Ace2 Unit Wks Mat

Starter 05 1 Cut out and order the story. Listen and check. $ CD1

a

b I’ve got 25 brothers and sisters. Ooh! We’re in the sea. Look! Hello.

Hello. I’m Caspian. I come from the sea.

25! Lola! The books! Oh, yes! Goodbye.

c

Have you got a brother or a sister?

d Monty and Lola, please bring 25 books.

Yes. I’ve got two sisters. I haven’t got a brother.

Yes, Mr Sonic.

e Here are the 25 books, Mr Sonic.

f ... 23, 24, 25. There! 25 books.

Look, Monty! The magic door. Let’s go!

Oh! Er, thank you, Lola ... 2

Teacher’s Resource CD-ROM © Oxford University Press Photocopiable

2

name is


From: ‡pain Brothers and sisters: ¥e∫ –

1 sister (†heresa)

Brothers and sisters:¥e∫ –

1 brother (åntonio)

1 sister (‡amira)

1 brother (¯ame∫)

From: ‡pain

Brothers and sisters: ¥e∫ –

Brothers and sisters:¥e∫ –

Name: fiva

From: ∆ritain

From: ∆ritain

Name: ¯orge

Name: ýmran

Name: µolly

Starter

1 Cut out the cards. Choose one.

2 Write.

Hi! What’s your name?

Where do you come from?

Have you got a brother or a sister? Hello. I’m

.

I come from

.

Yes. I’ve got a

.

.

Unit 1 Story 1 What month is it? Look and write.

flt’∫ ¯une. flt’∫ ˙ovember. flt’∫ Øctober. flt’∫ åugust. . Mrs Mouse and

. Mrs Mouse and

Mr Bird are in the garden.

Mr Bird are in the forest.

1

2

. Mrs Mouse and

. Mrs Mouse is

Mr Bird are in the apple orchard.

at home.

3

4

2 Who says this? Read and match. 1

2

Mmm, I like strawberries, too.

a

Look! I’ve got ten nuts.

3

c

b

I’ve got four apples.

4

I haven’t got any food for my birthday.

d

3 What is Mr Bird’s birthday present? Draw and write. It’s a 2

for

!


Unit 1 Vocabulary and grammar 1 1 Write the missing letters.

∂e åp µa ‡e Øc ¯u ¯a ƒe µa ¯u åu ˙&

¯a nuary

bruary

rch

ril

y

ne

ly

gust

ptember

tober

vember

cember

2 Look and write. 1

1

2

2

3

3

2

∑hen’∫ your birthday? flt’∫ in ˙ovember. ∑hen’∫


?

Unit 1 Vocabulary and grammar 2 1 Read and match.

spring

1

summer

2

autumn

3

winter

4

2 Look and write.

sunny hot cold windy

1

2

flt’∫ hot in summer.

flt’∫

3

4

2


.

Unit 1 Cross-curricular 1 Colour and cut out. Make a weather chart.

What’s the weather like today? It’s

and it’s

2


Unit 2 Story 1 Who says this? Read and match. 1

Look. This is from Uncle Joe.

a

2

Hmm. Is it a horse?

3

No. It isn’t Uncle Joe.

c

b

4

Oh! It’s a ship!

d

2 Number the pictures in order. Write.

a horse a boy and a girl two boy∫ a message lot∫ of people a pirate ship a

c

b

1 †here’∫

.

†here’∫

†here’∫ a boy . and a girl.

d

e

f

†here are

†here are

†here’∫

2

.


.

.

Unit 2 Vocabulary and grammar 1 1 Read and match. 1 man

2 men

3 woman

g e

4 women

h

5 boy

i

f j

b

a d

c

6 girl

7 baby

2 Count and write.

8 babies

9 person

10 people

†here’∫ †here are

1

2

†here are two women. †here’∫ 3

. 4

2


Unit 2 Vocabulary and grammar 2 1 Read and write the number. 1 old

2 pretty

3 tall

4 young

5 strong

6 handsome

1

2 Look and write.

™e’∫ ‡he’∫

1

2

‡he’∫ pretty.

™e’∫

4

5

2


3

. 6

Unit 2 Cross-curricular

2

Apr Mar Feb 1

2

Jan Teacher’s Resource CD-ROM © Oxford University Press Photocopiable

3

4

5

6

7

8

Birthdays in Class

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

1 Ask your friends. Make a birthday block graph.

Unit 3 Story 1 Number the pictures in order. a

c

b

d

2 Who says this? Read and match. 1

Wait! I’ve got an idea.

a

2

This castle is small. There isn’t a big hall.

b

3

c

Oh, no! It’s a letter from Prince Grumpy.

4

Thank you, King Jolly.

d

3 Draw a new flag for Prince Grumpy.

2


Unit 3 Vocabulary and grammar 1 1 Read and write the number. 1 kitchen

3 bathroom

5 bedroom

7 dining room

2 garden

4 hall

6 roof

8 door

9 living room 10 flag

1 2 What’s different? Write about picture B.

†here isn’t a †here aren’t any A

B

1 There are three flags.

1

2 There is a door.

2

3 There are two bathrooms.

3

4 There’s a kitchen.

4

5 There are three bedrooms.

5

2

†here aren’t any flag∫.


Unit 3 Vocabulary and grammar 2 1 Read and circle. 1 pond

2 leaf

3 wall

4 bush

5 bee

6 wall

2 Look and write. 1

3

in on †here’∫ a bird in a wall.

2

†here’∫ a bee

4

†here’∫ a .

.

5

6

2


Unit 3 Cross-curricular 1 Colour and cut out. Stick.

2


Unit 4 Story 1 Look and write.

¥e∫, fl am. ˙o, fl’m not. Are you bored?

Are you bored?

2 Look and write.

happy excited scared dizzy 1

Ellie is

2

3

4

. Max is

. Max is

. Ellie is

.

3 Choose an adventure with the magic scarf. Draw yourself and write.

I’m not 2

. I’m

.


Unit 4 Vocabulary and grammar 1 1 Read and circle. 1

happy / scared

3

4

dizzy / sad

5

2

bored / hungry

6

angry / hungry

tired / thirsty

scared / dizzy

8

7

excited / tired

happy / hungry 10

9

excited / scared

sad / angry

2 Look and write. 1

2

3

4

åre you

?

¥e∫, fl am.

åre you

?

˙o, fl’m not. fl’m

.

˙o,

.

fl’m

¥e∫,

5

˙o, 2


. .

.

Unit 4 Vocabulary and grammar 2 1 Follow, read and colour. gloves

red

a cap

green

sunglasses

purple

shorts

blue

boots

orange

sandals

pink

2 Look and write.

™e’∫ wearing ‡he’∫ wearing

A

B

™e’∫ wearing a cap.

2


‡he’∫ wearing

.

Unit 4 Cross-curricular 1 Colour and cut out. Put the pictures in order. a

b

It’s winter. This sheep has got lots of wool.

Now the wool is clean.

c

d

Now the wool is long.

This sweater is warm. It’s made of wool!

e

f

It’s spring. Look! The sheep hasn’t got lots of wool.

Look! What is it? It’s a sweater!

2


Unit 5 Story 1 Read and match. 1

Can you help?

2

I want my money, please.

3

Can he help us?

4

There aren’t any rats in the town.

a

Yes, he can.

b

Hooray!

c

Yes, I can.

d

No. I haven’t got any money.

2 Look and write.

children rat∫ school 1

2

There are rats in the

3 Read and draw.

I can play the flute! 2

3

There aren’t any . in the town. I can play the violin!

There aren’t any in the town. I can play the recorder!

I can play the drum!



fl dr x cl v r tr g p c 1

2

r ecorder

iolin 7

6

ute

4

3

arinet 8

ello

5

ylophone 9

iano

ums 10

uitar

iangle

2 Look and write.

¥e∫, fl can. ˙o, she can’t. ¥e∫, he can. ˙o, fl can’t. 2

1

1 Can you play the drums?

¥e∫, fl can.

3

4

2

2 Can you play the

?

3 Can he play the

?

4 Can she play the

?


Unit 5 Vocabulary and grammar 2 1 Read and write A or B. A

B

1 two statues

å

2 a fence

3 four paths

5 two benches

7 a rubbish bin

4 a sign

6 a statue

8 a bench

2 Write the answers.

¥e∫, there i∫. ¥e∫, there are. ˙o, there isn’t. ˙o, there aren’t.

1 Is there a statue?

¥e∫, there i∫.

2 Is there a path? 3 Is there a fence? 4 Are there any signs? 5 Are there any benches? 6 Is there a rubbish bin? 2


Unit 5 Cross-curricular 1 Cut out the shapes. Do the puzzle.

How do we make sounds? holes

2

strings

a stick



Look at the house! It’s big!

a

2

There’s a giant! Help!

3

I’m bored. I want to play.

c

b

4

Wow! You’re a giant!

d


bed sofa hall kitchen lamp door a

b

c

1 door

The

There’s a big

is open.

e

d

The children and the giant are in the 2

.

There’s a giant in the


. There’s a big

.

f

Jenny isn’t in . the

.

Unit 6 Vocabulary and grammar 1 1 Read and match. 1 bed

3 cupboard

2 armchair

b

4 sofa

5 bath

d c

a

e

h

j

g f

i

6 lamp

7 mirror

8 painting

9 mat

10 shelf

2 Look and write. 1

2

Is he on the bed?

¥e∫, �� he i∫.

4

Is he on the sofa? 5

Is she in the bath? 2

Is he on the bed?


3

Is she in the cupboard? 6

Is it on the mat?

Unit 6 Vocabulary and grammar 2 1 Read and circle. 1 camera

2 radio

3 keys

4 phone

5 glasses

6 watch

2 Look and write.

under between next to 2

1

Where’s the watch? It’s next to the

Where’s the phone? It’s

key∫.

. 3

4

Where’s the radio? It’s

Where are the keys? They’re .

. 5

6

Where are the glasses? They’re

Where’s the phone? It’s .

2


.

Unit 6 Cross-curricular 1 Cut out the places. Play the game.

A

B

C

D

E

F

G

H

8

8

7

7

6

6

5

5

4

4

3

3

2

2

1

1

A

2

B

C

D

E


F

G

H

Unit 7 Story 1 Read and match. 1

Do you like pizza?

2

What’s this?

3

Yummy! I like lemonade.

4

Earth is a funny place.

a

It’s a TV.

b

Wait! Beep! That isn’t lemonade!

c

Yes, it is.

d

Yes, I do.

2 Look and write.

drinking lemonade

Æhat are you doing? fl’m

cooking a pizza

Æhat are you doing?

.

fl’m

3 Draw yourself. Write.

Æhat are you doing?

. fl’m

watching †◊

fl’m

.

.

Æhat are you doing? 2


Unit 7 Vocabulary and grammar 1 1 Read and circle. 1

2 cooking / drinking

3

4 sleeping / eating

5

reading / playing on the computer watching TV / playing a game

6 cooking / painting

7

playing on the computer / reading

9

drawing / sleeping 8

10 drawing / eating

playing a game / painting

drinking / watching TV

2 What are you doing? Follow and write. 1

fl’m playing a game.

2

3

4

5 2


Unit 7 Vocabulary and grammar 2 1 Follow, read and colour. skateboard

orange

scooter

blue

skipping rope

red

trampoline

pink

fishing net

purple

paddling pool

yellow

2 Look and write. 1

mine your∫ 2

3

5

6

†he fishing net i∫ mine. hi∫ her∫ 4

2


Unit 7 Cross-curricular 1 Colour and cut out. Choose some clothes and stick them in the Venn diagram.

Clothes

Summer

2

Winter



2

I’ve got a tortoise. It’s slow.

a

c

b

3

I’ve got a parrot. It’s loud.

4

I haven’t got a pet.

d

I’ve got a dog. It’s fast.

2 Draw the new pets. Write.

stick insect dog parrot fish a

c

b

She’s got a

dog. 2

They’ve got a

d

™e’∫

He’s got a .


.

.

Unit 8 Vocabulary and grammar 1 1 Read and match. rabbit

1

6

stick insect dog

2

7

tortoise 3

8

donkey lizard

4

9

cat hamster

5

10

snake parrot

2 Look and write. 1

2

™a∫ she got a ¥e∫, she ha∫.

snake?

4

3

™a∫ he got a dog? ™a∫ he got a insect? ˙o, he hasn’t. 5

donkey?

2


stick

6

lizard?

rabbit?

Unit 8 Vocabulary and grammar 2 1 Read and write A or B. A

B

1 fur

∆

2 feathers

3 whiskers

5 beak

4 wings

6 claws

2 Read and circle. Write.

1 Have they got fur? Yes, they have.

No, they haven’t.

2 Have they got beaks? Yes, they have.

2

feathers?

6

claws?

7

whiskers?

8

beaks?

No, they haven’t.

4 Have they got wings? Yes, they have.

™ave they got ¥eš, they have.

No, they haven’t.

3 Have they got whiskers? Yes, they have.

5

No, they haven’t.


Unit 8 Cross-curricular 1 Cut out and play the game. A

B

C

2


Unit 9 Story 1 Who says this? Read and number. There isn’t any food in here.

I’m very hungry.

This is fun! I like picnics!

1

2

Here’s some cake.

3

2 Look and write.

There isn’t any bread for you.

4

5

chicken salad cheese bread

1 There’s some

in my shop.

2 There’s some

in my kitchen.

3 There’s some

in my garden.

4 There’s some

in my kitchen.

3 Draw food for Isabella’s picnic. Draw yourself.

2


Unit 9 Vocabulary and grammar 1 1 Read and match. salad

1

6

ham bread

2

7

milk 3

8

water chicken

4

9

rice cheese

5

ice cream

10

cake

2 Look and write.

†here’∫ some †here isn’t any

1

†here’∫ some salad.

5

2

†here isn’t any rice.

6

3

7

4

8 2


Unit 9 Vocabulary and grammar 2 1 Follow, read and colour. knife

orange

fork

blue

spoon

red

cup

green

plate

purple

bowl

yellow

2 Trace and write.

©an fl have … ? ¥e∫, you can. ˙o, you can’t. 1

©an fl have please?

a plate,

2

please?

a spoon,

²o, you can’t. 3

please?

2

a cup,

4


please?

a fork,

Unit 9 Cross-curricular 1 Colour and cut out. Make a picture.

2


UNIT WORKSHEET NOTES AND ANSWERS There are four worksheets per unit: • Story worksheet: story-based activities for use after lesson 2 • Vocabulary and grammar 1 worksheet: key language practice activities for use after lesson 3 • Vocabulary and grammar 2 worksheet: secondary language practice activities for use after lesson 5 • Cross-curricular worksheets: topic-linked activities for use after lesson 6 In addition, there are two worksheets for use during the starter unit. The first worksheet (cutting and ordering story frames) can be used in lesson 2. The second worksheet is suggested for use during lesson 3a. See also the notes for this lesson in the Teacher’s Book.

ANSWERS

1 It’s June. 2 It’s August. 3 It’s October. 4 It’s November.

2 Who says this? Read and match.

• Children match the speech bubbles to the speakers, then look back at the story to check. ANSWERS

1 c 3 b 4 a

3 What is Mr Bird’s birthday present? Draw and write.

• Children draw the present and complete the sentence, then look back at the story to check.


• Children complete the words with the letters from the box. ANSWERS

February, March, April, May, June, July, August, September, October, November, December

Starter 1 Cut out and order the story. Listen and check. $ CD1 05

• Children cut out the story and put it in order on their desks, checking that they have got the same order as their partner. Then they listen to the story and check the order, correcting it if necessary. Finally they stick it in their notebooks. ANSWERS

The correct order is: d, f, b, c, a, e.

Starter 1 Cut out the cards. Choose one.

• Children cut out the four role-play cards. They choose or •

are allocated a role. Read through the information on the cards and make sure children know which role they are playing.

2 Write.

• Children prepare for the oral part of the lesson by completing the dialogue using the information from their role-play card. Then children work in groups of four to practise the dialogue in pairs each time.

2 Look and write.

• Children look at the pictures and write the appropriate sentence, copying the months from activity 1. ANSWERS

2 When’s your birthday? It’s in June. 3 When’s your birthday? It’s in March.


• Children read each word and match it to the correct picture. ANSWERS

1 winter 2 spring 3 autumn

2 Look and write.

• Children look at the pictures and write the appropriate sentence, copying the seasons from activity 1 and the weather from the box. ANSWERS

2 It’s cold in winter. 3 It’s sunny in spring. 4 It’s windy in autumn.


ANSWERS

Hello. I’m Molly / Imran / Jorge / Eva. I come from Britain / Spain. Yes. I’ve got a brother / sister. His / Her name is James / Samira / Antonio /Theresa.

Unit 1 Story 1 What month is it? Look and write.

• Children look at the story frames and copy the sentences from the box. If necessary, remind students to think about the order of the months.

2 Teacher’s Resource CD-ROM © Oxford University Press

1 Colour and cut out. Make a weather chart.

• Look at the two strips of weather symbols (weather and

•

temperature) and revise all the weather words as a class. Children colour the symbols and cut out the strips and the chart. Show them how to position the strips under the chart so that one symbol at a time shows in the windows. Ask children what the weather is like today and encourage them to set their charts and then point and say, e.g. It’s sunny and it’s hot.

1

• Children can then work in pairs making different •

combinations, and talking about them. You could display a weather chart in the classroom and have children set it every day.

Unit 2 Cross-curricular 1 Ask your friends. Make a birthday block graph.

• Look at the blank block graph together and elicit the title.

Unit 2 Story 1 Who says this? Read and match.

• Children match the speech bubbles to the speakers, then

•

look back at the story to check. ANSWERS

1 d 2 b 3 a 4 c

•


• Children look at the pictures and put them in the correct order as they appear in the story. They look back at the story and check. Then they complete the sentences with the words from the box. ANSWERS

a b d e f

6 4 3 5 2

There’s a pirate ship. There’s a horse. There are lots of people. There are two boys. There’s a message.

Unit 2 Vocabulary and grammar 1

•

•

•

1 Read and match.

• Children match the words to the numbered people in the picture by drawing lines.

Unit 3 Story 1 Number the pictures in order.

ANSWERS

1 a 2 h 3 e 4 b 5 d 6 j 7 f 8 c 9 i 10 g

• Ask children to think about what happens to Prince Grumpy in the story (he changes from being grumpy to being happy). Children look at the pictures from the story and number them in the correct order. They look back at the story and check.

2 Count and write.

• Children look at the pictures, count the people and write the appropriate sentence, copying the words from activity 1 and the structure from the box.

ANSWERS

1 b 2 c 3 a 4 d

ANSWERS

1 2 3 4

Ask students to complete the title, to refer to their class. Ask children to point to the labels, and read them out together as a class. Demonstrate the activity by asking a student when their birthday is. Then elicit what to do, or show the class that you are colouring in a block for that month. Practise the question and answer across the class. Children then go round the class, asking each person when their birthday is, and colouring a block for that month for each response. When the children have finished, compare and check answers as a class. Say a month and ask students with birthdays in that month to stand up. Count them together and ask students to check their graphs. Repeat for all twelve months. Alternatively, if you prefer not to have all the children walking around, practise the question and answer across the class, nominating different pairs to ask and answer. Then complete the activity as a class, as in the checking exercise above. When the graphs are complete, talk about them with the class. Ask, How many birthdays are in (March)? and elicit answers for each month.

There are two women. There’s one man. There’s one baby. There are two girls. There are two boys. There are two men. There’s one woman. There are three babies.




1 b 2 a 3 d 4 c

1 Read and write the number.

3 Draw a new flag for Prince Grumpy.


Left to right the numbers should be: 3, [1,] 4, 6, 2, 5

2 Look and write.

• Children look at the pictures and write the appropriate sentence, copying the words from activity 1 and the structure from the box.

• Look at Prince Grumpy’s old flag and elicit what the •

children think of it. Is it a happy flag? (No.) Is it a grumpy flag? (Yes.) Elicit how Prince Grumpy feels at the end of the story – happy, or grumpy. Encourage children to design a new flag that shows Prince Grumpy’s new mood.

Unit 3 Vocabulary and grammar 1 1 Read and write the number.

ANSWERS

2 He’s strong. 3 She’s young. 4 She’s old. 5 He’s handsome. 6 He’s tall.


• Children read the words and write the correct number next to each room or feature in the picture.

2

2 What’s different? Write about picture B.

2 Look and write.

• Children compare the pictures and write the appropriate

• Children look at the pictures and complete the sentences

sentence under the second picture using the words from activity 1 and the structure from the box. ANSWERS

2 3 4 5

There isn’t a door. There aren’t any bathrooms. There isn’t a kitchen. There aren’t any bedrooms.


with the words from the box. ANSWERS

1 2 3 4

dizzy excited happy scared

3 Choose an adventure with the magic scarf. Draw yourself and write.

• Children think where they would like to go if they had a magic scarf. They complete the picture to show their adventure. Then they complete the sentence to say how they are feeling.

1 Read and circle.

• Children read the words and circle the correct picture. ANSWERS

2 second picture 3 first picture 4 first picture 5 first picture 6 second picture

2 Look and write.

• Children look at the pictures and write the appropriate sentence, copying the words from activity 1 and the preposition from the box. ANSWERS

2 3 4 5 6

There’s a bird on a wall. There’s a bee on a flower. There’s a bee in a flower. There’s a flower on a bush. There’s a flower in a bush.

Unit 4 Vocabulary and grammar 1 1 Read and circle.

• Children circle the correct word next to each picture. ANSWERS

2 angry 3 dizzy 4 thirsty 5 bored 6 scared 7 tired 8 hungry 9 excited 10 sad

2 Look and write.

• Children look at the visual prompts and complete the questions and answers copying the words for feelings or emotions from activity 1. ANSWERS

Unit 3 Cross-curricular 1 Colour and cut out. Stick.

• NB this will work better if the circles are reinforced with • •

•

•

card. You will also need string and glue for this activity. Look at the pictures in the circles and talk about what they show, This is the jungle. This house is made of wood. etc. Children colour the pictures and cut out the circles. They stick each pair of circles back to back. Use the hole markers on the sides as guidance, as it is important that the two pictures are lined up before they are stuck. Children tie string in the holes and twist the disks to wind up the string. Then they pull the string to make the disks spin. This will create an optical illusion that combines the two pictures, putting the houses into their environments. Spin the disks and talk about the illusion. This house is in the jungle. It’s made of wood.

Unit 4 Story 1 Look and write.

• Children look at the pictures from the story and read the questions in the speech bubbles. Then they write in the correct answers for each using the prompts from the box. ANSWERS

Yes, I am. No, I’m not.


1 2 3 4 5

Are you sad? Yes, I am. Are you scared? No, I’m not. I’m hungry. Are you hungry? No, I’m not. I’m thirsty. Are you excited? Yes, I am. Are you tired? No, I’m not. I’m dizzy.

Unit 4 Vocabulary and grammar 2 1 Follow, read and colour.

• Children follow the lines between the words and the colours and then colour in the items in the two suitcases accordingly. ANSWERS

gloves green a cap orange sunglasses pink shorts red boots blue sandals purple

2 Look and write.

• Children look at the pictures of the girl and the boy and write sentences underneath the pictures about what they are wearing using the prompts before the sentences. ANSWERS

A He’s wearing gloves. He’s wearing boots. B She’s wearing shorts. She’s wearing sunglasses. She’s wearing sandals.

3

Unit 4 Cross-curricular 1 Colour and cut out. Put the pictures in order.

• Children look at the six pictures showing the different • • •

stages in the process of making a woolly jumper. Children colour the pictures and cut them out. Read the captions together and make sure everyone understands. Children rearrange the pictures to make the order logical. Check and read out the captions.

2 Write the answers.

• Children look at the picture, read the questions and write short answers using the structures in the box. ANSWERS

2 No, there isn’t. 3 Yes, there is. 4 No, there aren’t. 5 Yes, there are. 6 Yes, there is.

Unit 5 Cross-curricular 1 Cut out the shapes. Do the puzzle.

ANSWERS

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

• Look at the pictures together and elicit the names of as

Unit 5 Story 1 Read and match.

• Children read the speech bubbles and match them in

•

pairs. Then look back at the story to check. ANSWERS

1 c 2 d 3 a 4 b

2 Look and write.

•

• Children look at the pictures and complete the sentences with the words in the box. Then they number the events in the order that they take place in the story. ANSWERS

•

many instruments as the children know. Then point at each one and ask how it makes sounds. Elicit: It’s got sticks / strings / holes. Children cut out the shapes. They must then place the shapes on the grid below, so that the instruments are arranged in groups according to how they make sounds. Some of the pieces are the same shape, but they will only fit one way so that all the instruments are in the right lines. Children can work in pairs, or work alone and then check their grid in pairs. They can talk about the puzzle pieces, e.g. these instruments have got holes, this instrument has got strings, etc. Finally, they check the puzzle.

1 school 2 rats 3 children

Unit 6 Story

3 Read and draw.


• Children read the speech bubbles in the picture and draw in the missing instruments.



1 d 2 b 3 a 4 c

1 Write the missing letters.


• Children complete the words with the letters from the box.

• Children look at the pictures from the story and put them in the correct order. They look back at the story and check.

ANSWERS

2 violin 3 clarinet 4 xylophone 5 drums 6 flute 7 cello 8 piano 9 guitar 10 triangle

2 Look and write.

• Then they complete the sentences with the words from the box. ANSWERS

b 2 sofa c 4 lamp d 6 kitchen e 5 bed f 3 hall

• Children look at the pictures and write questions and answers using the instruments from activity 1 and the structures in the box. ANSWERS

2 Can you play the xylophone? No, I can’t. 3 Can he play the piano? Yes, he can. 4 Can she play the violin? No, she can’t.

Unit 5 Vocabulary and grammar 2 1 Read and write A or B.

• Children read the words and look at the pictures. They decide whether the words and phrases can be found in picture A or picture B and write A or B next to the words. ANSWERS

2 B 3 B 4 A 5 B 6 B 7 A 8 A



• Children read each word and match it to the correct picture by drawing lines. ANSWERS

1 c 2 h 3 i 4 f 5 e 6 b 7 d 8 g 9 a 10 j

2 Look and write.

• Children look back at the picture in activity 1 to check where each person is, then write the appropriate short answers from the box above. ANSWERS

2 Yes, he is. 3 Yes, she is. 4 Yes, she is. 5 No, he isn’t. 6 No, it isn’t.

4


• Children read the words and circle the correct picture. ANSWERS

2 3 4 5 6

first picture second picture second picture second picture second picture

2 Look and write.

• Children look at the pictures and answer the questions using the words for possessions from activity 1 and the prepositions in the box. ANSWERS

2 3 4 5 6

It’s between the radio and the glasses. It’s under the phone. They’re next to the radio. They’re between the watch and the keys. It’s under the camera.

Unit 6 Cross-curricular 1 Cut out the places. Play the game.

• This is a simplified version of the traditional game of • •

•

•

‘battleships’. Look at the pictures and elicit the names for the places (forest, town, etc.). Children cut out the pictures. They play the game in pairs. Children sit back to back, or with a book open in front of them, so that they can’t see each other’s grids. Child A places their picture squares on the grid. Child B calls out co-ordinates (e.g. E5, B3, etc). Child A must listen to the coordinates and say if there is anything there. If there is, they must say, e.g. The forest is in E5. When child B gets the right coordinates for a place, they put that picture in the same location on their grid. Play continues until all the places have been found, then the children compare grids to check all the locations. They then change roles and play again. NB: If you want to play it competitively, it could be played so they both place items in their grids and take turns to call out grid co-ordinates. If they get it right, they could write the word in pencil on their grid. The first child to guess all their partner’s places wins.

Unit 7 Story 1 Read and match.

• Children read the speech bubbles and match them in pairs. Then look back at the story to check.

ANSWERS

1 I’m watching TV. 2 I’m drinking lemonade. 3 I’m cooking a pizza.

3 Draw yourself. Write.

• Children draw a picture of themselves doing one of the activities. Then they complete the speech bubble.


• Children read the words and circle the one that matches each picture. ANSWERS

2 playing on the computer 3 sleeping 4 watching TV 5 painting 6 drawing 7 reading 8 playing a game 9 eating 10 drinking

2 Follow and write.

• Children follow the lines in the tangle puzzle to link the children and the activities. Then they write the answers in the speech bubbles using the activity words from activity 1. ANSWERS

2 I’m drawing. 3 I’m drinking. 4 I’m sleeping. 5 I’m cooking.


• Children trace the dotted lines between the possessions and the colours and then colour in the pictures accordingly. ANSWERS

skateboard purple scooter orange skipping rope pink trampoline blue fishing net red paddling pool yellow

2 Look and write.

• Children look at the pictures and complete the sentences about the possessions, using the first word pool for sentences 1–3, and the second word pool for sentences 4–6. They can copy the possessions from activity 1. ANSWERS

2 3 4 5 6

The skateboard is yours. The scooter is mine. The paddling pool is his. The skipping rope is hers. The trampoline is his.


ANSWERS

1 d 2 a 3 b 4 c

2 Look and write.

• Children complete the sentences with the activities from the box.


1 Colour and cut out. Choose some clothes and stick them in the Venn diagram.

• Look at the clothes and elicit the words from the children. They colour them as they wish and cut them out.

5

• Now look at the Venn diagram. Read out the labels,

•

summer and winter. Look at an item of clothing (e.g. the gloves) and discuss whether they are summer or winter clothes. Children stick in that item on the Venn diagram. Explain that some items will be for both winter and summer and these will be stuck in the central overlapping panel of the diagram. Children complete the Venn diagram by sticking in the rest of the clothes. Compare and discuss the results, e.g. This is a T-shirt. This is for summer and winter. As an optional follow-up children could draw more clothes in the diagram.

Unit 8 Story 1 Who says this? Read and match.

• Children read the sentences and match them to the people in the story. Ask them if this is at the beginning of the story or at the end. It’s the beginning. ANSWERS

2 Read and circle. Write.

• Children look at the first picture and read the questions. They circle the correct answer.

• Then they look at the second picture and complete the questions and answers copying from the example sentences on the left. ANSWERS

2 3 4 6 7 8

Unit 8 Cross-curricular 1 Cut out and play the game.

• Each child cuts out all the puzzle pictures. Children play

1 c 2 a 3 d 4 b

2 Draw the new pets. Write.

• Children look at the pictures and draw in the new pets that the characters have after the swap. They look back at the story to check. Then they complete the sentences under each picture.

•

ANSWERS

2 fish 3 parrot 4 stick insect


• Children read each word and match it to the correct

•

• •

picture. ANSWERS

No, they haven’t. Yes, they have. No, they haven’t. Have they got claws? No, they haven’t. Have they got whiskers? No, they haven’t. Have they got beaks? Yes, they have.

in pairs or groups, shuffling their pieces and putting them face down in a combined pile for the pair/group. They take it in turns to pick up a puzzle piece from the pile, talk about what they can see, and put it down to build up a complete picture, e.g. It’s got fur. I think it’s a mammal. It hasn’t got fur. It hasn’t got feathers. It’s got whiskers. etc. If a player picks up a piece that they have already collected, they can describe it, but put it at the bottom of the pile. When a player completes one of the pictures, they shout Bingo! and then talk about the animal they have completed. The other players can join in with the description and they agree on a group classification (mammal, reptile, bird) before carrying on with the game. The winner is the first player to complete all three animals. Print one worksheet as a model for pupils if they are struggling to put the pictures together at the beginning.

2 dog 3 parrot 4 hamster 5 tortoise 6 donkey 7 snake 8 lizard 9 rabbit 10 stick insect

Unit 9 Story

2 Look and write.

• Children number the speech bubbles to match each to

• Children look at the pictures and write questions and answers. ANSWERS

3 4 5 6

Yes, he has. Has she got a donkey? No, she hasn’t. Has he got a lizard? Yes, he has. Has she got a rabbit? No, she hasn’t.

Unit 8 Vocabulary and grammar 2 1 Read and write A or B.

• Children read the words and look at the pictures. They decide whether the features can be found in picture A or picture B and write A or B next to the words. ANSWERS

2 A 3 B 4 A 5 A 6 B


1 Who says this? Read and number. the correct picture, then look back at the story to check. ANSWERS

1 2 3 4 5

Here’s some cake. I’m very hungry. There isn’t any food in here. There isn’t any bread for you. This is fun! I like picnics!

2 Look and write.

• Children read the words and look at the pictures of food. Then they complete the sentences using food words. ANSWERS

1 2 3 4

There’s some cheese in my shop. There’s some chicken in my kitchen. There’s some salad in my garden. There’s some bread in my kitchen.

6

3 Draw food for Isabella’s picnic. Draw yourself.

• Children complete the picnic picture by drawing food on the plates and drawing themselves at the picnic.


they understand that there is no right way of doing it. They can draw other items into their picture, too if they want. Talk about the different ways children arranged the items: The banana is on the left. The bowl is at the front. etc. If there is time, ask children to draw a nice frame around their picture.

1 Read and match.


2 chicken 3 salad 4 bread 5 rice 6 cake 7 milk 8 ham 9 cheese 10 water

2 Look and write.

• Children look at the picture and make sentences about the picnic using the phrases in the box. ANSWERS

The children write their own descriptions, for example: There’s some bread. There isn’t any ice cream. There’s some cake. There’s some salad. There’s some ham. There isn’t any cheese. There’s some chicken. There’s some water.


• Children follow the dotted lines between the possessions and the colours and then colour in the pictures accordingly. ANSWERS

knife red fork purple spoon orange cup blue plate yellow bowl green

2 Trace and write.

• Children trace over the dotted outlines around the items in the pictures and complete the questions. Then they look at what the child in each picture wants and complete the answers. If the items match, they write in a positive answer. If they don’t match, they write in a negative answer. Children can use the structures in the box to help them. ANSWERS

2 Can I have a spoon, please? No, you can’t. 3 Can I have a cup, please? Yes, you can. 4 Can I have a fork, please? No, you can’t.

Unit 9 Cross-curricular 1 Colour and cut out. Make a picture.

• Talk about the pictures on the poster and the things that were in them. Look at the pictures on the sheet and elicit what they are. Children colour the pictures, then cut them out and assemble them into a picture that pleases them (perhaps not using all of them). Encourage them to be artists and use their own ideas, and make sure


7

Ace2 Unit Wks Mat

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