2 All k in d s o f f a m ilie s

S
am

s
Key learning outcome in Unit 2, the pupils will:
pl
e
M

Exchange information on familiar topics

W
onder
at
er

Recognise familiar words in phrases and sentences

ma ine
ia
I

g
l ©

Talk about familiar topics and express feelings using

basic words and phrases
Build
P
ea

Participate in social exchanges in English

r

Grow
so
n

Create a family circle and present it to the class

20

Shine
23

58 For Review Purposes Only

 Unit overview
22
Target vocabulary Target structures
S

Family: auntie, brother, dad, grandad, granny, mum, Who’s this? This is my… .
sister, uncle I’ve got a (dog).
am

Pets: bird, cat, dog, fish

I’ve got (two) brothers.
Different families: cousin, friend, neighbour, pet

Phonics
Functional language
pl

g (granny, grandad), c (cat, colourful)

Thank you! This is for you!!
e

Values
Recycling and building
Love your family and pets.
What’s this? It’s (brown). Is it (colours)?
M

Competency focus
at

Language stretch
Understanding intercultural and socioeconomic
Wow! What a big/nice family! dimensions of society.
er
ia

Key progress indicator chart

l ©

GSE range for Level 1: 10–22 (stretch 26) Development indicator:

P

Speaking Talk about myself and my world

ea

Working towards: taking part in a short dialogue of 1–2 exchanges or give a short monologue of 2–3 sentences.

Learners can answer short, simple questions related to Use simple words to take part in brief informational,
rs

basic personal information, using a single word or phrase. instructional or transactional exchanges and/or
(19) conversations.
on

Learners can understand simple language related to Understand overall meaning and main idea(s) of simple
naming and describing family members. (21) phrases or sentences.
20

Learners can produce very short fixed expressions, using Use basic words and phrases to talk about familiar topics
gestures and asking for help when necessary. (21) and situations or express simple opinions or feelings.
23

Learners can give someone something using a basic fixed Use a few words to briefly participate in a narrow range
expression (e.g. Here you are!). (21) of everyday social exchanges.

For Review Purposes Only 59

2 Lesson 1 – Vocabulary Pupil’s Book page 20

Objectives Wonder: sparking curiosity Wo e r

nd
• Lesson aim: to learn words to describe family members • Encourage pupils to create their own
• Target language: auntie, brother, dad, grandad, granny, questions by noticing small things and making
S

mum, sister, uncle connections to the world around them.

• Recycled language: big, small; family • Ask pupils which ‘stepping stone’ they are on in
am

their journey. Point to the Wonder stepping stone

GSE and say the lesson objective: We’re learning about
• Productive: Speaking: Can talk about familiar people people in our families.
and places using single words.
• Receptive: Listening: Can understand simple language Materials:
pl

for naming and describing family members. • Audio; Video; Flashcards – Family
e

Starting the lesson: warm up and song

2
M

Play the Rise and Shine Welcome Song.

All kinds of families
●

Encourage pupils to use actions from the

Welcome unit. Then practise with the karaoke
at

version.

Lesson 1 ● In Ask pupils if they know any words for

e
troduc

family members in English. Pupils work in teams

er

What can you see?

to think of as many words as they can. Then ask
1 2.01
Listen and explore. them to tell the class.
● Draw pupils’ attention to the glow item, the
ia

1 2 3
birdcage. Ask in L1: Who do you think lives in
there? Where is he flying to?
l

Big Picture: What can you see? D

iagn ose
©

● Look at the main picture. Ask pupils, Who can

you see on the page? Ask them to say who they
can see. SUPPORT To prepare pupils for the
P

6 new vocabulary, ask them to say whether the

characters are men/women, boys/girls or old/
ea

young. STRETCH Ask pupils if they know

other names for family members in English, e.g.
Mother – Mum, Father – Dad.

1 2.01 Listen and explore.

rs

● Ask pupils to look at the main picture. Play the

audio and tell pupils to point to each family
Tell me!
on

2 2.02
Listen, point and say. member as they hear them. Ask a follow-up
3 Stick and say. 4 Watch and listen.
question, e.g. What colour is Mia’s phone?
SUPPORT Before listening, get pupils thinking
about family by asking them to say the words
20 Vocabulary Family
for family members in L1. STRETCH After
20

playing the track, ask follow-up questions, e.g.

Is their home new or old? (It’s new.), Is the family
big or small? (It’s big.), How many people are
there? (eight, not including Kiki, the cat.)
23

t t t t t t t t
60 Starting
the lesson
Song
For Review Purposes Only
Learning
path
Big picture
pic Presentation:
Activity 1
Flashcar
Flashcards Presentation:
Activity 2
Extra
activity
 2
● Ask pupils to say the odd one out in each row and why
TEACHER TIME TO SHINE: personalisation
he/she is different.
Pupils engage with topics more if they relate them

Wonder
to their own life. Ask pupils to bring in photos of
ANSWER KEY: Suggested answers are in bold (based
S

their family. Throughout the unit, give pupils the

on gender), but other answers are possible (e.g. based
opportunity to use new language to talk about their
on age). Ask pupils to explain their answer, in L1 if
am

photos.
necessary.

2 2.02 Listen, point and say.

Activity Book page 12

w!
Le
t’
s Revie
● Play the audio and present the vocabulary flashcards for Pupils find the toys in the Pupil’s Book and colour the
pl

pupils to repeat each word. Then hold up each card for Activity Book toys the same colours.
them to say without prompting and ask them to point to
each family member on the page. ANSWER KEY: ball, train, car
e

ANSWER KEY: 1 uncle, 2 auntie, 3 mum, 4 granny, 1 Match and say. Pupils match small pictures to the
5 grandad, 6 sister, 7 brother, 8 dad numbered family members in the big picture.
M

3 Stick and say. ANSWER KEY: 1 granny, 2 grandad, 3 auntie, 4 uncle,

5 mum, 6 dad, 7 brother, 8 sister
at

● Help pupils find the stickers in the back of their books.

Point to each one, say What’s this? and elicit the correct Wonder Helper: Say Bruno’s task: Look at my new words.
word. Then ask pupils to put them in the correct place on Match and colour. Pupils match the middle picture to picture
the page.
er

a or b and then colour the picture.

FUTURE SKILLS: enquiry and imagination ANSWER KEY: b

ia

In L1, ask pupils about families in the past. Were they

bigger or smaller than today? What activities did they
do together? Extra time?: Pupils say the family names in alphabetical
order.
l

4 Watch and listen. ANSWER KEY: auntie, brother, dad, grandad, granny,
©

● Revise family members vocabulary using flashcards. Tell mum, sister, uncle
pupils they are going to watch a video about a girl and
her family. Before watching, pre-teach some vocabulary,
P

e.g. quads (quadruplets), jump, garden. Activity 1 Audioscript

● Ask pupils to watch the video and listen to find out what Voices Happy new home!
ea

the girl’s name is. (It’s Carrie.) Play the Families video. Voices Thank you!
Bruno Wow! Big family!
Elena Yes! I can see Granny and Grandad, Mum and
WONDER HELPER Assess
Dad, a brother, that’s Dexter, a sister, Mia, an
rs

Say Bruno’s question: Is your family big or small? Ask auntie and an uncle,
pupils to tell a partner how many people are in their err …
family and who the people are. Ask pupils if they have a Bruno That’s eight!
on

big or small family. Kiki Miaow!

Bruno Oh, and Kiki! That’s nine!
Dexter Elena! Bruno! Come in!
Ending the lesson Activity 2
20

● Read out these words, one line at a time:

an uncle an auntie a mum a granny
1 dad/brother/granny
a grandad a sister a brother a dad
2 auntie/uncle/sister
3 grandad/dad/mum
23

4 mum/brother/auntie

t t t t t t t
Practice:
Activity 3
Our World
video: Activity 4 For Review Purposes Only
Activit
Activity
tivity 4 Wonder
onder
Helper
Activity Book:
Practice
Learning
path
Ending
the lesson
61
2 Lesson 2 – Song Pupil’s Book page 21

Objectives Wonder: sparking curiosity Wo e r

nd
• Lesson aim: to ask and answer questions about family members • Engage pupils with the Big
• Target language: Who’s this? This is my… . Picture by asking questions about the
S

• Recycled language: auntie, dad, family, grandad, granny, people (in L1), e.g. Who is this? Is this the
mum, sister, uncle father? Is the family like yours?
am

• Point to the Wonder stepping stone and

GSE say We’re learning to ask and answer
• Productive: Speaking: Can answer simple questions on familiar questions about family members.
topics using simple language.
• Receptive: Listening: Can understand basic information about Materials:
pl

someone’s immediate family, if spoken slowly and clearly and • Audio; Flashcards – Family; photos of
supported by pictures or gestures. your/pupils’/a celebrity family
e

Wo ma ine Starting the lesson

M

Build Grow Shine

nd er
I

g
2 ● Begin drawing a family member on the board
using the illustrations from Lesson 1 as a guide.
at

Stop after drawing a small part (e.g. the hair)

and ask: Who’s this? Continue drawing until a
pupil guesses correctly. He/She comes to the
er

Lesson 2
board and draws another family member for
1 2.03
Sing and act. S On g pupils to guess.
5 2 2.05
Listen and circle. 1 Sing and act.
2.03
ia

4
1 ● Play the audio and ask if pupils heard any
words for family members. Can they find the
l

people in the main picture?

2 ● Play the track again and have pupils sing along.
©

8 More confident classes can sing the song in two

groups. One group sings the questions and the
7
3 other group sings This is… . Both groups sing the
P

Hello lines and wave.

● When pupils are confident with the words, play
ea

4 the karaoke version (audio track 2.04) and have

them sing along.

2 2.05 Listen and circle.

rs

Who’s this?
This is my dad. ● Practice using the target question (Who’s
this?) by gesturing to individual pupils in the
I can shine! classroom and letting other pupils answer
on

(e.g. This is John.). Then ask pupils to look at

3 Ask and answer
the pictures on the page and, using the same
for Dexter.
question, ask them to say who they can see.
I can ask about family. Then play the audio and tell them to circle the
correct pictures 1–4.
20

Song and structures Who’s this? This is my (sister). 21 ● Read the question and answer in the box. Ask
half the class to repeat the question and half
the class to repeat the answer. Check the
intonation is correct. Ask pupils to switch roles,
23

so they both get the chance to ask and answer.

t t t t t
62 Starting the
lesson For Review Purposes Only
Learning path Presentation:
Pr
Activity 1
Presentation:
Presen
Grammar
Practice:
Activity 2
 2
ANSWER KEY: 1 auntie, 2 dad, 3 mum, 4 grandad 2 Look at Activity 1. Describe and guess. Point to the
first picture in Activity 1 and model the description:

Wonder
This is my mum, my auntie and my uncle. In pairs, pupils
3 Ask and answer for Dexter. take turns to describe and to guess different pictures.
S

● Ask pupils if they can remember the question and

answers from Activity 2 (Who’s this? This is my dad.). 3 Draw two people in your family. Then tell a friend.
am

Point to a person in the Big Picture and practise Pupils draw two people in their family. Then they take
modelling the question and eliciting the correct answer turns to describe their two people.
from pupils. Repeat with all the people, saying Well done Pupils colour the Wonder checkpoint pebble.
when pupils give the correct answer.
Encourage pupils to choose different family members Extra time?: Pupils choose their favourite family member
pl

from the main picture and ask a partner Who’s this? word from Lesson 1 and tell a friend.
e

I can shine! Assess Activity 1 Audioscript

Elena Who’s this?
ACHIEVE The pupil can clearly form the question Dexter This is my dad.
M

Who’s this? and the answer This is my… for the eight Chorus Hello, Dad!
target family members. Elena Who’s this?
at

Dexter This is my mum.

Chorus Hello, Mum!
ADJUST The pupil attempts to form the question Dexter This is my dad. This is my mum!
and answer, but with words missing. The pupil can Chorus Hello, Dad! Hello, Mum!
er

accurately name four to six of the target family Dexter This is my family.
members. Chorus Family.
Dexter This is my family.
ia

Chorus Family. Family. Family.

EXCEED The pupil can clearly form the question Elena Who’s this?
Who’s this? and the answer This is my… for the eight Dexter This is my auntie.
l

target family members. In addition, he/she can Chorus Hello, Auntie!

name more family members, e.g. cousin, sister-in-
©

Elena Who’s this?

law, great grandad. Dexter This is my grandad.
Chorus Hello, Grandad!
Dexter This is my auntie. This is my grandad.
P

● Give pupils time to put their Wonder checkpoint sticker Chorus Hello, Auntie! Hello, Grandad!
on the page. Dexter This is my family.
ea

Chorus Family.
Ending the lesson (Repeat x3)
● Ask one pupil to come to the front of the class and draw Activity 2
rs

a family member on the board. The rest of the class

1 Bruno Who’s this?
have to guess who it is, e.g. It is your auntie/granny/uncle.
Dexter This is my auntie.
Once they have guessed correctly, ask another pupil to
on

come and draw. Award one point per correct answer and 2 Bruno Oh, and look! Who’s this?
repeat with different pupils until all the family members Dexter This is my dad!
have been drawn. 3 Bruno Who’s this, Dexter?
Dexter This is my mum.
Activity Book page 13
4 Bruno And who’s this?
20

1 Listen and match. Pupils listen to the audio and

2.06 Dexter This is my grandad!
match numbers 1–4 to letters a–d.
23

ANSWER KEY: 1 b, 2 a, 3 d, 4 c

t t t t
I can shine:
Activity 3
Activity
Practice Review Purposes Only
y Book:
tice 1 and 2
Ending the
lesson
Learning path 63
2 Lesson 3 – Story Pupil’s Book pages 22–23

Objectives Imagination: fostering imagination ma ine

I
g
• Lesson aim: to understand and act out a simple story • Encourage pupils to be imaginative
• Recycled language: Who’s/What’s this? This is my… ; and creative. Invite pupils to act out the unit story,
S

brother, mum, small, tablet playing the characters or telling it with their own
• Receptive language: I’ve got (a)… . words and gestures.
am

• Point to the Imagine stepping stone and say We’re

GSE learning to understand and act out a story.
• Receptive: Listening: Can recognise familiar words in
short phrases and sentences spoken slowly and clearly, Materials:
if supported by pictures or gestures. • Audio; Video; Story cards; colouring pencils
pl
e

W Im Build Shine
onder
agine Grow
2
Lesson 3 RECEPTIVE SKILLS TIP
1 Who’s in the story? Point and say yes or no.
Before listening in Activity 2, ask pupils a
M

question to ensure they listen actively, e.g. ask

2 2.07
Listen or watch. Who do you think Felipe is? Let them make
Towers suggestions, and then listen and check.
at

2 2.07 Listen or watch.

Play the audio and ask pupils to follow the story
er

in their books and repeat the words together.

I can shine!
Let’s imagine!
3 Circle Elena’s family. ● Then play the video and pause to give pupils
time to answer the questions. Let confident
ia

pupils choose a character and play the video

4 Act out. without sound, letting them play the characters.
SUPPORT Before watching the video, tell
l

I can understand a story

about different families.

22 Story value A story about appreciating family and friends Story language Who’s this? This is my (cousin). 23 pupils to look at the story in their books and
©

ask them what they think they will hear or see.

STRETCH Ask further questions about the
Starting the lesson story in L1, e.g. Why do you think Elena is nervous
at the beginning? What does Felipe want to tell
P

● Review the flashcards from Lesson 1. Ask pupils to name the

family members then ask them to name the ones who go together Elena?
ea

(e.g. mum and dad, brother and sister, granny and grandad).

FUTURE SKILLS: enquiry and imagination IMAGINE HELPER

Ask pupils to look at each frame in the story and imagine what Ask pupils to look at Dexter the Imagine
rs

the characters are saying or how they are feeling. Helper and say Dexter’s task: Draw a family
for Kiki. Ask who they think is in Kiki’s family
1 Who’s in the story? Point and say yes or no. (e.g. Dexter, Mia, Granny Belinda). Pupils
on

As
sess

● Ask pupils to look at the pictures in Activity 1. Say each person and draw their ideas.
ask them to repeat. Tell them to look quickly through the story
(Activity 2). Then they point to each of the people in Activity 1 and 3 Circle Elena’s family.
say yes if they see them in the story and no if they don’t see them ● Ask pupils to circle the people in Elena’s family in
20

in the story. Ask them to say who they can see in the order they the story (Bruno, Felipe’s mum, Freddie the fish,
appear in the story. SUPPORT Check pupils are confident with Felipe). Ask if they can find and point to these
the name of each family member. STRETCH Ask pupils if they people in the story. SUPPORT Help pupils by
can put the characters in alphabetical order. pointing to the story frames which tell them
23

the answer. STRETCH Ask confident pupils to

ANSWER KEY: Bruno, Auntie, Ramon’s mum, Kiki
choose the answers without looking back at the
story.

t t t t t t t
64 Starting
the lesson
Learning
path For Review Purposes Only
Flashcar
Flashcards
lashcards Pr
Pre-reading:
Activity 1
Story:
S
Activity
Activit 2
Story
animation
Imagine
Helper
 2
4 Act out. Activity Book page 14
● Put pupils in five groups. Give each group a set of story

Imagine
cards. Ask them to put the story frames in the correct 1 Who is in Bruno’s family? Point and say yes or no.
Pupils point to each person and say yes if they are in
S

order, and then give each group a part in the story (Mia,
Dexter, Elena, Bruno, Auntie, Felipe). Play the audio and Bruno’s family and no if they aren’t in Bruno’s family.
am

pause after each frame.

ANSWER KEY: yes: Elena, his cousin Felipe; no: Dexter

I can shine! Assess 2 Follow. Then say. Pupils follow the path through the
maze and say the name of the person they find. Tell
students to imagine they are Dexter and elicit or
pl

ACHIEVE Pupils correctly identify which people/

animals are in Elena’s family and can say who they model what he can say: I’ve got an auntie.
are.
ANSWER KEY: auntie
e

ADJUST Pupils correctly identify some of the people

3 Draw. Then say. Ask Dexter’s question: And you? Who’s
in your family?, and ask pupils to draw and name the
M

in Elena’s family.
members of their family.
➔ Go back to the story and look at each person
Pupils colour the Imagine checkpoint pebble.
individually to identify who they are.
at

Extra time?: Pupils rate the story and tell a friend.

EXCEED Pupils correctly identify Elena’s family and
er

can identify how they are related. Activity 2 Audioscript

➔ Pupils can say how the people in the pictures they 1 Auntie Who’s this?
didn’t circle are connected to Elena. Dexter This is my friend, Elena.
ia

Auntie Hello, Elena!

2 Auntie What’s this?
● Give pupils time to put their Imagine checkpoint sticker Elena It’s a tablet.
l

on the page. Dexter Let’s look at your photos, Elena.

3 Elena My family is small …
©

Story extension activity I’ve got a mum. That’s one. I’ve

got a brother, Bruno … That’s two.
● Have pupils choose another character from the story
Auntie Oh, hello, Bruno!
and draw three or four ‘photos’ they think that character
P

4 Bruno And Freddie the fish! That’s three.

would have on their tablet of their friends, family and
Elena Ha ha!
pets. Ask pupils to describe the photos to a partner.
ea

5 Dexter And a friend!

Mia And me and Kiki!
Ending the lesson
6 Dexter Oh, who’s this?
● Tell pupils to draw a picture of their face with three Elena It’s my cousin, Felipe! Oh, yes!
rs

circles around it. They draw a person or pet who is We’ve got a cousin …
important to them in each circle. Then they show their 7 Elena Hello, Felipe!
picture to a partner and explain who each person or Cousin Felipe Hello, Elena! Look! I’ve got a new
on

animal is. baby sister. This is Ana.

8 Cousin Felipe And I’ve got a new baby brother!
This is Ramon.
Elena Oh wow! Congratulations Auntie!
20

My baby cousins are small but my

family is big!
23

t t t t t t t
Extra
activity
I can shine:
Activity 3 For Review Purposes Only
Story
Stor
ory
extension
ension
tivity Book:
Activity
Practice
actice 1
Activity Book:
Practice
tice 2
Ending the
lesson
Learning
path
65
2 Lesson 4 – Grammar and vocabulary Pupil’s Book page 24

Objectives Build: building confidence Build

• Lesson aim: to learn words for pets • Build confidence in English
• Target language: bird, cat, dog, fish through whole class speaking and
S

• Recycled language: brother, doll, small, tablet, train repetition of key words.
• Point to the Build stepping stone and say
am

GSE We’re learning words for pets.

• Productive: Speaking: Can identify things that belong to them
and to other people using simple language. Materials:
• Receptive: Listening: Can recognise familiar words in short • Audio; Flashcards; colouring pencils
phrases and sentences spoken slowly and clearly, if supported by
pl

pictures or gestures.
e

Starting the lesson

M

Lesson 4 ● D
iagn ose
In pairs, ask pupils if they can remember
any animals from Lessons 1–3. Check answers
1 2.08
Listen and find. 2 2.09
Listen, point and say. (fish, cat) and ask if they remember what colour
at

4 the animals were and who they belong to.

2 3 1 2.08 Listen and find.
er

● Ask pupils to look at the picture and guess who

Elena and Bruno are talking to (Felipe). Then ask
1 how many animals they can see (four).
ia

● Play the audio and present the vocabulary

flashcards for pupils to repeat each word. Then
3 2.10
Listen and say. hold up each card for them to say without
I’ve got a fish.
l

prompting and ask them to point to each animal

in the picture.
C h a nt
©

RECEPTIVE SKILLS TIP

Before listening, ask pupils to think about how
P

many people are talking and what they are

talking about.
ea

4 Follow and find. Say.

1
2 2.09 Listen, point and say.

2 ● Ask pupils to look at the pictures and say which

rs

animals they can see.

● Play the audio and ask pupils to listen and point
3
to the animals in the picture as they hear them.
on

Then ask them to say the words to a partner.

4
ANSWER KEY: Felipe has a dog 3, Bruno has a
24 Vocabulary and structures Pets; I’ve got a (fish). fish 2, Mia has a cat 1, Granny has a bird 4
20
23

t t t t t t t
66 Starting
the lesson
Learning
path For Review Purposes Only
Presentation:
Presen
esentation:
Activity 1
Practice:
Activity 2
Extra
ac
activity
Practice:
Activity 3
Presentation:
Grammar
 2
Extra activity
Activity Book page 15
Ask pupils to draw extra things for their pets, e.g. a 2.08a
1 Listen and circle. Pupils listen to the audio and
house, a toy, a food bowl.

Build
circle the correct animal footprint.
S

ANSWER KEY: 1 dog, 2 bird, 3 cat

am

3 2.10 Listen and say.

● Play the audio and ask pupils to repeat the words as they 2 Match and say. Pupils match each person to their pet
hear them. or object. They imagine what the person says. Model
● Ask pupils to say what things Elena has got (doll, train, the example, to imagine what Dexter says: I’ve got a
tablet, brother, fish, friend). Play the audio, pausing after granny.
pl

each line for pupils to repeat, and then play the whole
chant. ANSWER KEY: 1 b I’ve got a granny. 2 c I’ve got a cat.
Ask more confident pupils to create a line for themselves 3 a I’ve got a sister. 4 d I’ve got a mum.
e

using a toy, a pet or a family member.

Extra time?: Pupils think of a pet, draw it and tell a friend.
M

BUILD HELPER
Activity 1 Audioscript
Ask pupils to look at Elena the Build Helper. Read the
at

Mia Look, Granny!

sentence in the box and point to the picture of the Bruno This is Felipe.
bird on the page. Say I’ve got a… and point to the Felipe Hello. I’ve got a new pet. It’s a dog.
picture of the dog in Activity 1 for pupils to complete Bruno
er

I’ve got a fish. Look!

the sentence. Repeat with the other animals. Then Mia I’ve got a cat. Er … Kiki!
say I’ve… for pupils to complete. Granny Ha ha! And I’ve got a bird.
What about you? Do you have a pet?
ia

4 Follow and find. Say. Activity 2

● Look at the pictures on the left and ask Which animal
Felipe a dog
l

lives in this place? Then ask pupils to follow each line from
Bruno a fish
the place to the animal and say, e.g. I’ve got a (fish). Ask
©

Mia a cat
pupils what other animals could live in each place.
Granny a bird
ANSWER KEY: 1 fish, 2 bird, 3 dog, 4 cat Activity 3
P

Elena Let’s go everybody, listen to me!

Ending the lesson I’ve got a doll.
ea

I’ve got a train.

● Play a guessing game. Say I’ve got a… then mime an I’ve got a tablet, too.
animal or playing with a toy. Whichever pupil guesses I’ve got a brother.
correctly comes to the front and mimes another animal/ I’ve got a fish.
rs

toy. Encourage them to use I’ve got a… . I’ve got a friend. And you?
Now, come on, everybody!
Chant with me!
on

Children I’ve got a doll.

I’ve got a train.
I’ve got a tablet, too.
I’ve got a brother.
20

I’ve got a fish.

I’ve got a friend. And you?
23

t t t t t t t
Build
Helper
Practice:
Activity 4 For Review Purposes Only
Extra
activity
activit
tivity
Activity
y Book:
Practice
tice 1
Activity Book:
Practice
tice 2
Ending the
lesson
Learning
path
67
2 Lesson 5 – Communication Pupil’s Book page 25

Objectives Build: building confidence Build

• Lesson aim: to talk about family members and pets, to practise • Build autonomy in English through
the sounds g/c noticing patterns in target language,
S

• Speaking function: to talk about family members and pets building on a bank of known words and
• New language: I’ve got a… . encouraging pupils to notice mistakes.
am

• Recycled language: brother, cat, dad, dog, grandad, • Point to the Build stepping stone and say
mum, sister We’re learning to talk about our family
and pets.
GSE
• Productive: Speaking: Can name everyday objects in their Materials:
pl

surroundings or in pictures, if guided by questions or prompts. • Audio; scissors; colouring pencils

• Receptive: Listening: Can understand basic statements about
where things or people are, if spoken slowly and clearly and
e

supported by pictures or gestures.

M

W
onder ma ine
Build Grow Shine Starting the lesson
I

g
2
at

Lesson 5 ● Play a game. Read out the following words:

mum, auntie, bird, uncle, dog, cat, sister, brother,
1 2.11
Listen, point and say.
fish, granny. If you say the name of a pet, pupils
er

1 2 must stand up. If you say the name of a family

member, they raise their hands. Present a few
examples doing the actions yourself.
ia

1 2.11 Listen, point and say.

● Ask pupils to look at each photo and say what/
l

who they can see in each one. Play the audio

and ask pupils to listen and point to the correct
©

family photo (photo 1).

2 Look and play. ● Ask pupils if they remember who is in the family.
SUPPORT Before listening, make sure the
3 2.12
Listen and say.
P

I can shine! class recognise the difference between each

photo by asking true/false questions about
My sounds 4 Cut out and say.
ea

them, e.g. In photo 1, there is a boy. STRETCH

After listening, ask further questions about the
people in the photos, e.g. What colour is the
boy’s (e.g. T-shirt)?
rs

RECEPTIVE SKILLS TIP

g c Tell pupils they don’t need to understand every
on

word to get the correct answer. Ask them to

listen for the family and animal words and to
look carefully at each picture as they listen.
I can describe my
family and pets. 2 Look and play.
20

● Say I’ve got two… and ask pupils to repeat. Add

Communication Describing family members; sounds g and c 25
to the sentence: I’ve got two brothers..., and
ask pupils to repeat. Then say the full sentence:
23

I’ve got two brothers and a cat, and ask pupils

to repeat. Ask pupils if the sentence refers to
picture 1 or 2.

t t t t t t
68 Starting
the lesson
Learning
path For Review Purposes Only
Practice:
Activity 1
Speaking
support
Practice:
Activity 2
Practice:
Activity 3
 2
● In pairs, pupils say a sentence describing a picture for
their partner to guess. Remind them there is more than FUTURE SKILLS: collaboration and communication
one way of describing each picture. SUPPORT Practise Ask pupils to work in pairs. In one photo frame ask

Build
forming plural nouns with pupils. STRETCH Encourage
S

pupils to choose and draw family members and pets

confident pupils to have three items in a sentence, e.g. who went on a camping holiday together, and in
I’ve got a mum, a dad and a brother.
am

another photo frame they choose and draw family

members and pets who stayed home and had a
3 2.12 My sounds Listen and say.
barbecue. Ask them to put a mixture of both pupils’
● Point to grandad in the picture and say Who’s this? families and pets in each and to think about which
Answer, It’s g – g – grandad. Then point to the cat and people/pets would like each activity.
pl

say What’s this? Answer, It’s a c – c – cat.

● Play the audio. Pupils say g – g – grandad and
c – c – cat. Have pupils say the words along with the Ending the lesson
e

audio. SUPPORT Look up how the mouth is positioned ● Display five to ten of the pupils’ photo frames from the
to make these sounds and draw a mouth on the board
Checkpoint activity around the classroom. Describe the
to show pupils where the sound comes from. STRETCH
people/pets in one of the photo frames, saying I’ve got
M

Ask pupils to think of other words in English or L1 that

a… , and ask pupils to point or move to the correct photo
use the sounds.
frame.
at

4 Cut out and say.

● Explain that pupils are going to make family photos. Tell
Activity Book page 16
them to cut out the family members or pets they want in 2.13
1 Listen and point. Pupils listen and point to the
er

their photo frame. If there is time, pupils can colour their

correct pictures.
pictures, too.
● Ask pupils to look at the photo, and model or elicit ANSWER KEY: 1 d, 2 a, 3 c, 4 b
ia

example sentences: I’ve got a sister. I’ve got a mum and a

dog. In pairs, pupils take turns to talk about who they’ve 2.14
2 Listen and repeat. Then point and say. Pupils
got in their family, using their photo frame. listen and repeat each word. As they say each word,
l

they point to the correct item in the picture.

I can shine! Assess
©

ANSWER KEY: c car, cat; g grandad, granny

ACHIEVE The pupil can produce three sentences
clearly describing a family member or a pet. The 3 Circle for you. Then tell a friend. Ask pupils to circle
P

pupil can produce at least one sentence referencing the picture(s) that are correct for them. Then they say
two people. what they’ve got. Model: I’ve got a doll. And you?
ea

Pupils colour the Build checkpoint pebble.

ADJUST The pupil can produce a sentence about a

family member but with some inaccuracies or words Activity 1 Audioscript
rs

missing.
Narrator Which family?
➔ Support pupils with additional practice using
Girl This is my mum and my dad. I’ve got two
flashcards and modelling sentences.
on

brothers and a cat.

Activity 3
EXCEED The pupil can produce more than three
g–g–g
accurate sentences about his/her family or pets.
He/she is confident at referencing two people in one grandad
20

sentence. k–k–k
➔ Encourage pupils to talk about more than two cat
people in one sentence. Granny and grandad have got a colourful cat!
23

● Give pupils time to put their Build checkpoint sticker on

the page.

t t t t t t
Phonics
practice
I can shine:
Activity 4 For Review Purposes Only
Activity Book:
Activit
Practice 1
Activity Book:
Practice 2
Ending the
lesson
Learning
path
69
2 Lesson 6 – Global citizenship Pupil’s Book page 26

Objectives Growth: Nurturing growth Grow

• Lesson aim: to learn words to talk about families in society
• Cross curricular/Culture connection: Different families • Promote good global citizenship by
S

• Global citizenship theme: Respect and celebrate differences encouraging pupils’ awareness of their role
among people’s families in society. Ask pupils to think of things they
am

• Target language: cousin, friend, neighbour, pet can do to be good citizens (e.g. be polite,
• Recycled language: Who’s this? This is my… . don’t waste things).
• Point to the Grow stepping stone and say
GSE We’re learning new words to talk about
• Productive: Speaking: Can talk about familiar people and places families.
pl

using single words.

• Receptive: Listening: Can recognise isolated words related to Materials:
familiar topics, if spoken slowly and clearly and supported by • Audio; Video; Flashcards – Family
e

pictures or gestures.
M

Starting the lesson

at

● Say different activities, e.g. have a barbecue,

I celebrate all ride a bike, play with toys, painting, swimming,
families
Lesson 6 walk the dog. Find out which activity is most
er

popular by asking pupils for a show of hands

1 2.15
Listen, point and say. 2 2.16
Listen and find.
and then getting them to create a mime for the
a b
most popular activity.
ia

1 2.15 Listen, point and say.

● Play the audio and present the vocabulary
l

flashcards for pupils to repeat each word.

c d Hold up each card for them to say without
©

prompting. Then ask them to point to each

picture on the page and say the correct word.
● D
iagn ose
Ask pupils how the people in the photos
P

are connected. Encourage them to say words

they know in English, to check which words they
3 Who do you do these things with? Look, think and match.
ea

already know.
1
2 2.16 Listen and find.
● Play the audio, pausing after each description.
rs

Pupils listen and point to the correct photo. Play

2
the audio again, pausing for pupils to repeat the
new words (pet, neighbour, cousin, friend).
on

● Check comprehension by asking pupils to

Think and share! give examples of popular pets and say how
3
many cousins they have. Ask pupils (in L1) if
neighbours are people who live near to or far
from you.
20

4 Watch and listen.

26 Global Citizenship Families; who makes a family? ANSWER KEY: 1 c, 2 b, 3 a, 4 d

23

RECEPTIVE SKILLS TIP

Before doing the task, ask pupils to think
which of the new words connects to each
photo and what other words they might hear.

t t t t t t
70 Starting
the lesson
Learning
path For Review Purposes Only
Presentation:
Activity 1
Flashcards Practice:
Activity 2
Extra
activity
 2
3 As
Who do you do these things with? Look, think
sess Background information (Culture and CLIL)
and match.
● Ask pupils to look at the pictures and say which activities In this lesson, pupils consider what makes a family in

Grow
and which people they show (e.g. neighbour, pet, eating, the broad sense, including neighbours, friends, more
S

going to school). distant relatives and pets. Before the lesson, research
Ask pupils to think about each activity and who they some facts about families in your country, e.g. average
am

do that activity with. They match the activities and the number of children/pets, most common pet. You could
people. have pupils guess how these numbers compare with
other countries.
Extra activity
pl

Ask pupils if they do any other activities at home and Activity Book page 17 (Lessons 6 and 7)
who they do them with. In pairs, pupils compare their
2.15a
answers. 1 Listen, point and say. Pupils listen and point to
e

the correct picture. Then they say the word.

FUTURE SKILLS: critical and reflective thinking ANSWER KEY: 1 a cousin, 2 d neighbour, 3 b pet,
M

After Activity 3 ask pupils to explain in L1 how different 4 c friend

people have fun. Do their parents and grandparents
enjoy different activities from themselves? Why?
at

Activity 1 Audioscript
a cousin b neighbour c pet d friend
er

GROW HELPER Activity 2

Ask Granny Belinda’s question: Who makes a family? 1 Girl Look! I’ve got a pet. This is my dog, Porter!
Ask pupils to say if they think there are people who are 2 Boy This is me and my neighbour, Marco. I share my
ia

part of their family even if they’re not actually related. toys with my neighbour.
3 Boy I’ve got a big family. Look! This is me and my
4 cousin. I have fun with my cousin!
l

Watch and listen.

● Revise the unit vocabulary using the flashcards. Play the 4 Girl This is my friend Clara. I have fun with my
friend!
©

Families video.
● After watching, ask pupils if they can remember what
the children do together. (They eat, play and go to school
P

together.)
ea

Ask pupils to think about someone in their life

they would like to spend more time with. Ask them what
activity they would like to do together and why.
rs

Ending the lesson

● Put pupils into two teams. Read out one of the following
definitions to Team A. If they answer correctly, they get
on

a point. If not, Team B gets a chance to answer. Then ask

Team B.
1 my mum’s sister (auntie)
2 my dad’s dad (grandad)
20

3 my auntie’s daughter (cousin)

4 the person who lives near me (neighbour)
5 my grandad’s son (dad/uncle)
6 my granny’s daughter (mum/auntie)
23

t t t t t t
Practice:
Activity 3
Grow
Helper Review Purposes Only
Our World
video: Activity
Ac 4
Activity Book:
Practice
Ending the
lesson
Learning
path
71
2 Lesson 7 – My Everyday English Pupil’s Book page 27

Objectives Growth: Nurturing growth Grow

• Lesson aim: to make and present a card for a family in society
member • Encourage a further sense of pupils’
S

• Functional language: This is for you! Thank you! social responsibility and actions by using mini
• Text type: greetings card roleplays and class vote activities to explore
am

• Recycled language: best friend, dad, grandad, granny, social initiatives.

mum • Point to the Grow stepping stone and say
We’re learning to make a thank-you card for a
GSE special person.
• Productive: Speaking: Can produce some fixed expressions.
pl

• Receptive: Listening: Can recognise isolated words related Materials:

to familiar topics, if spoken slowly and clearly and supported • Audio; paper, colouring pencils (optional);
by pictures or gestures. greetings/birthday cards
e
M

W
onder ma ine Build Shine Starting the lesson
I

g Grow
2 ● In pairs, ask pupils to imagine they are having a
at

family party. Ask them which family members

Lesson 7 Thanking people would come. In L1, ask what they would eat
and drink and what games they might play.
1 Who’s the card for? Look, point and say.
er

2.17
Nominate pairs to share their ideas.
Then listen and check.
1 D
iagn ose
Who’s the card for? Look, point and say.
ia

2.17 Then listen and check.

● Ask pupils to look at the card. Explain that the
card means: I love you!
l

● Ask who they think the card is for. Don’t confirm

the answer yet.
©

● Ask pupils who they can see in each photo. Play

the audio and tell pupils to listen and check their
answer and point to the correct photo.
P

● Play the audio again and ask pupils to repeat

2 Who’s the card for? the sentences.
I can shine!
ea

Join the dots and

say.
3 Let’s thank someone! Extension activity
● If you have brought greetings cards to the class,
rs

hold them up or pass them around and ask

pupils to say who they might be for and what
occasion. Practice giving pupils a card, saying
on

This is for you, for them to respond Thank you.

2 Who’s the card for? Join the dots and say.

● Ask pupils to look at the card. Tell them to join
I can thank people. the dots to make the picture.
20

● In pairs, pupils compare their cards and say who

My Everyday English Thanking family and friends; This is for you. Thank you! 27
the card is for (dad).
● In L1, ask pupils to think of the occasions
when we give cards (birthdays, anniversaries,
23

weddings, etc.). Ask how they think granny and

dad will feel when they receive the cards in
Activities 1 and 2.

t t t t t t
72 Starting
the lesson
Learning
path Review Purposes Only
Flashcards Practice:
Activity 1
Practice:
Activity 2
Speaking
support
 2
Activity Book page 17 (Lessons 6 and 7)
TEACHER TIME TO SHINE: facilitating speaking in class
Before Activity 3, consider different ways of grouping 2 Draw. Then tell a friend. Pupils draw a picture on

Grow
pupils to speak. For example, have a small group the card and then tell a partner. Model: This is for
S

of pupils sit in a circle and take turns to pass their my grandad. They can also take turns to role play
cards to their right. Start with a more confident pupil presenting their card.
am

and end with a less confident one, so they hear the Pupils colour the Grow checkpoint pebble.
language a number of times before their own turn.
Extra time?: Pupils tell a friend who they help in their
3 Let’s thank someone! family.
pl

● Look at the photo of the children playing. Ask What has

the girl got? (a card) Ask: Who is the girl giving a card to?
(her friend) Model what the girls are saying: This is for you.
Activity 1 Audioscript
e

/ Thank you! Boy This is for you, Granny!

● Tell pupils they are going to make their own card. Granny Thank you!
● Practise the phrases This is for you, Mum/Grandad/
M

Granny and Thank you. In pairs, pupils role play presenting

their card to the other person.
at

I can shine! Assess

er

ACHIEVE The pupil can create a card for a specific

family member and say This is for you, (Mum/Dad/
Grandad, etc.) clearly without missing words.
ia

ADJUST The pupil can create a card for a specific

l

family member and present it when the sentence

This is for you, (Mum/Dad/Grandad, etc.) is
©

modelled for them.

P

EXCEED The pupil can create a card for a specific

family member and say This is for you, (Mum/Dad/
ea

Grandad, etc.) clearly without missing words. They

can read a partner’s card and tell the class about it,
e.g. His/her card is for… .
rs

● Give pupils time to put their Grow checkpoint sticker on

the page.
on

Ending the lesson

● Ask one pupil to sit with his/her back to the board. Stick
a family vocabulary flashcard on the board behind him/
20

her. The rest of the class have to say the gender opposite
of the flashcard (i.e. if the flashcard is brother, the class
will say sister) and the pupils will guess This is my brother.
Change pupils and repeat until all family flashcards have
23

been completed.

t t t t t
I can shine:
Activity 3
Activity Book:
Practice Review Purposes Only
Extra
activity
activit
tivity
Ending
the lesson
Learning
path
73
2 Lesson 8 – Review Pupil’s Book page 28

Objectives Shine: Time to shine! Shine

• Lesson aim: to review language from the unit • Enable pupils of all abilities to
• Revised language: auntie, brother, dad, grandad, granny, showcase achievements through differentiated
S

mum, sister, uncle; I’ve got (a)… , This is my… . steps. In a class of mixed abilities, this can be
achieved by giving all pupils the chance to shine
am

Materials: and demonstrate their progress through group

• Colouring pencils, scissors, glue; Flashcards work, collaboration, turn-taking.
• Ask pupils which ‘stepping stone’ they are on in
their journey. Point to the Shine stepping stone
pl

and say the lesson objective: We’re reviewing

what we’ve learnt in the unit.
e

Starting the lesson

M

!
Let’s ma ke a family circle ● Ask pupils to look back through the unit, decide
which was their favourite lesson and say why (in
L1, if necessary).
at

Step 1 Review
● D Display pictures of family members and
iagn ose

1 Look, point and say. pets from the unit on the board or around the
er

classroom. Give pupils 2–3 minutes to look at

2
1 and remember the pictures. Remove them and
ask pupils to work in pairs or small groups to
ia

6 remember as many as they can in 1 minute.

4
5 Write correct answers on the board.
3
l

Step 1: Review
The Review consolidates the target language
©

7 ●
8
of the unit from the I can shine! checkpoints
and helps prepare pupils for the unit projects.
Vocabulary from the Wonder spread is reviewed
P

through speaking in Activity 1. The story ideas

from the Imagine spread are reviewed in
ea

Activity 2. The speaking element in Activity 3

consolidates the target structures and language
of the Build spread.
rs

2 Who’s in your family? Tell a friend. 1 Look, point and say.

● Ask pupils to look at the picture of the family.
3 Think! Who is important to you? Say. Point to each person and ask the class to say
on

who it is.
● In pairs, pupils take turns to point at each
family member and say who it is. Invite different
pupils to point and say in front of the class.
28 SUPPORT Review family members from the
20

Unit review Unit objectives review

first vocabulary lesson if necessary. STRETCH

Pupils say which pets are in the picture (dog,
cat) and name other kinds of pets (fish, bird).
23

ANSWER KEY: 1 granny, 2 grandad, 3 auntie,

4 uncle, 5 mum, 6 dad, 7 brother, 8 sister

t t t t t t
74 Starting
the lesson pathFor Review Purposes Only
Learning Song Review:
Activity 1
Review:
Activity 2
Extra
activity
 2
2 Who’s in your family? 4 Think and draw for you. Then tell a friend. Ask pupils
to draw a picture of their family, a picture of their
Tell a friend.
A s ss
se friends and a picture of their pets. They can imagine
Ask pupils to look at the family picture in Activity 1 again

Shine
●
pets, if necessary. In pairs, pupils take turns to talk
S

and tell a friend the people who are in their family. If they
about each of their pictures.
have a different pet (e.g. a bird, a fish or a rabbit) ask
am

them to draw it in the picture. Pupils col our the corner picture. Ask pupils to look at the
● Model talking about your own family: I’ve got two sisters Progress Chart for Unit 2 and tick the things they can now do.
and a pet. It’s a bird.
● Ask pupils to share their pictures with a friend and to say Home-school link: Pupils make a picture album page to
sentences about their own family. show their families.
pl

3 Think! Who is important to you? Say. Unit 2 review notes

● Ask pupils to think of other important people in their life.
e

Review the words neighbour, cousin, friend, pet. Tell them ● Use this space to take notes on what your pupils might
they can choose more than one person. need to revisit based on their performance in the review
In pairs, pupils take turns to say who is important to lesson.
M

them.
at

Ending the lesson

● In pairs, ask pupils to find the page(s) in the unit with the
following things (in L1 if necessary):
er

1 A picture of a dog in snow (p.26)

2 A family photo with a dog (p.25)
3 Elena’s cousin (p.23)
ia

4 A birdcage (p.21/22/24)
● Tell them this is a race and the first pair to find each
l

page wins.
©

Activity Book pages 18–19

2.17a
1 Listen, point and say. Pupils listen to the audio
and point to the correct picture. Then they say the word.
P

ANSWER KEY: 1 g dad, 2 f auntie, 3 e grandad,

ea

4 d sister, 5 a mum, 6 h brother, 7 c granny, 8 b uncle

2.17b
2 Listen and match. Then match for you. Tell
a friend. Pupils listen to the audio and match the
rs

girl and the boy with their pets. Then pupils draw
themselves and match to the pet(s) they have got, or
would like to have. They follow the audio model to tell
on

a friend about their pets.

ANSWER KEY: 1 a b, 2 c d
20

Extra time?: Pupils answer the question about how many

cousins they have got.
3 Stick, draw and colour. Then complete the family
23

tree. Pupils cut out the corner pictures, colour them

and stick them on the board. Then play the game.
Pupils make sentences using This is my... and I’ve got… .
Model: This is my grandad. I’ve got a cat.

t t t t t t
Review:
Activity 3
Review:
Activity 4 Review Purposes Only
Activity Book:
Ac
Practice 1
Activity Book:
Practice 2
Ending the
lesson
Learning
path
75
2 Lesson 9 – Project: Let’s make a family circle! Pupil’s Book page 29

Objectives Shine: Time to shine! Shine

• Lesson aim: to create and present a ‘family circle’ • Allow pupils of all abilities to
• Revised language: Who’s this? This is my (sister). I’ve got demonstrate progress by modifying lesson
S

(two) (sisters). objectives, adapting pair or group work or being

creative with learning goals.
am

Materials: • Point to the Shine stepping stone and say We’re

• Coloured paper; plain paper; circle templates; scissors; going to make and present a family circle.
glue
pl

W ma ine Build Grow Starting the lesson

onder
2
I

g
S hine
e

● Draw a big circle on the board and elicit the

word circle. Draw three more circles inside the
first, so there are four circles, one inside the
M

Step 2 Create
other. Explain that pupils are going to make a
4 Who are your special 5 Make your family circle with lots of layers to show their family,
people? Draw. circle. friends and pets.
at

Step 2: Create
er

● This section revises Global Citizenship skills from

the Build and Grow spreads, like critical thinking
and collaboration. Activity 4 focuses on a critical
thinking task and Activity 5 looks at creativity
ia

and ‘making’ their project. In Activity 6, pupils

are invited to collaborate and communicate in
l

a pair or small group before presenting their

project in front of the class in Time to Shine.
Time to shine!
©

● Make sure that pupils understand the steps to

6 Show your family circle to the class. success for the project, to enable them to carry
out the project successfully and to the best of
P

their ability. For example, when asking them to

create a family circle, give them clear step-by-
ea

step instructions:
1 Choose the people and pets you want to
include.
2 Draw the circles carefully.
rs

3 Use lots of colour.

I can appreciate all kinds of families! 2 4 Use your new language to tell the class about
your family circle.
on

Unit project A family circle 29 ● Show pupils what is required of them. Some
pupils may need more support to keep in mind
all the key elements of a successful project.
Other pupils may be aware of the key elements
20

but may require further suggestions to motivate

them to improve. Above all, project work is
a chance for pupils to produce the language
they have been learning in class and will
23

provide useful assessment and remediation

opportunities.

t t t t t
76 Starting
the lesson For Review Purposes Only
Learning
path
Project:
Activity 5
Project:
Projec
Activity
Activit 7
Time to shine:
Activity 8
 2
4 Who are your special people? Draw.
● Ask pupils to look at the family circle. People who are Time to shine! Assess
close to them go in the inner circle and people who

Shine
ACHIEVE The pupil can name family, friends and
S

are less close go in the outer circles. Tell pupils to draw

simple pictures of people in the appropriate circle for pets using This is my… . and I’ve got a… .
am

themselves.
5 Make your family circle. ADJUST The pupil can name family, friends and
● Ask pupils to create their own circles like the template pets but with errors in the sentences.
on page 29 and use different colours for each ring of the ➔ Play the chant from Lesson 4 again, asking pupils
circle. Then they draw themselves in the centre and draw to repeat each sentence.
pl

the people/pets they have chosen in the correct circle.

EXCEED The pupil can name family, friends and

e

PROJECT TIP
pets using language from previous units. The pupil
If you have the facilities, have pupils produce their
can help other pupils in class during pair/group
family circles digitally. Save these and then return to
work tasks.
M

them later in the course, to ask pupils if they have new

pets, friends, neighbours or family members to add. ➔ Work on pupil’s intonation and pronunciation by
modeling examples and asking extra questions, e.g.
at

How old is your sister?

Time to shine!
6 Show your family circle to the class.
er

● Point in the picture and model what the boy in the photo
is saying: This is my mum. I’ve got a sister. I’ve got a cat.
This is my friend. Ask pupils to think about what they
ia

want to say about their circle before they present it to

the class. If you have a big class or less confident pupils,
have them present to smaller groups.
l

● Point out that no two families are the same and we

should celebrate all kinds of family.
©

● Ask pupils if they enjoyed learning about family and pets.

Tell them to find the I can shine! sticker at the back of the
book and add it to the page.
P
ea

Ask pupils to choose a person/pet from their family

circle and say (in L1 if necessary) one thing they will do
with that person that week. Ask them how spending time
with that person makes them feel.
rs

Ending the lesson

on

● Ask pupils to look back at the unit and think which lesson
they enjoyed the most. Have a vote for each lesson.
Encourage pupils to say (in L1 if necessary) why they
enjoyed the winning lesson.
20
23

t t t t
Activity Book:
Practice 1
Activity
Practice Review Purposes Only
y Book:
tice 2
Ending
the lesson
Learning
path
77