If the cards don’t match, the player turns them face-down again, leaving them in the same place.

Resource 14 Unit 7

Pupils work on their own. Give a copy of the worksheet to each pupil. They use the code to write clothes words. Then they match the words and the pictures.

Resource 15 Unit 8

Activity 1: Pupils work on their own. Give a copy of the worksheet to each pupil. They label the picture using the words from the word box.

Activity 2: Pupils work in teams. Ask questions about the family in the house. The first team to give a correct answer scores a point, e.g. Where’s granny/mum/dad/etc.? Pupils should answer from memory. They shouldn’t refer to their labelled pictures.

Resource 16 Unit 8

Pupils work in pairs. Give a copy of the worksheet to each pupil and ask them to cut out the cards. They shuffle their picture cards together and place them face-up on the desk. Then they shuffle their word cards together and take twelve cards each, at random. Each pupil puts their twelve cards in a pile face-down in front of them. They turn over their top cards and match them with the pictures as quickly as possible. When they have made a set of three (picture + two word cards), they take the set and put it in front of them. The aim is to collect as many sets as possible.


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Resource 17 Unit 9

Give a copy of the worksheet to each pair of pupils and ask them to cut out the dominoes. Pupils shuffle their domino cards and divide them out between the two players. They take turns to put down dominoes. The first player puts down a domino and says the activities shown by the pictures and words, e.g. climb and ride a bike. Then the second player puts down a domino to match one of these activities and says, e.g. climb and ride a bike and swim. The game continues, with the players listing the actions on all the dominoes, until they have put down all their dominoes.

Resource 18 Unit 9

Pupils work on their own. Give a copy of the worksheet to each pupil. They look at the pictures and use the words in the word box to complete the crossword puzzle. In pairs, pupils compare their completed puzzles and check their answers.

Grammar

Resource 19 Unit 1

Pupils work on their own. Give a copy of the worksheet to each pupil. They identify the presents by looking at their shapes. Then they draw lines to match the presents to the answers. In pairs, pupils point to each present and ask and answer the questions.

Resource 20 Unit 1

Pupils work on their own. Give a copy of the worksheet to each pupil. They colour the pictures of the toys. As they are working, monitor and ask them questions, e.g. Is it a red scooter? Is it a red bike? etc. They should reply Yes, it is. or No, it isn’t. They read the questions under the pictures and trace the words. Then they circle the correct answers.

Resource 21 Unit 2

Pupils work on their own. Give a copy of the worksheet to each pupil. They draw lines to match the speech bubbles with the correct pictures of classroom objects.

Resource 22 Unit 2

Pupils work on their own. Give a copy of the worksheet to each pupil. They read the questions and answers and draw the objects in the picture. In pairs, pupils compare their completed pictures and check their answers. If you have more time, ask pupils to draw some other objects in the picture. They can show and talk about their pictures, e.g. The pencil case is on the desk.

Resource 23 Unit 3


Activity 1: Pupils read the sentences and colour the monster. They can choose colours for the other body parts.


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Activity 2: Revise the numbers quickly and check that pupils can count up to twelve. They count the monster’s body parts and write the numbers to complete the sentences. They should write numbers, not words.

Resource 24 Unit 3

Pupils work on their own. Give a copy of the worksheet to each pupil. They draw lines to match the pictures with the action verbs and body parts to make instructions.

Resource 25 Unit 4

Pupils work on their own. Give a copy of the worksheet to each pupil. They follow the jumbled lines to find out the names of the family members. Then they read the questions and complete the answers with family words.

Resource 26 Unit 4

Pupils work on their own. Give a copy of the worksheet to each pupil. They look at the pictures and read the sentences. They tick (✓) the correct sentence for each picture.

Resource 27 Unit 5

Pupils work on their own. Give a copy of the worksheet to each pupil. They look at the pictures and read the questions and answers. They tick (✓) the correct answer. They need to distinguish between the correct animal words and/or singular and plural forms.

Resource 28 Unit 5

Pupils work on their own. Give a copy of the worksheet to each pupil. They read the descriptions and match them to the animals in the picture.

Resource 29 Unit 6


Activity 1: Pupils read the sentences and match them with the children.

Activity 2: They draw a happy or sad smiley face next to each food item, to show if they like it or not. Then they circle to make true sentences.

Resource 30 Unit 6


Activity 1: Pupils read the questions and answers and use the information to draw happy or sad smiley faces in the table.

Activity 2: They trace the questions. Then they write short answers that are true for themselves.


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6

Resource 31 Unit 7

Give a copy of the worksheet to each pupil. In pairs, they look at the weather map of the UK. They take turns to point at different places on the map and talk about the weather there. Then they work on their own to read the questions. They circle to make correct answers.

Resource 32 Unit 7


Activity 1: Pupils follow the balloon strings to match the children to the correct balloons. They read the sentences and colour the children’s clothes.

Activity 2: On the outline, they draw the clothes they are wearing today. Then they circle to make true sentences.

Resource 33 Unit 8

Pupils work on their own. Give a copy of the worksheet to each pupil. They look at the picture, read the questions and circle to make correct answers.

Resource 34 Unit 8

Pupils work on their own. Give a copy of the worksheet to each pupil. They look at the pictures and match the sentence parts to make true sentences about each picture.

Resource 35 Unit 9

Pupils work on their own. Give a copy of the worksheet to each pupil. They look at the pictures of animals and circle the correct sentences.

Resource 36 Unit 9


Activity 1: Pupils read the questions and answers and use the information to tick (✓) or cross (✗) in the table.

Activity 2: They trace the questions. Then they write short answers that are true for themselves.

Communication games

Resource 37 Unit 1 Battleships

Revise toy vocabulary from the unit. Give a copy of the worksheet to each pupil. Ask pupils to choose six toys and to draw them anywhere in their battleships grid. In pairs, pupils face each other. They shouldn’t be able to see each other’s battleships grid. They take turns to guess where their partner drew toys in their grid, e.g. Red – 4. If


Teaching Notes

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their partner doesn’t have a toy in that square, the partner says Miss! The pupil marks a cross (✗) in the square on their grid. If their partner does have a toy in that square, their partner says Hit! Then they ask questions to guess the name of the toy, e.g. Is it a (ball)? Yes, it is. / No, it isn’t. When they guess the toy correctly, they mark a tick (✓) in the square on their grid. The winner is the first player to find all the six toys in their partner’s grid.

Resource 38 Unit 2 Find and stick!

Give a copy of the worksheet to each pupil. Pupils work on their own. They colour the classroom objects, cut them out and stick them somewhere in the picture. Then, in pairs, pupils sit back-to-back and take turns to ask and answer questions about each other’s pictures. For example, Where’s the school bag? > It’s (under the table); What colour is it? > It’s green. You may like to give pupils another worksheet each. They take turns to ask and answer questions to create their partner’s bedroom.

Resource 39 Unit 3 Spinner time

Give a copy of the worksheet to each pupil. Pupils work on their own to glue the spinners onto thin cardboard and then cut them out. They may like to colour them first. Help pupils put a toothpick or pencil through the middle of each of their spinners, so that they can spin. In pairs or small groups, pupils take turns to spin their two spinners and give an instruction using the verb and the body part, e.g. Clap your toes. Their partner or the rest of the group have to do the action, if possible. If they do it correctly, they win a point. Set a time limit for the game. The winner is the pupil with the most points.

Resource 40 Unit 4 Draw my monster!

Give a copy of the worksheet to each pupil.

Activity 1: Pupils work on their own to draw a monster around the outline given. Then they invent a name for their monster and write it at the top of the fact file. They count the different body parts they have drawn on their monster and write the numbers in the fact file.

Activity 2: In pairs, pupils sit back-to-back and take turns to describe and draw each other’s monsters. First, Pupil A uses their fact file to describe their monster and Pupil B draws it in the empty frame. Then they swap roles. They can ask and answer questions, if necessary. When pupils have finished, they should compare their monster pictures.

Resource 41 Unit 5 Make a strange animal

Give a copy of the worksheet to each pupil. Pupils work on their own to cut out the animal body parts. They may like to colour them first. They mix up the body parts and put a head, a body and legs together to make a strange animal of their choice. Then pupils work in pairs, back to back or separated by a book. Student A describes their strange animal to their partner (It’s got a small head. It’s got feathers. It’s got two legs.). Student B has to recreate that animal. Then they swap roles.


Teaching Notes

8

Resource 42 Unit 6 Class survey


Activity 1: Pupils work on their own to look at the photos and draw a happy face or sad face in the first column of smileys.

Activity 2: In groups of four, pupils take turns to interview the other group members. They ask each group member, one by one, questions about each of the items in the photos, e.g. Do you like (apples)? to elicit Yes, I do. / No, I don’t. They draw happy faces and sad faces to complete the column for that group member. The activity is finished when everyone in the group has completed all the columns in their tables.

Resource 43 Unit 7 Spot the difference!

Cut the worksheets in half and give half the class the worksheet for Pupil A and half the class the worksheet for Pupil B. In pairs, pupils sit back-to-back and, following the model, take turns to describe their pictures. The aim is to find five more differences, without looking at each other’s pictures. The first pair to finish goes to the front of the class, to show their pictures to the class and to talk about the differences.

Resource 44 Unit 8 Similarities


Activity 1: Pupils work on their own to cut out the cards for the family members and objects. They should stick them onto the picture of the house, choosing where to put the objects and what each person is doing.

Activity 2: In pairs, pupils sit back-to-back and, following the model, take turns to ask and answer questions about each other’s houses. The aim is to find out if there are any similarities between the houses, without looking at each other’s pictures. Then ask pupils to talk about the similarities, e.g. My mum’s in the garage. / My mum’s in the garage, too.

Resource 45 Unit 9 Class survey


Activity 1: Pupils work on their own to look at each picture and put a tick (✓) or cross (✗) in the first column.

Activity 2: In groups of four, pupils take turns to interview the other group members. They ask each group member, one by one, questions about each of actions in the pictures, e.g. Can you (fly a kite)? to elicit Yes, I can. / No, I can’t. They tick (✓) or cross (✗) to complete the column for that group member. The activity is finished when everyone in the group has completed all the columns in their tables.


Teaching Notes

9

Songs

Pupils can use these worksheets for further vocabulary practice with the text of the song.

• In every unit, pupils listen to the song and simultaneously do the corresponding task: trace, circle or write the target words.

• From Resource 48 (Unit 3) onwards you may wish to use the worksheet to check pupils’ retention of the song. Pupils first complete the task, then listen to the song and check.

• The procedure for the Songs worksheets is the same for all units.

Stories

Pupils can use the sets of mini-story cards for each unit in various ways.

• Hold up the picture. Pupils have one set of story cards each or one set between pairs. Play the story recording again. Pupils listen and hold up the correct story card.

• Sequencing. Pupils have one set of story cards each or one set between pairs or small groups. Play the story recording again. Pupils listen and put the story cards in the correct sequence. Alternatively, they sequence the story cards first, then listen and check if they were correct.

• Matching. Make enough sets of story cards so that each pupil in the class has got at least one card. Distribute the cards to the class. Pupils have to arrange themselves into story groups, making sure that they have got all the frames for a story. They then put the story frames in the correct order. (Note that some pupils may need to have more than one story card, so that all the stories are complete.)

• Completing speech bubbles. Pupils make and write the speech bubbles, using the story text in the PB or words on the board to help them.

• The procedure and suggested activities for the mini-story cards are the same for all units.

Culture videos

Resource 64 Unit 1


Activity 1: Play the video. Pupils look at the photos and number in the sequence shown in the video.

Activity 2: Pupils colour the toys in the pictures, guided by the colours given in the sentences.


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Resource 65 Unit 2



Activity 2: Pupils look at the photo from the video. They circle the words of classroom objects they can see in the photo.

Resource 66 Unit 3



Activity 2: Pupils read the phrases and match them to the pictures.

Resource 67 Unit 4



Activity 2: Pupils watch the video again. They label the people in the photo, using words from the word box.

Resource 68 Unit 5



Activity 2: Pupils look at the photos and read the words. They watch the video again and circle the correct word for each pet.

Resource 69 Unit 6



Activity 2: Pupils read the list of items for making pancakes. They look at the picture and circle the items which are in the list.

Resource 70 Unit 7




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Activity 2: Pupils look at the pictures, the gapped sentence and the word box. They watch the video again and complete the descriptions.

Resource 71 Unit 8



Activity 2: Pupils match at the pictures showing the left-hand side and right-hand side of different rooms in the home. Then they circle the correct word for each room.

Resource 72 Unit 9



Activity 2: Pupils look at the picture and count the number of horses, cows and cowboys they can see. They complete the sentences with the correct numbers.

English in action

Pupils can use the sets of pictures as ‘realia’ when they practice the English in action dialogues from the Pupil’s Book.

• In Resource 73, pupils have one set of cards each or one set between pairs. As they practice the dialogue on Pupil’s Book page 15, they choose the corresponding picture cards to represent the blue or green words in the dialogues.

• The procedure for the English in action cards is the same for all units.

Phonics

Pupils use the Phonics worksheets to make their own set of phonics picture cards and letter tiles.

• In Resource 82, they first cut and complete an alphabet chart, by writing the missing letters b, d, p and t. They then keep this chart for reference.

• Pupils then cut out the phonics picture cards and letter tiles. They work in pairs, in turns saying the target words (ball, doll, puzzle, teddy) for their partner to listen and match a picture and a letter tile. They can then trace the words in the picture cards.

• The procedure and suggested activities for the Phonics photocopiables is the same for all units.


Teaching Notes

12

CLIL

Resource 91 Unit 1

Pupils work on their own. Give a copy of the worksheet to each pupil. Pupils look at the pictures of different machines. They match them to the incomplete pictures on the right-hand side. They then draw to complete the pictures.

Resource 92 Unit 2


Activity 1: Pupils look at the pictures and tick (✓) the ones that show good behaviour and cross (✗) the ones that don’t show good behaviour.

Activity 2: Pupils match the pictures. Then they complete the sentences using the words from the word pool.

Resource 93 Unit 3


Activity 1: Pupils look at the pictures. They circle the correct pictures to complete the sentence.

Activity 2: Pupils read the words in the word box. They find and circle them in the wordsearch.

Activity 3: Pupils read the sentences and match them to the correct photos.

Resource 94 Unit 3


Activity 1: Pupils read the words and match them to the correct photos.

Activity 2: Pupils complete the sentences with the correct words. Then they match the words and the pictures.

Activity 3: Pupils complete the table. For each item, they think about whether they can see, hear and touch it.

Resource 95 Unit 4


Activity 1: Pupils read each set of sentences and match it to one of the pictures on the right-hand side.

Activity 2: Pupils draw a picture of themselves with two members of their family. Then they complete the sentences.


Teaching Notes

13

Resource 96 Unit 5

Pupils work on their own. Give a copy of the worksheet to each pupil. Pupils complete the table. For each pet, they think about which actions they need to do to take care of it. They tick (✓) the actions they do need to do and they cross (✗) the actions they don’t need to do.

Resource 97 Unit 6


Activity 1: Pupils follow the instructions to circle in the photos.

Activity 2: Pupils look at the photos and tick (✓) the foods that come from plants.

Activity 3: Pupils follow the instructions to circle in the photos.

Resource 98 Unit 6


Activity 1: Pupils look at the pictures and tick (✓) the correct words.

Activity 2: Pupils look at the picture and complete the sentences.

Activity 3: Pupils think about which of the food items come from plants. They circle to answer the question correctly.

Resource 99 Unit 7

Give a copy of the worksheet to each pupil. Make sure they have all the materials they need. Pupils follow the instructions to make a wind vane. They can work in pairs to do this. Help them, where necessary.

Resource 100 Unit 8


Activity 1: Pupils complete the table. For each activity, they think about who does it in their home.

Activity 2: Pupils complete the sentences with the words from the word box.

Resource 101 Unit 9


Activity 1: Pupils look at the pictures and match them to the seasons.

Activity 2: Pupils circle the correct number to answer the question correctly.

Activity 3: Pupils trace the words for the seasons. Then they circle the correct items for each season.


Teaching Notes

14

Resource 102 Unit 9


Activity 1: Pupils complete the table. For each item, they think about whether or not each of the facts are true.

Activity 2: Pupils look at the photos and circle the one that we don’t want on a beach.

Activity 3: Pupils draw pictures of four things we can find on a beach. They follow the labels and the happy and sad faces.


Answer Key

15

Vocabulary

Resource 6

1

2 1 bend, f 2 stamp, d 3 clap, e 4 stretch, c 5 move, a 6 touch, b

Resource 8

2 1 mouth 2 ears 3 hair 4 eyes 5 nose

Resource 9

1 Across: 2 dog 6 spider 7 snake 8 rabbit 9 tortoise 10 fi shDown: 1 mouse 3 parrot 4 guinea pig 5 cat

Resource 10

1 1 a long tail 2 long legs 3 feathers 4 big ears 5 a wing 6 short fur 7 teeth 8 a shell 9 a small body

Resource 11

1 1 apple 2 orange 3 banana 4 tomato 5 carrot 6 potato 7 beans 8 peas9 rice 10 pasta

Resource 12

1 1 milk 2 cheese 3 fi sh 4 juice 5 eggs 6 bread 7 chicken 8 meat 9 water

Resource 14

1 1 boots, b 2 coat, g 3 shoes, e 4 shorts, f 5 skirt, c 6 sweater, h 7 T-shirt, a 8 trousers, d

Resource 15

1 1 house 2 bathroom 3 bedroom 4 attic 5 fl at 6 garage 7 kitchen 8 hall 9 living room 10 garden

Resource 18

1 Across: 2 dance 4 play the guitar 5 singDown: 1 take photos 3 paint 6 draw

s t r e t c h l

m o e j r c s x

a u t y s d k b

b c s a m o v e

s h c f e s m n

n p l h q u i d

s t a m p b m w

z o p b c i g t


Answer Key

16

Grammar

Resource 19

1 1 c 2 e 3 b 4 a 5 d

Resource 20

1 1 No, it isn’t. 2 Yes, it is. 3 Yes, it is. 4 No, it isn’t. 5 No, it isn’t. 6 Yes, it is. 7 Yes, it is. 8 No, it isn’t. 9 Yes, it is.

Resource 21

1 1 j 2 e 3 l 4 f 5 a 6 d 7 k 8 h

Resource 23

2 1 4 2 3 3 4 4 6 5 12 6 12

Resource 24

1 1 move your body 2 stamp your feet 3 clap your hands 4 touch your toes 5 bend your knees 6 stretch your arms

Resource 25

1 1 dad 2 granny 3 brother 4 grandad 5 mum 6 sister

Resource 26

1 1 She’s got big eyes. 2 He’s got a small mouth. 3 She’s got a small nose. 4 He’s got blond hair. 5 He’s got a big nose. 6 She’s got small eyes. 7 He’s got black hair. 8 She’s got a small mouth. 9 She’s got small ears.

Resource 27

1 1 They’re cats. 2 They’re dogs. 3 They’re rabbits. 4 They’re guinea pigs. 5 They’re snakes. 6 They’re spiders. 7 They’re fish. 8 They’re parrots. 9 They’re mice.

Resource 28

1 1 c 2 a 3 d 4 e 5 b

Resource 29

1 1 b 2 d 3 a 4 c

Resource 30

1 Girl: Boy:


Answer Key

17

Resource 31

1 1 snowy 2 cold 3 foggy 4 rainy 5 stormy 6 cloudy 7 windy 8 sunny

Resource 32

1 1 c 2 a 3 d 4 b

Resource 33

1 1 It’s 2 She’s 3 It isn’t 4 It isn’t 5 He’s 6 He isn’t

Resource 34

1 1 He’s laying the table. 2 She’s cleaning the floor. 3 He’s making the bed. 4 She’s washing the car. 5 He’s feeding the cat. 6 She’s tidying up.

Resource 35

1 1 A cat can run. 2 A dog can’t climb a tree. 3 A parrot can fly. 4 A tortoise can’t jump. 5 A snake can’t skip. 6 A fish can swim.

Resource 36

1 Girl: ✗ ✗ ✓ ✓ ✓

Boy: ✓ ✓ ✗ ✗ ✗

Communication games

Resource 43

1 Pupil A’s picture: (possible answers) It’s sunny; I’m wearing a skirt; I’m wearing a T-shirt; I’ve got long hair; I’ve got a bike.

Pupil B’s picture: (possible answers) It’s snowy; I’m wearing trousers; I’m wearing a sweater; I’ve got short hair; I’ve got a scooter.

Songs

Resource 48

1 1 arms 2 feet 3 knees 4 move 5 Move 6 hands 7 legs 8 toes 9 stretch 10 Stretch

Resource 49

1 1 sister 2 mouth 3 red 4 green 5 nose 6 brother 7 big 8 ears 9 blue 10 black


Answer Key

18

Resource 50

1 1 fur 2 tail 3 four 4 teeth 5 dog 6 legs 7 small 8 short 9 shell 10 tortoise

Resource 51

1 1 chicken 2 eggs 3 cheese 4 fish 5 milk 6 water 7 bread 8 juice

Resource 52

1 1 sunny 2 hot 3 skirt 4 shorts 5 shoes 6 snowy 7 cold 8 trousers 9 sweater 10 boots

Resource 53

1 1 making the bed 2 bathroom 3 cleaning the floor 4 garden 5 washing the car 6 laying the table 7 living room 8 tidying up 9 garage 10 feeding the dog

Resource 54

1 1 sing 2 dance 3 play 4 draw 5 paint 6 take

Culture videos

Resource 64

1 1 d 2 b 3 a 4 c

Resource 65

1 1 c 2 a 3 d 4 b

2 desk, book, pencil

Resource 66

1 1 b 2 d 3 a 4 a

2 1 c 2 a 3 b

Resource 67

1 1 d 2 a 3 b 4 c

2 1 dad 2 granny 3 grandad 4 mum 5 sister

Resource 68

1 1 c 2 d 3 b 4 a

2 1 hamster 2 rabbit 3 cat 4 tortoise


Answer Key

19

Resource 69

1 1 c 2 a 3 d 4 b

Resource 70

1 1 b 2 a 3 d 4 c

2 1 rainy and cloudy 2 cold and snowy

Resource 71

1 1 d 2 b 3 a 4 c

2 1 c, bedroom 2 a, bathroom 3 b, garage

Resource 72

1 1 d 2 b 3 a 4 c

2 1 seven/7 2 nine/9 3 three/3

CLIL

Resource 91

1 1 c 2 a 3 f 4 d 5 b 6 e

Resource 92

1 1 ✓ 2 ✗ 3 ✗ 4 ✓

2 1 b, pen 2 a, bag

Resource 93

1 a, b, c, d, g

2

3 1 c 2 a 3 b

h e a d f c f

d e i l e g s

h b k n e e s

a r m s t f g

n b t o m r s

d e b f a b h

s i e x n a s


Answer Key

20

Resource 94

1 1 a 2 d 3 e 4 b 5 c

2 1 eyes, c 2 ears, e 3 nose, a 4 tongue, d 5 hands, b

3 teddy bear: see, touch bike: see, hear, touch pencil: see, touch rubber: see, hear, touch scissors: see, hear, touch dinosaur: see, touch

Resource 95

1 1 c 2 a 3 b

Resource 96

give water: all give food: all walk: dog play: all but fish stroke: all but fish clean the cage: guinea pig, parrot clean the tank: fish, tortoise, snake wash: dog, cat

Resource 97

1 red (fruit): 3 (dates), 6 (apples) green (vegetables): 2 (peas), 4 (potatoes), 5 (tomatoes) blue (flowers): 1 (roses)

2 4, 5, 7, 8, 9, 10, 11, 12

31 2 3


Answer Key

21

Resource 98

1 1 soil 2 water 3 sunlight 4 air

2 1 soil 2 air 3 sunlight 4 water

3 1 yes 2 no 3 yes 4 yes 5 yes

Resource 100

1 Pupils’ own answers.

2 1 bedroom 2 kitchen 3 bathroom 4 dining room 5 garden

Resource 101

1 1 b 2 d 3 a 4 c

2 4

3 spring: trousers, umbrella (you can also accept T-shirt) summer: sun autumn: sweater, fog, umbrella winter: snow, thermometer

Resource 102

1 shell: ✓, ✗, ✗, ✓ crab: ✓, ✓, ✗, ✗ rock: ✓, ✗, ✗, ✓ seaweed: ✓, ✗, ✓, ✗ sand: ✓, ✗, ✗, ✓ starfish: ✓, ✓, ✗, ✗

2 3

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Set in Daytona Pro Primary 12pt/14pt

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