Teacher’s Book 3

Syllabus2
Introduction
Welcome to Curious Kids10
Key competences 12
Pupil’s components 13
Teacher’s components 14
Digital components 15
Unit walkthrough 16
Planning your lessons 24

Classroom Routines and Games 26

Learning situations 31
Teacher’s notes

S What are you curious about? 32

1 Where do people do sport? 40

2 What’s amazing about animals? 60

Review 1 80

3 How does technology help us? 82

4 What’s in the food we eat? 102

Review 2 122

5 Are our routines the same? 124

6 What can you do at the seaside? 144

Review 3 164
Festivals166
AB grammar reference and practice 172
Audioscript and Videoscript 175

Joanne Ramsden
with Mark Ormerod • Donna Shaw
 UNIT Objectives and Competences
Vocabulary
• Greet people and say hello Key Vocabulary

S • Identify the course characters

• Identify and say numbers, colours, objects and clothes
•
•
numbers 22-99
the alphabet
• Talk about your name, age, address, family, pets and Recycled vocabulary
favourite things
• days of the week
• Read and understand the story about new friends • places
• Identify and say the alphabet • favourite things
• Count and find numbers 22 - 99 • family
What are • Understand and answer different types of quiz questions • clothes

you curious • Do the interactive activities in the Pupil’s App • colours

about? • Say the chants

• Listen, watch and understand a video about the characters
• Play the games
• Find the objects in the picture and photos
• Remember what you know
• Understand the message of the story
• Reflect on the value of making friends

• Key vocabulary
1
Identify and name sports and the places we do them
• Talk about sports you do and don’t play, and when you • do gymnastics, do judo, play
play them badminton, play baseball, play
• Read, watch and understand a story about a new sports centre hockey basketball court, football
• Identify and name exercise vocabulary relating to yoga pitch, running track, sports centre,
• Talk about sports you do at school in your country swimming pool
• Listen to a dialogue sports at school and use Cross-curricular vocabulary
useful expressions • bend down, look left, look right,
• Watch and understand a video about yoga sit on the floor, stand on one leg,
• Understand and answer different types of quiz questions touch your toes
• Do the interactive activities in the Pupil’s App Extension vocabulary
• Sing and act out a song about sport • dangerous, safe, go running;

Where do • Learn about sports children do at school in other countries American football, rugby
• Watch and understand a video about sports at schools in Recycled vocabulary
people do the UK • climb, do yoga, play basketball,
sport? • Make and play with the sports person cards play football, play table tennis,
• Play the games play volleyball, ride a bike, ride a
• Design a sports centre horse, run, swim, walk; elephant,
lion, owl, rainbow, tree; home,
• Predict what happens in the story
park, school; corridor, dining room,
• Remember the story
gym, playground
• Recognise and reproduce key words with the sound /eɪ/
• Review own learning and do a self-assessment activity Receptive vocabulary

• Speak about sports in your country and compare with

• Canada, the UK; grass, ice;
boots, skates; muscles,
other countries concentration
• Understand the message of the story
• Give a personal response to the story
• Reflect on the value of responsible decision-making

2 Curious Kids 3 © Macmillan Education Limited 2023

 Syllabus
Contents
Structures Communication and Real world Socio-cultural aspects
Key structures SEL • Interest in learning English
• Where do you live? • Welcoming new friends • Satisfaction in recalling familiar
• How do you spell (your name)? language
• Could you say that again please? • Enjoyment in meeting the course
Recycled language characters
• My name’s (Harry). • Willingness to participate in class
• I’m (eight). • Respect for others in the group
• My favourite (place) is (my school). • Willingness to work with a partner
• I live at (44 Forest Road).
•
and take turns
• I’ve got / I haven’t got (a brother). Enjoyment in reading a story about
• I’m wearing (blue) (jeans).
•
new friends
• What’s your name? Willingness to follow instructions
• How old are you?
• Have you got a pet?
Receptive language
• I’m curious about (art).

Key structures SEL • Interest in naming sports

• I (play football) on (Friday). • Making safe choices • Pleasure in singing a song about
• We (do judo) on (Wednesday). Pronunciation: sports
• I don’t (play hockey).
• /eɪ/ Baseball is a game they play in the USA. • Enjoyment in reading a story about
• We don’t (play basketball). sports
• Do you (play hockey)? Functional language
• • Awareness of the value of
• Do you (go to the sports centre)? Why don’t you come to the (badminton) responsible decision-making
Yes, I do. / No, I don’t.
•
club?
• Interest in learning about yoga
Recycled language
•
When is it?
• Pleasure in talking about sports
• I like / love sport.
It’s on (Thursday, after school).
• Enjoyment in interacting with others
• Are you sporty? Yes, I am. Cross-curricular - PE • Awareness of the value of practising
• Yoga for kids and making an effort
Receptive language
• Don’t play in the street. Culture • Recognition of the importance of

• quickly, slowly • Sports at school in different countries

•
focus
Enjoyment in practising
Project pronunciation
• Design a sports centre
• Willingness to review own learning
SDG Goal 3 • Enjoyment in reviewing learning in
• Good health and well-being a quiz
• Confidence in using and responding
to classroom language

Curious Kids 3 © Macmillan Education Limited 2023 3

 UNIT Objectives and Competences
Vocabulary
• Identify and name animals and their physical features Key Vocabulary

2 • Describe animals and the physical features they have and

haven’t got
• crocodile, leopard, peacock,
raccoon, snake feathers, fur, scales,
• Read, watch and understand a story about a chameleon tail, teeth
• Identify and name vocabulary relating to mammals Cross-curricular vocabulary
and reptiles • fox, lay eggs, mammal, reptile,
• Talk about the amazing animals you have got in shell, turtle
your country
Extension vocabulary
• Listen to a dialogue about garden wildlife and use
• rattlesnake; chameleon, colourful,
useful expressions
hide-and-seek, sorry; noisy, parrot;
• Watch and understand a video about mammals and reptiles insect, koala, otter, owl; blackbird,
• Understand and answer different types of quiz questions blue tit, robin
What’s • Do the interactive activities in the Pupil’s App Recycled vocabulary
amazing • Sing and act out a song about animals • bird, cat, dog, fish, horse, hamster,

about
• Learn about amazing animals in other countries tortoise, rabbit; long, scary; baby,
• Watch and understand a video about garden wildlife in the UK hair, milk, mother, squirrel; ears,
animals? • Make and play with the animal cards nose; hedgehog; garden, park;
• Play the games amazing; body, head
• Create and write about an amazing animal Receptive vocabulary
• Predict what happens in the story • binoculars, wildlife park;
• Remember the story camouflage, count, find, hide,
• Recognise and reproduce key words with the sound /ə/ beautiful, boring; hatch, warm
• Review own learning and do a self-assessment activity blood; butterfly, zebra; kangaroo,
shark, snail, spine
• Speak about animals in your country and compare with
other countries
• Understand the message of the story
• Give a personal response to the story
• Reflect on the value of managing conflict and saying sorry

• Listen, read and understand a story Recycled vocabulary

• sports and places
• Play the board game • animals and physical features
Review 1 • Review the language learnt in Units 1 and 2 • the alphabet
• numbers 22-99
• days of the week
• clothes

• Key vocabulary
3
Identify and name activities
• Ask and answer about activities people can and can’t do on • chat to friends, do my homework,
a computer learn a language, listen to music,
• Read, watch and understand a story about technology play a video game, play chess,
• Identify and name computer vocabulary read a book, take a photo, watch
• Talk about technology at school and at home in your country TV, write a story
• Listen to a dialogue about using technology and use useful Cross-curricular vocabulary
expressions • headphones, keyboard, mouse,
• Watch and understand a video about how children use screen, tablet, touchscreen
technology to learn Extension vocabulary
• Understand and answer different types of quiz questions
• laptop, missing, tablet, website;
• Do the interactive activities in the Pupil’s App coding, robot, robotics; password,

How does • Sing and act out a song about activities Science Museum
• Learn about technology at school in other countries Recycled vocabulary
technology • Watch and understand a video about using technology in • climb a tree, do sport, technology;
help us? the UK happy, sad; computer, do a project;
• Make and play with the robot cards jump, play football, run, sing,
• Play the games speak English, stand on one leg,
• Invent and write about a helpful robot swim, walk the dog; after-school
club, bedroom, living room; arms,
• Predict what happens in the story
eyes, legs
• Remember the story
• Recognise and reproduce key words with the sound /ʌ/ Receptive vocabulary
• Review own learning and do a self-assessment activity • good news, walks; desktop, natural
science
• Speak about technology at school in your country and
compare with other countries
• Understand the message of the story
• Give a personal response to the story
• Reflect on the value of empathy and helping your neighbours

4 Curious Kids 3 © Macmillan Education Limited 2023

 Syllabus
Contents
Structures Communication and Real world Socio-cultural aspects
Key structures SEL • Interest in naming animals and their
• It’s got (scales). • Saying sorry features
• It hasn’t got (fur). Pronunciation • Pleasure in singing a song about
• Has it got (a tail)?
• /ə/ Otters and squirrels are common animals
• Yes, it has. / No, it hasn’t. animals in the UK. • Enjoyment in reading a story about
Recycled language animals
• I like / love (animals).
Functional language
• Over there!
• Awareness of the value of saying
• We can (talk to a vet).
• What type of (bird) is it?
•
sorry
• What’s your favourite animal?
• I don’t know.
Care in completing activities in the
• It isn’t a (leopard).
•
book
• It’s a (snake). Cross-curricular - Natural science
•
Interest in learning about mammals
• There’s (an animal). Mammals and reptiles
•
and reptiles
• You’re (behind the rock). Culture
•
Pleasure in talking about animals
• We can / can’t see you. • Amazing animals in different countries Willingness to work with a partner
• My favourite (mammal) is the Project
•
and take turns
Enjoyment in practising
•
(giraffe).
What’s in the box?
• Create and write about an amazing animal pronunciation
• Can you guess? SDG Goal 15 • Willingness to review own learning
• It’s (next to the tree). • Life on land. • Enjoyment in reviewing learning in
• It lives in (gardens in the UK).
•
a quiz
Confidence in using and responding
to classroom language
• Satisfaction in preparing and writing
a project

Recycled structures
• We play (baseball).
• We don’t play (basketball).
• It’s got (black fur).
• It hasn’t got (big teeth).

Key structures SEL • Interest in naming activities

• He can (watch TV) on his computer. • Helping your family, friends and neighbours • Pleasure in singing a song about
• She can (chat to friends) on her Pronunciation activities
computer.
• /ʌ/ Come to the computer club on Monday. • Enjoyment in reading a story
• She can’t (do sport) on her computer. It’s fun! about technology
• Can he (play chess)? Yes, he can. • Awareness of the value of helping
• Can she (speak Spanish)? No, she can’t. Functional language
•
your neighbours
Recycled language
•
Can I use (your tablet), please?
What do you want to do?
• Interest in learning about
• We like (technology).
• I can’t remember (the password).
•
new technology
• He can’t find (his dog). Pleasure in talking about how we
• It’s got (a keyboard). Cross-curricular - ICT
• •
use technology
• I can (use it to do my homework). New technology
•
Enjoyment in reading an email
• Can you (play football)? Yes, I can. / Culture
•
Enjoyment in practising pronunciation
No, I can’t. • Technology at school in different countries
•
Willingness to review own learning
• I want to (find out more about Project
Enjoyment in reviewing learning in
a quiz
•
robots).
My robot has got (two eyes).
• Invent and write about a helpful robot
• Confidence in using and responding
SDG Goal 5 to classroom language
• Gender equality • Showing respect and cooperation in
group work
• Satisfaction in preparing and writing
a project

Curious Kids 3 © Macmillan Education Limited 2023 5

 UNIT Objectives and Competences
Vocabulary
Key vocabulary
•
4
Identify and name foods
• Talk about food people like and don’t like • chicken, fruit, honey, lentils, nuts,
olives, pasta, tuna, vegetables,
• Read, watch and understand a story about food
yoghurt
• Identify and name food vocabulary relating to allergies
• Talk about traditional dishes in your country Cross-curricular vocabulary
• Listen to a dialogue about lunch at school and use useful • celery, corn, peanuts, prawns,
expressions tomatoes, wheat
• Watch and understand a video about food allergies Extension vocabulary
• Understand and answer different types of quiz questions • pie; ice lolly; allergic, allergy, label,
• Do the interactive activities in the Pupil’s App packets, sticker; flavour

• Sing and act out a song about pies Recycled vocabulary

•
• Learn about traditional dishes from other countries cake, eggs; apple, fruit juice,

What’s in the • Watch and understand a video about lunch at school in the UK grandma, lemon, safe, strawberry,
swimming pool; bread, fish, milk,
food we eat? • Make and play with the food cards
nuts; ill, lunch, supermarket;
• Play the games
banana, cheese, chocolate, ice
• Create and write about a crazy sandwich
cream, sandwiches; carrots, onions,
• Predict what happens in the story vanilla; chips, peach
• Remember the story
Receptive vocabulary
• Recognise and reproduce key words with the sound /ɪ/
• Vitamin A, food market, delicious,
• Review own learning and do a self-assessment activity
ingredient, recipe; banana split,
• Speak about food from your country and compare with curry, dessert, Irish stew, lamb,
other countries potatoes, rice, soup, sugar
• Understand the message of the story
• Give a personal response to the story
• Reflect on the value of taking initiative and helping the
community

• Listen, read and understand a story Key vocabulary

• activities

Review 2
• Play the board game • technology

• Review the language learnt in Units 3 and 4 • food

•
5
Identify and name daily routines Key vocabulary
• Ask and answer about daily routines • clean your teeth, feed the dog, get
• Read, watch and understand a story about an unusual dressed, get up, go home, go to
school routine bed, go to school, have breakfast,
• Identify and name expressions of time have a shower, play with friends
• Talk about how children go to school in your country Cross-curricular vocabulary
• Listen to a dialogue about afterschool clubs and use • in the morning, in the afternoon, in
useful expressions the evening, at night
• Watch and understand a video about different time zones Extension vocabulary
• Understand and answer different types of quiz questions
• (two) o’clock, half past (nine);
• Do the interactive activities in the Pupil’s App baker, doctor, security guard, taxi
• Sing and act out a song about daily routines driver, teacher, job, work; mini-bus,
• Learn about how children go to school in other countries snowmobile, wheelchair

Are our • Watch and understand a video about afterschool clubs in Recycled vocabulary
the UK • computer, walk; bus, car; climb,
routines the • Make and play with the people cards dangerous, snake, soup; aunt,
same? • Play the games brother, friend, grandad, sister;
• Make and write a mini-book bike, autumn, spring, winter; chess,
football, judo, art, English, PE,
• Predict what happens in the story
science,
• Remember the story
• Recognise and reproduce key words with the sounds /ð/ Receptive vocabulary
and /θ/ • bridge, engineer, journey, jungle;
• Review own learning and do a self-assessment activity asleep, daytime, night time

• Speak about how children go to school in your country and

compare with other countries
• Understand the message of the story
• Give a personal response to the story
• Reflect on the value of identifying emotions and
being grateful

6 Curious Kids 3 © Macmillan Education Limited 2023

 Syllabus
Contents
Structures Communication and Real world Socio-cultural aspects
Key structures SEL • Interest in naming foods
• He likes (pasta). • Helping your community • Pleasure in singing a song about pies
• She likes (lentils). Pronunciation • Enjoyment in reading a story
• He doesn’t like (chicken).
• /ɪ/ Fish and chips is a traditional dish in about food
• She doesn’t like (tuna). the UK. • Awareness of the value of helping
• Does he like (yoghurt)? Yes, he does. the community
• Does she like (nuts)? No, she doesn’t. Functional language:
• Would you like (an ice cream)?
• Interest in learning about food
allergies
Recycled language
• • What flavour would you like?
• Pleasure in talking about food
•
I like / don’t like (eggs).
I’m hungry.
• Can I have (peach), please?
• Respect for other people’s likes
• You can’t (eat it). Cross-curricular - Natural science
• •
and dislikes
• He can’t (eat nuts). Food labels and allergy stickers
•
Enjoyment in reading a menu
• We can (make a chocolate cake). Culture Awareness of transferring language
• I’m sorry! I haven’t got any (peach • Traditional dishes from different countries
•
learnt to classroom situations
Enjoyment in practising
ice cream). Project
• Would you like a (tuna and
• Create and write about a crazy sandwich
•
pronunciation
Willingness to review own learning
computer) sandwich? Yes, please.
SDG Goal 12 • Enjoyment in reviewing learning in
• Responsible consumption and production a quiz
• Confidence in using and responding
to classroom language

Recycled structures
• She can (watch TV).
• He can’t (ride a bike).
• She likes (chicken).
• He doesn’t like (tuna).

Key structures SEL: • Interest in naming routines

• He gets up (at 5 o’clock in • Being grateful • Pleasure in singing a song
the morning). Pronunciation about routines
• She doesn’t (have breakfast).
• /ð/ and /θ/ This afternoon, the maths class • Enjoyment in reading a story about
• Does he/she (have breakfast) in starts at three o’clock. an unusual school routine
the morning?
Functional language
• Awareness of the value of
Yes, he/she does. / No, he/she doesn’t. being grateful
• What’s the time?
• Awareness that the world has got
Recycled language
• • I’m late. different time zones
•
Can you (go to bed) please?
• I’ve got to go.
• Interest in learning about time zones
•
He works from (Sunday) to (Thursday).
I (go to school) by (bike).
• See you tomorrow.
• Pleasure in talking about time
• How are you? Fine, thanks. Cross-curricular – Social science
• Different time zones •
and routines
Enjoyment in practising
Culture pronunciation
• How children go to school in different • Willingness to review own learning
countries • Enjoyment in reviewing learning in
a quiz
Project
• Make and write a mini-book
• Confidence in using and responding
to classroom language
SDG Goal 11 • Willingness to follow routines
• Sustainable cities and communities and instructions
• Recognition of the value of
teamwork and sharing

Curious Kids 3 © Macmillan Education Limited 2023 7

 UNIT Objectives and Competences
Vocabulary
• Identify and name objects and activities at the seaside Key vocabulary
•
6 •
•
Ask and answer about activities people are and aren’t doing
Read, watch and understand a story about nature
look for shells, make a sandcastle,
play bat and ball, put on sun
• Identify and name types of rubbish cream, wear sunglasses
• Talk about going to the seaside in your country • beach towel, beach umbrella,
• Listen to a dialogue about a seaside shop and use goggles, swimming costume,
useful expressions swimming shorts
• Watch and understand a video about rubbish on the beach Cross-curricular vocabulary
• Understand and answer different types of quiz questions • bottles, bottle tops, cans, cartons,
• Do the interactive activities in the Pupil’s App packets, straws

• Sing and act out a song about the beach Extension vocabulary
•
• Learn about going to the seaside in other countries drop rubbish, pick up rubbish; send

What can • Watch and understand a video about the seaside in the UK a postcard

you do at the • Make and play with the beach activities cards Recycled vocabulary
• Play the games • beach, bird, fish turtle, ice cream,
seaside? • Create and write about a holiday photo pie, sandwich, sit, swim, volleyball;
cold, rainy, sea, sun, sunny, warm;
• Predict what happens in the story
aquarium, brother; juice; Christmas,
• Remember the story
headphones, hot, sand,
• Recognise and reproduce key words with the sounds /iː/
seaside; restaurant
and /ɪ/
• Review own learning and do a self-assessment activity Receptive vocabulary

• Speak about going to the seaside in your country and • find, fishing net, GPS, marine
biologist, marine life, monitor,
compare with other countries
trapped; plastic, recycle, rubbish;
• Understand the message of the story barbecue, candy floss, sandman,
• Give a personal response to the story snowman
• Reflect on the value of taking care of the environment

• Listen, read and understand a story Key vocabulary

• half past (six), (ten) o’clock, in the
• Play the board game morning, drop rubbish, can, carton,
Review 3 • Review the language learnt in Units 5 and 6
straw,
• routines
• seaside activities and objects

• Identify vocabulary relating to Thanksgiving, World Wildlife Key vocabulary

Day and Pancake Day • bees, birds, clouds, flowers,
• Read and understand stories sunshine, trees
• Listen to and sing the festival songs in the Pupil’s App • cheetah, elephant, giraffe, hippo,
lion, rhino
• Sing and act out a song and read and recite a poem
• bowl, butter, eggs, flour, frying pan,

Festivals • Make a Thanksgiving scroll milk, spoon

• Make a cheetah card
• Mime making a pancake

8 Curious Kids 3 © Macmillan Education Limited 2023

 Syllabus
Contents
Structures Communication and Real world Socio-cultural aspects
Key structures SEL: • Interest in naming seaside words
• I’m/I’m not (putting on sun cream). • Respecting wildlife • Pleasure in singing a song about
• He’s (looking for shells). Pronunciation: the seaside
• She isn’t (wearing sunglasses).
• /iː/ and /ɪ/ Please keep the beach clean. Pick • Enjoyment in reading a story
• We’re/We aren’t (having fun on the up litter and put it in a bin. about nature
beach). • Awareness of the value of taking
• What are you doing? Functional language:
•
care of the environment
• Is he/she (picking up rubbish)?
•
Can I help you?
• Respect for the opinions of others
Yes, he/she is. / No, he/she isn’t.
•
I’d like (a pen), please.
How much is it?
• Interest in learning about rubbish
Recycled language on beaches
• We can (go to the beach). Cross-curricular - Natural science • Awareness of recycling and reusing
• (Some countries) have / haven’t got • Rubbish on beaches • Pleasure in talking about the
(a seaside). Culture seaside
• She (swims in the sea). • Going to the beach in different countries • Enjoyment in reading a postcard
• What can you see? Project
• Enjoyment in practising
• You can find (plastic bottles).
• Create and write about a holiday photo
•
pronunciation
• Don’t (drop rubbish).
•
Willingness to review own learning
• We’ve got (beautiful beaches). SDG Goal 6
•
Enjoyment in reviewing learning in
• I love (the beach). Clean water and sanitation
•
a quiz
• I want to (send a postcard). Confidence in using and responding
• There’s (a restaurant) next to (the to classroom language
aquarium).

Recycled language
• I don’t (get up) at (half past six).
• We’re (going to the beach).
• I’m (wearing sunglasses).
• What are you doing?
• What’s the time?

Key structures • Interest in learning about

• Thank you for (the sunshine). Thanksgiving, World Wildlife Day
• I’m grateful for (all these things). and Pancake Day
• There’s a (lion). • Interest in naming nature and
• It’s in/under (a tree). food words
• It’s (swimming). • Pleasure in singing and acting out
• I’ve got (big teeth). the songs and reading and reciting
• I can (run fast). • the poem
• We need some (flour). • Confidence in following and
• I’ve got some (eggs). responding to instructions
• First, … Next, … Then, … Finally, … • Confidence in using imagination
and being creative
• Enjoyment in reading a cartoon
strip story

Curious Kids 3 © Macmillan Education Limited 2023 9

 Syllabus
Welcome to Curious Kids
3

Curious Kids
Learning starts at the heart
4
Can you
find the
question
marks?
Do the crossword.
1

5
3
2

Welcome to Curious Kids, a six-level course

Across Down
3 mouse See
1 screen page 14
4 keyboard 2 headphones
5 laptop
6 tablet

See page 26
which places your pupilsBeca atnatur
are theal learn
hearters of
use all children

learning. Before writing CuriousForKids Pupils we

Curious Kids
A dynamic six-level primary
Designed for every-ability
course that ignites a passion
classes, this easy-to-use and
for learning.
media-rich
Pupil's Book Do you
carried out extensive research into how Know?
●
learning in a
ty, promotes cooperative Digital Pupil’s Book
programme nurtures creativi commu nicate ●
ment, and helps children
safe and supportive environ ● Pupil’s Navio App
with confidence. Extra Fun! eBook

children learn and kwhat teachers can do

●

creativity Activity Book

Inspire curiosity and unloc
●
What’s unique about
● Digital Activity Book
explore the lizards? (see page 10)
children’s natural desire to ● Pupil's Resource Centre
Curiosity is at the centre of
to engage, challenge and stimulate young
g

3
Kids a unique blend of engagin
Pupil's Book 3

world around them. In Curious sparks a

s fosters self expression and
topics and creative activitie For Teachers
love of learning English.

minds. Our findings foste

Nurture communication and
ledrus to adopt an ●

●
Teacher’s Book
Digital Teacher’s Book

collaboration Teacher’s App

approach for Curious Kids which recognises Pupil’s Book

●
language ■ Classroom Presentation Kit
ration are at the heart of
Communication and collabo actively with interactive activities,
Pupils are motivated to engage
learning in Curious Kids. nce and audio, video and animatio
ns
other, building their confide
e and each Mark Ormerod • Donna Shaw
that all children have natural abilities and
with the languag
for real-world conversations. ■ Progress Tracker
fluency and preparing them
Mark Ormerod • Donna Shaw

■ Test Generator

child
Support and celebrate every
■ Teacher’s Resource Centre

instincts that can help them to learn a

Curious Kids is an easy-to
-use course that offers teacher
support with graded practice
s real
and worksheets, which ensures
e and
that
● Something for Everyone graded
worksheets
Flashcards and Word cards
s, and all children feel welcom
●

every child makes progres Story cards (Levels 1 and 2)

language. Our approach takes into account
●
included. ● Assessment pack
1 and 2)
Printed Flashcards (Level

Learning
●
language practice in

many practical techniques from our own

The Pupil's App includes gamified es pupils to repeat
immersive 3D worlds that
encourag
activities, creating opportun
ities for better language

starts in
acquisition. ns
CEFR and Cambridge English Qualificatio

experience as language teachers and

Kit with
a Classroom Presentation
The Teacher's App contains 3 4 5 6
to 2
interactive activities, helping
1
integrated audio, video and ts are A1 A1+ A1+/A2
All useful files and documen Pre A1
deliver stimulating lessons.

the heart
button. Movers/
available at the click of a
incorporates the findings from our extensive
Flyers
Starters Movers Flyers
and
other terms
requirements and
cover for the minimum system
Please see inside the front s of the course.
conditions for the digital component

classroom research. The methodology in

Curious Kids iswww.m reflected in the
acmillanenglish.co carefully
m/curious-kids
02/07/2023 10:07

sequenced tasks and activities that are

All Pages
9781035124442_cover.indd

designed to ensure that every child reaches their full

learning potential. expression is encouraged through physical activities such as roleplays,
which provide a safe environment for pupils to engage in shared,
imagined experiences.
Curious Kids sparks pupils’ curiosity
Curious Kids also provides teachers with
The approach in Curious Kids recognises that children are curious
opportunities to focus on the Sustainable
by nature. We believe that promoting curiosity in the classroom has
Development Goals (SDGs). In each unit,
a positive impact on the pupils. Curiosity helps to make the learning
teachers can draw on a set of age-appropriate
process more enjoyable and rewarding, improves learning outcomes, and
questions and ideas that are linked to the unit topic. These gently
provides intrinsic motivation for lifelong, autonomous learning.
encourage pupils to think about one of the SDGs and, with the support of
In Curious Kids curiosity is promoted in a number of ways. For example, the teacher, express their own ideas and solutions for making the world
each unit begins with a thought-provoking question to engage pupils a better place.
and encourage them to share their ideas, knowledge and experiences.
The curiosity corners in the vocabulary, cross-curricular and culture Curious Kids develops communication skills
lessons contain fun tasks and surprising facts to fill pupils with wonder for real life
and inspire them to find out more about the world. The cross-curricular
As teachers, we appreciate that pupils need to be able to use English
lessons also help pupils to embrace curiosity and discovery, whilst
outside the classroom. Curious Kids introduces a clear focus on real-
cultural lessons focusing on British and other English-speaking culture
world communication throughout the course and pupils are supported
promote curiosity about the wider world and the pupils’ place in it.
in developing the skills needed to communicate fluently and with
confidence in a variety of contexts. The pupils are introduced to natural
Curious Kids inspires pupils’ creativity
and meaningful language through the unit stories, whilst the functional
In Curious Kids we believe that creativity should be nurtured in the language dialogue and Communication video in each unit introduces
language classroom. Our experience shows us that creative activities pupils to language that has real-life relevance and is transferrable to
are enriching and emotionally rewarding for children and that they different contexts.
increase engagement by captivating pupils’ attention. Creative activities
A variety of speaking games provide pupils with a natural purpose
also foster the development of thinking skills such as problem-solving
to communicate while the grammar and communication dialogues
and critical thinking by encouraging children to try out new ideas or ways
provide both teachers and pupils with real-life models of interaction
of thinking.
that can be replicated in the classroom using the cut-out cards in
In Curious Kids 3 children’s creativity is inspired in a variety of ways. the form of a game. Activities in the story lessons give pupils the
Imaginative thinking is fostered through the animated stories which opportunity to express their thoughts and opinions orally through a
pupils act out, whilst creativity corners provide children with mixture of more structured and freer questions, encouraging them to
opportunities to share their own imagination and ideas. Creative draw on their own experiences.

10 Curious Kids 3 © Macmillan Education Limited 2023

 Introduction

Finally, the focus of the cross-curricular and culture lessons inspires These stories resonate with children and provide rich opportunities for
children to investigate the world around them and communicate their discussion, with pupils first reflecting on the story characters’ behaviour
ideas and experiences to others. The attractive photos and real-world and then being gently guided into thinking about their own.
videos provide the conceptual and linguistic support pupils need to
communicate successfully. Curious Kids supports and celebrates
every child
Curious Kids fosters collaboration The approach in Curious Kids takes into account that primary classrooms

Curious Kids 3 © Macmillan Education Limited 2023

Our experience shows us that when pupils work together, they produce are made up of pupils who have different learning needs. With this in
more language, and they are more likely to use creative and logical mind, we have ensured that teachers have the support they need to help
thinking. Collaborative activities also promote a more positive classroom every pupil to thrive.
environment as pupils have a greater sense of belonging and they learn
As authors and teachers we believe that ability isn’t a fixed attribute and
to understand and value their classmates. In Curious Kids we provide
we know that teachers can make a difference by shaping every learner’s
opportunities for pupils to play, share, explore and create together.
potential to learn. In Curious Kids the activities have been carefully
Collaborative play is facilitated through a variety of fun and engaging designed so that all pupils are actively engaged in their learning. For
games, and collaboration skills are an essential element of the end of unit example, there are activities which offer learners a choice and provide
quiz, where the pupils are encouraged to share their learning, working pupils with the possibility of responding in different ways. In levels 3
together as a team. Throughout Curious Kids pupils will find many and 4, this includes the option of spelling, miming or drawing a new
opportunities to share information with their peers through guided tasks vocabulary item or choosing which story picture to describe.
in which they exchange personal information and opinions.
Curious Kids also addresses differentiated learning through the
We believe that working together for a collective outcome has many Something for Everyone Graded Worksheets which provide support and
benefits. The end of unit project offers pupils the opportunity to create extra language practice at three levels of challenge. These worksheets
a collective piece of work which is linked to the unit topic and language. include a pedagogical introduction for teachers, which delves into the
The project creates a sense of achievement and is inclusive, giving each core ideas and principles behind every-ability teaching and explores
pupil the opportunity to participate in their own way. the recent pedagogical and methodological developments in this area.
The section Five steps to creating an inclusive environment provides
Finally, in Curious Kids we support collaboration through the
teachers with practical tips and ideas that they can implement in every
development of social and emotional learning (SEL), a process that helps
classroom.
learners to develop their self-control, self-awareness, and interpersonal
skills. Social and emotional learning is nurtured through the unit stories.

Who’s who in Curious Kids

Let us introduce you to the Curious Kids course characters! Course characters are important because they help pupils to build an emotional connection
with the topics, guide learners through the materials, and model positive learning traits and behaviour such as curiosity and creativity.
Ed, Sophia and Harry are friends who attend the same school. They have formed a team called the ‘Curious Kids’ who take part in an online quiz at their
school. In every unit they await the announcement of the next quiz theme with excitement, and once they know the theme they decide how they can
learn more about it in preparation for the quiz. They find stories to read, speak to people at school and at home, watch videos and chat to children in
other countries on the ‘Quiz Chat’ page. We see them investigating the theme in their school and town in the Communication videos and meet some of
their family members, and their friend Jane. At the end of each unit we see them taking part in the quiz and we follow their progress.

Curious Kids 3 © Macmillan Education Limited 2023 11

 Syllabus
Key competences in Curious Kids
The Key Competences outline the knowledge, skills and behaviours that pupils need to develop in order to achieve their
full personal potential, participate in an effective and constructive way in society and become responsible global citizens and
autonomous life-long learners.

Competence in linguistic communication: the ability to use language as an instrument to

express and interpret concepts, facts, feelings and ideas in an appropriate and creative way.

Competence in science, technology, engineering and maths: the ability to develop

and apply mathematical thinking to everyday contexts and to develop and use scientific
knowledge to explain the natural world and understand the consequences of human action.

Digital competence: the ability to use digital

technology confidently, critically and responsibly.

Competence in cultural awareness and expression: the ability

to understand and appreciate different art and cultural forms.
What are the key
competences? Competence in entrepreneurship: the ability to develop and apply
personal qualities and skills such as creativity, critical thinking and perseverance
to projects and to successfully plan and manage these projects.

Social and personal competence and learning to learn: the ability to understand and
appreciate diversity in society and to develop personal, interpersonal and cultural competence and
to organise one’s learning and work efficiently and autonomously as an individual or in a group.

Plurilingual competence: the ability to draw on one’s personal linguistic repertoires

across languages to improve their ability to communicate and learn a new language.

Competence in citizenship: the ability to respond to a range of global issues

by being tolerant, inquisitive, kind and responsible global citizens.

Competence in linguistic communication: Curious Curious Kids and act them out. The Culture lessons in each unit promote
Kids develops pupils’ listening and speaking skills through pleasure in finding out about British and other English-speaking culture
exposure to and structured practice of real language in very while offering pupils the opportunity to find similarities and differences
clear contexts. Each level covers the four main language skills: listening, with their own culture. The Communication videos feature real children
speaking, reading and writing, building pupils’ overall communicative modelling functional language in a British cultural setting.
competence. Pupils learn to recognise patterns of rhythm and intonation
Competence in entrepreneurship: Creative thinking plays
through the songs, chants, dialogues, stories and rhymes. Grammar
a key role in Curious Kids. Throughout the lessons, pupils are
and functional language are modelled in dialogues, songs and videos,
encouraged to explore, develop and share their imagination
whilst the speaking games, role-plays and personalised activities
and ideas to create something new. The Quiz and Project lessons require
motivate pupils to learn to express themselves clearly, take part in simple
pupils to work collaboratively and creatively, share ideas and show
conversations and express their opinions. Curious Kids supports the
initiative. Personalisation activities prompt children to express their own
gradual development of literacy so that the children learn to associate
opinions, be creative and use their imagination and natural curiosity. At
written English with what they understand aurally.
the end of each unit pupils are asked to reflect, understand and assess
Competence in science, technology, engineering and their own progress.
maths: Curious Kids nurtures children’s natural curiosity. The
Social and personal competence and learning to learn:
cross-curricular lessons in each unit encourage pupils to explore
Curious Kids fosters cooperative learning skills while building
and engage with the natural, social and technological aspects of the
social skills. Social and emotional learning themes and core
world around them, and to reflect critically on how they interact with
values are at the heart of the stories, encouraging pupils to appreciate
them. Curious Kids supports the development of numeracy skills through
and value the similarities and differences between themselves and
recognition and practice of numbers, counting, ordering and sequencing
others. Throughout the course pupils are encouraged to develop self-
tasks, and encouraging analytical thinking to solve problems and puzzles
awareness and self-management skills, which will help to foster good
creatively.
learning habits, such as paying attention, listening to others, reflecting on
Digital competence: Curious Kids develops pupils’ digital actions, making effective use of time and planning ahead.
competence through the use of a wide variety of digital
Plurilingual competence: Curious Kids provides
resources. Pupils can work independently to reinforce the
opportunities to develop pupils’ plurilingual and mediation
classroom learning by playing interactive language games on the
skills by making them aware of linguistic and cultural similarities
Pupil’s App. The Teacher’s App has presentation material for every lesson
and differences. Games and activities encourage language analysis
including audio, animated and real-world videos, as well as interactive
and role-play develops strategies which draw on their full repertoire of
activities for the pupils to get involved in. Tasks encourage them to make
communication skills.
use of digital tools for research and their own presentations.
Competence in citizenship: Curious Kids promotes
Competence in cultural awareness and expression:
responsible citizenship through the course characters and
Curious Kids promotes cultural awareness and artistic
storylines. In every unit the characters encounter and respond to a range
expression through the inclusion of stories, songs and chants,
of global issues. The Culture lessons teach pupils about different cultures,
drama, speaking games, culture lessons and arts and crafts activities in
encouraging them to grow up to be tolerant, inquisitive, kind and
the Project lessons. Pupils are also encouraged to recreate the stories in
responsible global citizens.

12 Curious Kids 3 © Macmillan Education Limited 2023

 Introduction
Pupil’s components
Pupil’s Book
A 80-page, full colour book with a starter unit and six story-based units. Each unit
Because features
all children
are natural learners

two vocabulary lessons presenting two lexical sets, two grammar lessons, a storyForlesson, Pupils
a A dynamic six-level primary course
Designed for every-ability classes,
that ignites a passion for learning.

communication and pronunciation lesson, a cross-curricular and a culture lesson. There is

this easy-to-use and media-rich

Curious Kids
programme nurtures creativity,
promotes cooperative learning in
safe and supportive environmen a ● Pupil's Book
t, and helps children communica
with confidence. te ● Digital Pupil’s Book

also a unit review lesson, which includes an end of unit

Inspirequiz
curiositin which
y and pupils can show what
unlock creativity
●

●
Pupil’s Navio App
Extra Fun! eBook
Activity Book
Curiosity is at the centre of children’s
they have learnt about the unit topic, and a creative project at the end of the unit. Each unit world around them. In Curious Kids
topics and creative activities fosters
natural desire to explore the
a unique blend of engaging
self expression and sparks a
●

●
Digital Activity Book
Pupil's Resource Centre
love of learning English.

includes a wide variety of personalisation and speaking activities and games in addition For Teachers to a

Pupil's Book 3
Nurture communication and foster
wealth of songs, rhymes, chants and dialogues.
Teacher’s Book
collaboration

3
●

● Digital Teacher’s Book

Communication and collaboratio
n are at the heart of language ● Teacher’s App
learning in Curious Kids. Pupils
are motivated to engage actively ■ Classroom Presentation Kit
with the language and each other,
building their confidence and with interactive activities,

The Pupil’s Book also contains:

fluency and preparing them for
real-world conversations. audio, video and animations

Pupil’s Book
■ Progress
Tracker
Suppor t and celebrate every child ■ Test Generator

Mark Ormerod • Donna Shaw

•
Curious Kids is an easy-to-use ■ Teacher’s
Resource Centre
course that offers teachers real Mark Ormerod • Donna Shaw
support with graded practice and
Three review lessons (each including a story and a board game) worksheets, which ensures that Something for Everyone graded
●
every child makes progress, and worksheets
all children feel welcome and
included. ● Flashcards
and Word cards
● Story cards

•
(Levels 1 and 2)
● Assessment
pack

Three festival lessons

The Pupil's App includes gamified
language practice in ● Printed Flashcards (Level 1 and 2)
immersive 3D worlds that encourages
pupils to repeat
activities, creating opportunities
for better language
acquisition.

The Teacher's App contains a Classroom

Presentation Kit with
integrated audio, video and interactive CEFR and Cambridge English Qualifications
activities, helping to
deliver stimulating lessons. All useful 1 2
files and documents are 3 4 5 6
available at the click of a button.
Pre A1 A1 A1+
Please see inside the front cover A1+/A2
for the minimum system requirements
conditions for the digital components and other terms and Starters Movers/
of the course. Movers Flyers
Flyers

www.macmillanenglish.com/curious-k
ids

9781035124442_cover.indd All
Pages

02/07/2023 10:07

Activity Book v

The Activity Book is a 96-page, full colour book conceived to accompany and support the
Pupil’s Book. It provides consolidation and reinforcement of the contentBecause
and the language
all children
structures introduced in the Pupil’s Book, as well as supporting the development of children’s
are natural learners

literacy skills. The structure of the Activity Book follows the same sequence of For lessons
Pupils as the A dynamic six-level primary course
Designed for every-ability classes,
programme nurtures creativity,
that ignites a passion for learning.
this easy-to-use and media-rich
Curious Kids
promotes cooperative learning in
Pupil’s Book. safe and supportive environmen a Pupil's Book
●
t, and helps children communica
with confidence. te ● Digital Pupil’s Book
● Pupil’s Navio App
Inspire curiosity and unlock creativ ● Extra Fun! eBook
ity
The Activity Book develops reading and writing skills in a gradual manner, throughout Activity Book
●
Curiosity is at the centre of children’s
natural desire to explore the Digital Activity Book
world around them. In Curious Kids ●
a unique blend of engaging
topics and creative activities fosters ● Pupil's Resource Centre
self expression and sparks a
the units. This approach develops literacy naturally, progressing from single words and love of learning English.
Activity Book 3

For Teachers
Nurture communication and foster
short phrases to structured and freer writing tasks toration
collabo consolidate learning from the Pupil’s ● Teacher’s Book

3
● Digital Teacher’s Book
Communication and collaborati
Book. There is an extra reading text in each unit, featuring real life stories, to support the on are at the heart of language Teacher’s App
●
learning in Curious Kids. Pupils
are motivated to engage actively ■ Classroom Presentation Kit
with the language and each other,
building their confidence and with interactive activities,
fluency and preparing them for
development of literacy skills. Suppor t and celebra
real-world conversations. audio, video and animations
■ Progress
Tracker
Activity Book
te every child ■ Test Generator
Mark Ormerod • Donna Shaw

Curious Kids is an easy-to-use ■ Teacher’s

Resource Centre
course that offers teachers real Mark Ormerod • Donna Shaw
support with graded practice and
The Activity Book contains: worksheets, which ensures that Something for Everyone graded
●
every child makes progress, and worksheets
all children feel welcome and
included. ● Flashcards
and Word cards

• •
● Story cards
(Levels 1 and 2)

Quiz questions pages Grammar reference and practice

● Assessment
The Pupil's App includes gamified pack
language practice in ● Printed Flashcards (Level 1 and 2)
immersive 3D worlds that encourages
pupils to repeat
activities, creating opportunities
for better language
acquisition.

• Three festival lessons • Cut-outs for the speaking games

The Teacher's App contains a Classroom
integrated audio, video and interactive
deliver stimulating lessons. All useful
available at the click of a button.
Presentation Kit with
activities, helping to
files and documents are 1
CEFR and Cambridge English Qualifications

Pre A1
2 3
A1
4
A1+
5 6

• •
Please see inside the front cover A1+/A2
for the minimum system requirements
conditions for the digital components and other terms and Movers/

A Picture Dictionary A double page of word and picture stickers

of the course. Starters Movers
Flyers Flyers

www.macmillanenglish.com/curiou
s-kids

9781035124336_cover.indd All
Pages

02/07/2023 10:00

Extra Fun! Magazine Curious Kids

3 Pupil’s App on Navio
The Extra Fun! Magazine is a Can you
The Pupil’s App allows pupils to explore Navio’s immersive 3D worlds. They
32-page full colour mini ebook find the
question
marks?
complete game-based activities designed to practise and review the
with fun activities, puzzles and Do the crossword.
1

3
2
language and content learnt in class. As they do so, they earn rewards,
games which stimulate curiosity points and badges. The Pupil’s App tracks pupils’ progress
4

and wonder. so the teacher can see how they are doing and provide extra
6

Across Down
3 mouse See
1 screen page 14
4 keyboard 2 headphones
5 laptop
6 tablet

support where it’s needed. The App also

See page 26

Do you includes all the songs, stories, animations and

Know?
What’s unique about
videos from the course so that pupils can
lizards? (see page 10)
review them at home and share them with
their family.

Digital Pupil’s Book, Activity Book and Pupil’s Resource Centre

All the printed books are available in digital format as well, and the audio and videos are available on the Pupil’s Resource Centre.

Curious Kids 3 © Macmillan Education Limited 2023 13

 Syllabus
Teacher’s components
Teacher’s Book
The user-friendly Teacher’s Book includes a syllabus, a short introduction to Curious Kids philosophy and
methodology, a very useful bank of classroom routines and games, and clear, accessible lesson plans

Curious Kids
Because all children
are natural learners

for each unit. The lesson plans, which include the Pupil’s Book and Activity Book pages with embedded A dynamic six-level primary course
learning. Designed for every-ability
media-rich programme nurtures
that ignites a passion for
classes, this easy-to-use and
creativity, promotes cooperative
For Pupils
● Pupil's Book

answers, allow you to navigate the course with ease. Learning objectives, materials, teacher’s expert tips
learning in a safe and supportive
environment, and helps children ● Digital Pupil’s Book
communicate with confidence.
● Pupil’s Navio App

Inspire curiosity and unlock creativity ● Extra Fun! eBook

and a wealth of useful suggestions, routines and extra activities are all at your fingertips to reduce your
● Activity Book
Curiosity is at the centre of children’s
natural desire to explore the ● Digital Activity Book
world around them. In Curious Kids
a unique blend of engaging

Teacher’s Book 3
topics and creative activities fosters
● Pupil's Resource Centre
self expression and sparks a

planning time, ensure your lessons run smoothly and encourage your pupils
love of learning English.
For Teachers
Nurture communication and foster ● Teacher’s Book
collaboration
to reach their full potential. The audioscripts and videoscripts are in a separate Digital Teacher’s Book
●

3
Communication and collaboration ● Teacher’s App
are at the heart of language
learning in Curious Kids. Pupils Classroom Presentation Kit
are motivated to engage ■
actively with the language and

section at the end of the Teacher’s Book.

each other, building their with interactive activities,
confidence and fluency and preparing audio, video and animations
them for real-world
conversations. ■ Progress
Tracker

Teacher’s Book
■ Test Generator

Support and celebrate every child ■ Teacher’s

Resource Centre
Curious Kids is an easy-to-use Something for Everyone
with Teacher’s App
●
course that offers teachers real

Joanne Ramsden with Mark Ormerod

support with graded practice and graded worksheets
worksheets, which ensures
that every child makes progress, Flashcards and Word cards
●
Joanne Ramsden with
and all children feel welcome
and included. Story cards (Levels 1 and 2)
●
Mark Ormerod • Donna Shaw
● Assessment
pack
● Printed Flashcards (Level 1 and 2)
The Pupil’s App includes gamified
language practice in
immersive 3D worlds that encourages

Teacher’s App
pupils to repeat
activities, creating opportunities
for better language
acquisition.

The Teacher’s App contains a Classroom

Presentation
Kit with integrated audio, video CEFR and Cambridge English Qualifications
and interactive activities,
helping to deliver stimulating lessons. 1 2
All useful files and 3 4 5 6
documents are available at the
click of a button. Pre A1 A1 A1+ A1+/A2

• Donna Shaw
Please see inside the front cover
for the minimum system requirements
conditions for the digital components and other terms and Starters Movers/
of the course. Movers Flyers
Flyers

The Teacher’s App contains accessible and interactive digital resources to help teachers plan and deliver
their lessons whilst also increasing pupils’ participation and engagement. www.macmillanenglish.com/curio
us-kids

The Teacher’s App contains:

9781035124480_cover.indd All
Pages

02/07/2023 10:12

• Classroom Presentation Kit • Test Generator • Graded Tests

• Progress Tracker • Teacher’s Resource Centre

Teacher’s Resource Centre

Something for Everyone Graded Worksheets

Demand for differentiated learning is provided through the Something for Everyone Graded Worksheets.
These are photocopiable worksheets supporting the core PB and AB content and which ensure it adapts
and reaches every pupil, learning style and level of ability. The worksheets are graded by level of challenge
(Support, Consolidate and Reach Higher) and skill / area (Vocabulary, Reading and Writing, Grammar).
These graded worksheets include a pedagogical introduction for teachers, which delves into the core ideas
and principles behind every-ability teaching and explores the recent pedagogical and methodological
developments in this area.

Something for
Everyone
Joanne Ramsden
3

Graded Worksheets
● Support
● Consolidate
● Reach higher

Flashcards and Word cards

A set of 121 Flashcards with images of the target vocabulary and 121
Word cards. They are practical resources for presenting and practising
vocabulary and provide additional support for the more visual and

3
tactile learners. They contain both the first and second (Cross-curricular)

3
Flashcards vocabulary sets, as well as some Starter unit and Festivals vocabulary.
Word Cards
Mark Ormerod • Donna Shaw
Suggestions for using the flashcards and word cards are integrated in
each lesson. The Games Bank also includes tips for using these cards in
games and activities.

19/07/2023 08:56

9781035124411_cover.indd 1

14 Curious Kids 3 © Macmillan Education Limited 2023

 Introduction
Digital Components
For the teacher
Teacher’s App
The Teacher’s App includes accessible and interactive digital resources to help teachers plan and deliver their lessons whilst also
increasing pupils’ participation and engagement.
The Teacher’s App contains:

Classroom Presentation Kit

This is a teacher-facing, easy-to-navigate portal which allows teachers to access a wide variety of resources, tools and materials. The Classroom
Presentation Kit includes the Digital Pupil’s Book, Digital Activity Book and the Extra Fun! Magazine ebook. The digital version of the books is a
page-by-page representation of the printed versions and include all the lessons, content and materials that accompany the Pupil’s Book and Activity
Book, including videos, animations and audios, plus fun interactive activities and digital flashcard games.
Through the Classroom Presentation Kit teachers can also access useful tools and resources such as the Progress Tracker to help teachers track and
monitor progress of a whole class or of any individual pupil. You can also use the Classroom Management tool to award points for good behaviour
or success in class.
The Test Generator can also be accessed through the Classroom Presentation Kit. Teachers can choose to download ready-made tests or to make their
own using the wide variety of activities that test the vocabulary, grammar, reading and writing, and listening taught in each unit of the Pupil’s Book.
The Test Generator offers tests at three levels of challenge.
The Teacher’s Resource Centre offers access to supplementary materials and resources available for teachers to download and print if needed. The
Teacher’s Resource Centre contains:

• Graded tests: diagnostic tests, unit tests, end-of-term tests and end-of-year tests at three levels of challenge.

• Lesson support materials: project templates, speaking game cut-outs, all the course video, animation and audio files.

• Letters to parents: a letter for each unit explaining what the children are studying in the unit.

• Something for Everyone Graded Worksheets: vocabulary and grammar worksheets at three levels.

• Teacher’s Book: a digital version of the print book

• Cambridge English Young Learners Exams practice tests: practice tests and videos for the A1 Movers exam

For the pupil

The following digital materials are available for pupils by using the access code printed in the inside front cover of their Pupil’s Books or Activity Books.

Pupil’s App on Navio

The Pupil’s App includes gamified language practice in immersive 3D worlds that encourages pupils to repeat activities, play language games, watch
the videos and animated stories and songs, and creates opportunities for better language acquisition.

Digital Pupil’s Book and Digital Activity Book

The digital version of the books with audio and video embedded allows the pupils more access to their Pupil’s Book materials outside the classroom.

Pupil’s Resource Centre

• The Pupil’s Resource Centre (PB) provides easy access to all the Pupil’s Book videos, animations and audio files.

• The Pupil’s Resource Centre (AB) Activity Book provides easy access to all the Activity Book audio files.

Curious Kids 3 © Macmillan Education Limited 2023 15

 Syllabus
Unit walkthrough: Lessons 1 and 2
Pupil’s Book
Each unit includes
The unit question and an attractive and a catchy song that
dynamic picture across Lessons 1 and 2, introduce presents the first
the unit topic, and encourage pupils to pose further language structure
The unit questions and share ideas. in a fun and
presentation video, motivating way. This
featuring the course is accompanied by
characters, reveals Lesson 2 Song a an animated video
2
nd Gramm
the quiz theme and What’s amazing ar
UNIT

of the song, which

about animals?
1 2:05 Listen. What animals

prompts the pupils can you hear?

What’s that sound? supports heads-up
7
to think about how Lesson 1 Vocabulary Stop! Listen! What’s that sound?
Look! Over there, on the ground. teaching, encourages
they can explore the 1 Watch. What’s the theme of the quiz? There’s an animal on the ground.
participation and
It hasn’t got fur. It’s got scales.
theme. 2 2:02 Listen, find and say.
8
It has got a very long tail.
caters for learners
3 2:03 Listen and say the chant. It’s got teeth and a scary smile.
It isn’t a raccoon. It’s a crocodile!
4 Play Spell, mime or draw.
Chorus
of different abilities.
1 snake
9
10
It hasn’t got legs. It’s got scales.
It has got a very long tail.
There is also a karaoke
The first 2 scales
3 crocodile
1 It’s got eyes like a scary snake.
It isn’t a leopard. It’s a rattlesnake!
version of the song.
vocabulary set is 4 teeth
5 peacock 2 2 Watch and sing.

introduced on the 6 feathers

7 raccoon 3
3 2:07 Read, listen and say.

audio as the characters 8 tail

9 leopard
Curious about grammar The grammar
A raccoon has got fur.

explore the scene. 10 fur

4
It hasn’t got scales. structure is presented
The print flashcards 5 It’s got a tail.
in a clear and colourful
and word cards or the
Remember!
it’s got = it has got way, using examples
hasn’t = has not

digital ones on the 4 Play True or false.

from the song.
6
Teacher’s App, can C u r i os i t
A snake has
got feathers.
yC False.

be used to present Find.

A raccoon hasn’t
The speaking game
or

Which animals
ne

got scales.
and practise the are hiding?

prompts children
r

True.

vocabulary. 18 Make a list of animals you know in English. 19

to practise the new
structures in a fun but
controlled way.
The key vocabulary The pair-work game The curiosity corners The activities in the
is then practised in can be easily adapted prompt the pupils to explore footers motivate pupils to
context through a to the pupils’ own the illustrated double-page explore the topic further at
catchy chant. ability. and discover new elements or their own level.
revisit vocabulary.

Teachers can use the question in the unit title to introduce a learning situation, which will allow pupils to reflect, personalise,
investigate and propose solutions. (For more information about Learning situations, see page 31.)

Activity Book The form of the new structure is

practised in a controlled way and
revised in the context of the song.

The grammar
What’s amazing Lesson 2 Song a

2 nd Gramm
tables use colour
UNIT

ar

All activities have about animals? 1 Complete the sentences in the table.
Curious about grammar
coding to show
simple and clear Lesson 1 Vocabulary 1 A peacock has got feathers. 2 A peacock hasn’t got scales.
affirmative,
instructions that 1 Find, circle and write. Match.
n
3 It’s a tail. 4 It got teeth.
negative and
ccoo hfsn
opknfurycr
children can follow. h
ra
kmyrv
ak
es
rtscale
sp oc
od ilemm
2 2:08 Order and write. Listen and check.
question forms.
coc
ea
zp
fe u tailpwleop
ar
p ath rsllq
e dx dteeth

1 raccoon 6
Each unit includes
graded practice. 2 7

Activity 1 focuses on 1 hasn’t / got / It / fur.

2 scales. / got / It’s
It hasn’t got fur.

the key vocabulary

3 8
3 It / long / a / has / very / got / tail.

at word level while 4 9

4 teeth / It’s / got / and / smile. / a / scary
5 It / raccoon. / isn’t / a

Activity 2 places the 6 a / crocodile! / It’s

vocabulary within 5 10 3 Read. Write about your favourite animal. Draw.

a context with which 2 2:04 Listen and number. Circle.

My favourite animal is a
squirrel. It’s got fur and a long

the pupils will already tail. It hasn’t got feathers.

be familiar. My favourite
It’s got

It’s got scales / fur. It’s got feathers / teeth. It’s got a tail / scales.

16 Play word tennis. You: fur. Your friend: leopard. Tell a friend about your favourite animal. 17

There is a personalisation The footer activities encourage

activity for freer practice of the learner autonomy and develop
structure. critical thinking skills.

16 Curious Kids 3 © Macmillan Education Limited 2023

 Introduction
Lesson 3
Pupil’s Book

A prediction task focuses the One of the course characters Reading comprehension
pupils’ attention and generates introduces the story as part of their activities appear after
interest in the story. research in preparation for the quiz. the story.

All unit stories are also 5 … 47, 48, 49 and 50. 2

The story
S to ry This is an amazing 6
Lesson 3
We can’t see you,
story about animals.
provided as story
Chameleon. Where are you?
1 Listen and predict. Where does the story happen?
also works as a
2:09

animations via the 2 Watch. Who is good at hiding?

3 Listen and read. springboard for

Teacher’s App and the
2:10

The chameleon’s tail building on social

Pupil’s App. There is a I’m here. Look.

and emotional
Where’s My scales are I can change colour to hide.
1 My tail is amazing. Look. 2 Chameleon’s tail
Chameleon? green and yellow. It’s called camouflage.
gist question to aid
isn’t amazing. I don’t know.
It’s got beautiful fur.
My tail is amazing, 7 See. Now my scales are 8 We’re sorry for being unkind,
Chameleon. Your tail isn’t boring. competence by
initial comprehension. too. Look. It’s got orange and brown.
colourful feathers.
getting the pupils to
reflect on the values
Each unit includes contextualised in the
That’s … amazing!
story and how they
Chameleon’s
an 8-frame story tail has got
boring scales. Boring scales?
Wow!
Your tail is beautiful. Thank

featuring different
My scales are
NOT boring.
4 2:11 Read and answer. Listen and check.
It’s got amazing scales. you!
It’s important
to say sorry.
relate to their own
characters. The stories 3
Let’s play hide-
Great. I love
4 … 48, 49, 50. 1 Who has got feathers? 3 Who can change colour? behaviour.
hide-and-seek. 2 What game do the animals play? 4 Who has got an amazing tail?

provide a framework and-seek.

5 Act out the story.

to reinforce and 6 Read and reflect. Say.

1 My favourite character is … 3 My favourite moment is picture …
expand on the 2 I think this story is great / good / 4 In picture 2, Raccoon and Peacock are

language learnt in the

OK / boring. kind / unkind to Chameleon.
The creativity
previous lessons in Are you What do you
tiv
o
ity C rner corner encourages
ea
children to use
sometimes unkind do if you are Imagine.
I can see you. Raccoon, you’re
context. Now it’s my to your friends? unkind? You play a game

Cr
Me too. Let’s hide. Chameleon, behind the rock. Peacock,
turn to hide. of hide-and-seek. Where

their imagination,
count to 50 and then try to find us. you’re behind the tree.
can you hide?

20 Choose a picture. What can you see? Find a butterfly in each picture of the story. 21
empathise with
characters and relate
to situations in the
The activity prompts This activity allows children story.
children to further work to be creative and work
on the story at their cooperatively either in pairs or
own level. in small groups.

Teachers can use the story context and SEL message to encourage pupils to become more self-aware and engaged in
their home and school communities.

Each story lesson offers a variety of activities focusing

on story comprehension and aiming to develop
Activity Book critical thinking skills such as matching, ordering,
sequencing and identifying.

Story
Lesson 3 The chameleon’s tail
1 Look and number. Match.

Chameleon’s tail Let’s play Your tail is beautiful. It’s We can’t see you,
isn’t amazing. hide-and-seek. got amazing scales. Chameleon. Where are you?

2 Read the story again and write.

can’t colour hide rock seek tree

1 In the story, the animals play hide -and- .

2 Raccoon hides behind a .

The social 3 Peacock hides behind a

4 Raccoon and Peacock
.
see Chameleon.

and emotional 5 Chameleon’s scales can change .

learning focus 3 Read. Think and answer.

Hey! That’s unkind. I’m sorry for being unkind,

offers pupils the I’ve got beautiful fur. Very unkind. Say sorry! Lion. I think your fur is amazing.

chance to show
what they have
learnt from the Your fur isn’t
Yes, say sorry now!
Can you think
of other ways to
message in each
beautiful. It’s boring.
show that you
are sorry?

story and explore 18

the topic further.

Curious Kids 3 © Macmillan Education Limited 2023 17

 Syllabus
Lessons 4 and 5
Pupil’s Book
Each Cross-curricular lesson starts with an engaging The course characters continue their quiz research
video of the cross-curricular topic which seeks by speaking to friends, family and people in their
to generate interest and nurture curiosity about the town. Through the context of this dialogue, the
world we live in. These videos can be accessed via second grammar structure is presented. Pupils
the Teacher’s App and the Pupil’s App. predict and listen out for the hidden words.

A reading text
presents the main Vocabulary
and Cross-curri
cular Lesson 5 Grammar and C
o mmunicatio 2
Lesson 4
1 Listen and read. What animal is it?
n
Pupils act out out the
information from the Natural scie
nce 2:14

Victor’s a vet. He works at an animal

dialogue in pairs.
video and introduces
rescue centre. He looks after injured
1 Watch. What mammals and reptiles are in the video?
and sick animals.

the second
2 2:12 Read and listen.
Mammals and Reptiles ED: What’s in the box?
What are the differences? VICTOR: Can you guess?

vocabulary set mammals

Mammals have got hair or fur. Reptiles have got scales.
reptiles ED: Has it got scales?
VICTOR: No, it hasn’t. It isn’t a reptile. The grammar
in context. Most mammals don’t lay eggs.
Mammals have got warm blood.
Most reptiles lay eggs.
Reptiles have got cold blood.
ED: Has it got feathers or fur?
VICTOR: It’s got feathers.
structure is presented
Mammals produce milk. Reptiles don’t produce milk. ED: So, it’s a bird. Has it got red
and blue feathers? in a clear and
VICTOR: Yes, it has. It’s very colourful.
ED: Is it a ?
colourful way, using
The vocabulary is VICTOR: Yes, it is. It’s a noisy !
examples from the
presented on the Foxes are mammals. This fox has got Turtles are reptiles. This baby sea turtle 2 Act out the dialogue. dialogue.
audio. The print red-brown fur. It’s got two babies. The
babies are drinking their mother’s milk.
is hatching from an egg. It’s got scales.
It’s got a beautiful shell, too! 3 2:15 Read, listen and say.

flashcards and word 3 2:13 Read and say the number. Listen and check.
Curious about grammar
Has a parrot got feathers? Yes, it has.
Remember!
fox lay eggs mammals reptiles shell turtle
cards or the digital 1 2 3 4 5 6 Has it got fur or scales? No, it hasn’t.
hasn’t = has not

The cut-outs in
ones on the Teacher’s 4 Make your animal cards. AB page 87
the speaking game
4 Answer the questions.
App, can be used 1 Have mammals got scales?
5 Play Guess my animal.
help to develop
Has your animal got feathers?
to present, practise C u r i os i t y
Co
2 Do all reptiles lay eggs?
3 What do baby mammals drink? No, it hasn’t. cooperation and
Think r
and reinforce the and find out! 4 Are these animals reptiles or mammals? Has it got a shell.
turn-taking skills.
ne

This amazing animal

• •
crocodile chameleon raccoon leopard • • snake
r

vocabulary. is a tarsier. Is it a
mammal or a reptile? 5 Find out about your friends. Ask and answer.
Yes, it has.

Cutouts for this

I know. It’s a turtle!
What are your favourite My favourite mammal

22
reptiles and mammals? is the giraffe.
23
game can be found
What other animals have got fur?
at the back of the
Activity Book.
There are comprehension questions on the The final activity is a speaking game
topic followed by more personalised questions using cut-outs, which prompts children to
for pairwork. communicate with a purpose.

The form of the new structure is practised in a

controlled way and revised in the context of a
Activity Book conversation corresponding to the speaking
game, which can then be acted out.

The second
vocabulary set Lesson 4 Vocabulary a
nd Cross-curricu
lar 2 Lesson 5 G
rammar and C
ommunication

is practised at 1 Write the words. Complete the sentences.

Natural scien
ce 1 Complete the sentences in the table. I’ve got beautiful
feathers.
word level. pelsrtie mlmamsa ofx got Has hasn’t Yes

reptiles Curious about grammar

1 Has a parrot got fur? 2 No, it .
letrut lsleh yal gseg Remember!
The new 3
feathers?
it got 4
it has.
, hasn’t = has not

cross-curricular 1 A fox is a mammal. 4 A is a reptile.

2 have got fur or hair. 5 It’s got a . 2 Look and write. Act out.
vocabulary is 3 Most mammals don’t . 6 have got cold blood.
1 Has your animal got scales?

practised within 2 Look, read and write. 2 No, it hasn’t .

context, first in 1 2 3 Has it got fur?

it
4 Yes, .
The language is
a scaffolded and 5 it got a black and white tail?
further practised
then in a freer 6 Yes, .
I think your animal is a raccoon.
through
way. This animal is a snake. This animal is a
It’s a reptile. It’s a
3 Ask and answer. Write Yes, it has or No, it hasn’t.
listening and
It’s got scales. It’s got Five Quick Questions speaking
3 Me My friend

u ri
osity Corner 1 Has a snake got ears? tasks relating to
C
The tarsier lives in
forests in Asia. It eats
2 Has a parrot got a tail?
the unit topic.
3 Has a fish got scales?
insects and small birds.
The tarsier jumps from tree 4 Has a turtle got teeth?
to tree. It can jump 4.5 metres!
Can you jump 4.5 metres? 5 Has a butterfly got a nose?

4 2:16 Listen and find out.

Can you think of five animals that lay eggs? 19 20 Write another question. Has a …? Ask a friend.

18 Curious Kids 3 © Macmillan Education Limited 2023

 Introduction
Lessons 6 and 7
Pupil’s Book
The Communication video introduces
In the culture lesson the functional language in a cultural and real-life
characters participate in setting and the pupils learn more about the
a ‘Quiz chat’ and pupils characters’ lives, personalities and interests.
learn about different
aspects of real life in
English-speaking The pupils act out the
Culture
Lesson 7 Communication an
d Pronunciatio 2 dialogue, developing
countries. Lesson 6
1 Watch. What animals does Harry feed in his garden?
n

Q uiz Chat
1 Listen and read.
the skill of substituting
2:17

2 2:19 Listen, read and say.

What amazing animals have
you got in your country? Look at that bird over there. different words to
Comprehension In the UK, we’ve got lots of amazing
Where?
create new dialogues.
questions check animals and birds. Foxes
and owls
, otters
are cool, but my favourite Useful expressions
pupils’ understanding Harry
Green Park School
animal is the hedgehog . It’s got lots
of spines to protect it from other animals.
Over there, next to the
tree. It’s got yellow are highlighted for
of the texts. This hedgehog lives in our garden. It eats and blue feathers.

reference.
England, UK
I see it. It’s amazing.
insects and snails. It sleeps on the ground.
In winter, we feed the hedgehog.
What type of bird is it?

I don’t know. We can find

Different text types

out in my book of birds. Useful expressions

The Compare
Hi Harry. The hedgehog in your garden Over there.
is very cute.
link to the topic of the
What type of (bird) is it?

Cultures feature In Australia, we’ve got amazing animals,

too. Crocodiles , kangaroos ,
I don’t know.

invites pupils to think sharks and parrots

animal in Australia is the koala
. My favourite
. It’s
Rita
Ocean Junior School
3
4
Chit - ch a t Talk to your friend. Change the words in blue.
Read Harry’s book about birds. Guess the hidden words. Listen and check.
video and pupils predict
Australia 2:20

about similarities and

a mammal. It isn’t very big. It’s got grey
fur. It eats leaves. It sleeps in trees for 18 This bird is called a blue tit. This bird is called a robin.
the hidden words.
hours a day. Yes, EIGHTEEN hours a day! It’s got and feathers. It’s got red and brown feathers.
differences between It lives in gardens and
parks in the UK.
It lives in and
in the UK.

aspects of British and C u r ios i t y C 2 Answer the questions.

or
other English-speaking n e
1 Who lives in Australia?
2 Who likes otters?
4 Where can you see foxes?
5 Where can you see kangaroos?
It’s g!
r

culture and their own ama

zin 3 Which animal eats leaves? 6 Which animal has got spines?
Soungdoso
Compare cul tures What amazing animals have
culture. Children learn This kookaburra
is an Australian
3
you got in your country? Which is your favourite? Why?
5 2:21 Read, listen and identify the sound.
Practise.
Otters and squirrels are
common animals in the UK.
d!

to respect and value

bird. Find it online.
Listen to it laugh.
24 It’s amazing! Where else can you find facts about birds? 25

differences between
themselves and others.
This feature also
The curiosity corner presents a fun Pupils identify a particular sound (or in
encourages reflection
and surprising fact to spark their interest later units a pair of sounds) in a memorable
and independent
in the topic and invites the pupils to find rhyme.
thinking.
out more.

The Culture and Communication lessons can be used to give pupils the opportunity to explore issues and topics from
different perspectives with the context of these real children and their experiences.

Activity Book Your Turn is a feature appearing in every unit in which

children use the language they know to express their ideas
and preferences and in an engaging, personalised activity.

The listening Lesson 6 Cultu

re 2 ommunication
and Writing
Lesson 7 C
activity 1 2:18 Read. Listen and circle. 1 Number the sentences. Act out.
reinforces and Welcome to Kids Can Talk,
Today, we’re
talking about our Over there, under the tree. It’s got black feathers.

practises the
the radio show for kids. favourite animals.
I don’t know.
We can find out in

culture topic 1 I live in Australia / Canada / the UK.

my book of birds.

and vocabulary 2 My favourite UK animal is the fox / otter / owl.

3 It’s a bird / mammal / reptile.

1 Look at
that bird
I see it. It’s beautiful.

within the 4 It’s got a long tail / short tail / no tail.

over there.

context of a 5 It eats vegetables / fruit / fish.

What type of Where? 2
bird is it?
dialogue. 6 It can swim / fly / hop.

2 Read and write about your favourite animal from your country.
There is a different
The snowy owl Writing tip! writing tip in every
2 Read and write your own fact file. Draw.
Pupils read a My name’s Jordan. I live in Canada.
Make sure your information is correct!
unit to help develop
My favourite animal in Canada is the snowy
model text owl. The snowy owl is a bird. It’s got white and This bird is called a blackbird. This this skill.
grey feathers. It’s got feathers on its feet to keep It’s got
written by
It’s got black feathers.
them warm! It’s got big eyes. I think the snowy It lives in parks and gardens in the UK.
owl is amazing.
a child from
Yo
another country u r tur n
!

and then write My name’s . My favourite animal in

is the
a similar text ity Corner
tiv
about the same ea Imagine you are an
3 2:22 Listen. Circle the words that have a sound like e in otter. Say. Soungdoso
d!
r
C

animal. What can you

topic in their see, hear, touch and
smell? How do you feel?
feather no got under parrot koala hop squirrel
e as in otter

own country. 21 22 Write or say words that have the same sound as otter and common.

A range of activities reinforce the Pupil’s Book content as

the pupils work with the useful expressions, produce their
own text type based on a model and identify the sounds.

Curious Kids 3 © Macmillan Education Limited 2023 19

 Syllabus
Lesson 8 Review and Project
Pupil’s Book

The project brings together the language and topic of the unit
The unit culminates Before the quiz starts the pupils look back by prompting the pupils to use what they have learnt and work
in a video that through the unit to find certain quotes or collaboratively to complete a creative task. All the tasks have an
shows the characters pictures. authentic communicative purpose.
participating in a
quiz. The pupils also
participate in this quiz,
using everything they
Lesson 8
Review
Kids Can! Q uiz Kids Can! Project
What’s amazing
2
Photos of children
about animals? presenting their finished
have learnt in the unit It’s time for the Amazing animals quiz!

1 Let ’s review Who says it? What is it? What page is it on? 1 Look. Say what’s amazing about this animal.
and working together 1 My scales are NOT boring. 4 5 6
projects model and
in teams. 2 Yes, it is. It’s a noisy parrot.
show the pupils what to
3 It sleeps in trees for 18 hours a day. do to achieve the task.
In their teams the pupils 2 Watch. Do the quiz.
Remember!
Spelling is important.

watch the video and do

A listening task
the quiz, writing their
focuses the pupils
answers on paper or in Q Q a nt
2 1
BONUS m on the detail of the
their notebooks. The a
example project
Q Q
QUESTION

final question, which Q

3 Write 6 z 2 2:25 Read. Listen and find the differences. Say.

five more l ion

This is my amazing animal. It’s got the head of providing extra literacy
is often more creative animals. n
Q
4 Q
5 g
a crocodile, the body of a raccoon and the tail
of a parrot. It’s got scales, fur and feathers. practice.
than the others, is also This animal is very dangerous. My amazing
shown on the PB page. 3 points for a 2 points for a correct 1 point for a Maximum score
animal is called a Crocoonot.
The steps for how to
correct answer answer in English with correct answer in for this quiz:
in English. a spelling mistake. your language. 42 points
3 Be crea t ive Create and write about an amazing animal. complete the different
nk ite t ise e
aw
There is a video c ar
stages of the project
i

Pra
Wr
Th

Dr

Sh
showing the answers 3 Watch. Check your answers. AB page 24 Do the language review.
are clearly indicated.
which pupils can watch 26 Think of one more question and ask the other quiz teams.
Teacher Resource Centre: Unit 2
Tell your family about your amazing animal. 27

after swapping or
handing in their quiz
answers. Further suggestions are
given for extending
the quiz.

The projects can be used as the culmination and resolution of the learning situation as explored through unit question (unit title). Teachers can
contextualize the project by creating a concrete problem and presenting a real-world challenge at the beginning of the lesson.

Activity Book

Every unit includes a short reading text

that can be used in a flexible way towards
the end of the unit. These texts foster curiosity
in exploring the unit topic further through Kids Can … help save animals. 2
Little clay
real-life stories, which show children ‘making 1 2
koalas It’s 2019. Owen is six
years old. There’s a big

a difference’ or overcoming obstacles. As

fire in Australia. Lots of
animals are in danger.

well as encouraging reading for pleasure

and building up pupils’ reading skills, these This is Owen Colley. He lives in
Mum! Dad!
I want to help.

stories inspire pupils to get involved and

the USA with his mum and dad.

Two days later,

3 4
think about what they can do. Owen has an idea.

Let’s make little clay

Owen and his family make lots of little clay koalas.
koalas to help the
People give $50 for a little clay koala. The money
animals in Australia. goes to an animal rescue centre in Australia.

5
A newspaper tells Owen’s story.
Lots of people want to have a little
clay koala and give money.
Owen and his family make
$300,000 for the animal
rescue centre. The money
saves lots of animals.

Thank you, Owen.

You’re amazing.

ity Corner
rios
Answer the questions. Cu
1 What does Owen make? Find out more about
2 How does this help animals in Australia? koalas. What do they eat?
Where do they sleep? They
3 What can you do to help animals? are fascinating animals.

23

This activity prompts children to focus on the message of

the story, think about their own response to it and about whether
there is any way in which they can get involved in similar projects.

20 Curious Kids 3 © Macmillan Education Limited 2023

 Introduction
Lesson 8 Review and Project
Activity Book
Pupils are directed to the back
of the book to complete the
Picture dictionary using
the picture and word stickers A range of activities practises both vocabulary
provided. sets and both grammar structures.

Lesson 8
Rev iew 2
1 Do the crossword. 4 Read and circle.
1 2 3 4 1 Mammals / Reptiles have got fur and warm blood.
1
2 Mammals / Reptiles have got scales and cold blood.
f u r
2
3 Most reptiles lay eggs / drink their mother’s milk.
3 4
5 6 4 A turtle / fox is a mammal.
5
5 A turtle / fox is a reptile.
6 7
6 A turtle has got a beautiful tail / shell.
7 8 8 9

5 2:24 Read and write. Listen and check.

feathers got has hasn’t No scales snake

9 10 10

1 Has your animal got feathers ? 2 No, it .

3 Has it got ? 4 Yes, it .

2 Look and tick or cross . Write.
1 fur It’s got fur. 5 Has it legs? 6 , it hasn’t.
2 scales It hasn’t
7 Is it a ? Yes, it is.
3 feathers

4 tail ink abo

6 Complete the Picture dictionary for Unit 2. Th
5 teeth Unit 2

ut
Read and reflect. Colour the stars. Tick or cross .
3 Look and write. Answer Yes, it has or No, it hasn’t.
I can remember the animal words in Unit 2.
1 (teeth) Has it got teeth?
I can sing What’s that sound?
No, it hasn’t.
2 (feathers) Has it ? I can read The chameleon’s tail.

I can talk, read and write about amazing animals.

3 (scales) ?
I plan to …
sing the song again. play another game with the cards.

4 (a tail) ? read the story again. watch the videos again.

24 Think! What are your five favourite words in this unit? 25

The self-assessment activity invites pupils to

reflect on what they can and can’t do and to plan what
they want to do to revise the unit.

Termly Reviews
Pupil’s Book

The board games review the language

learnt in the previous term. They can be
played in pairs or in groups and have a
truly communicative purpose.
Each Termly Review
includes a Curious
Kittens story. R
5 Review 1 io u 4 Can You …? Board game The attractive artwork
Cur K s s
Play.
UNIT

Featuring attractive it t e n and clear design

GO BACK
artwork, these stories 1 2:26 Listen and read. Do the kittens like children?
TO THE
Can you
name four Can you make the game easily
Something dangerous adaptable so that all
sports you name four
START
are a great opportunity play with
a ball?
mammals?

learners can play at their

Fluffy and Ginger live in an old shop. We’re sporty. We play basketball …
1 2
to review and Kittens, don’t play basketball inside.
What are you
wearing today?
Write your next
two letters.

consolidate the Sorry, Mum.

Can you name
three reptiles?
Aa Hh
Can you say
own level.
these letters?
language learnt in … and we play baseball!
Jj Kk

previous units. The 3 Whoops! 4 Oh, no! Let’s go. Why? Can you say
the days of the

pupils’ reading and week?

listening skills are Can you say

What sports
do you do?
There’s a big dog. It’s got long, black
developed further in a Look, Fluffy. This window is open. Let’s go inside. fur and big, big teeth. It’s dangerous. three places
where people MISS A
TURN
It hasn’t got big teeth. It isn’t dangerous. Look. I’m a leopard. Grrr.
fun and engaging way. 5 6 do sport?
It’s a toy dog. It’s got a long, pink tail.
Very funny.
Oh! Bb
21 32 43 54
Can you
Dd
say these
OW
THR AIN
Breathe in Can you
letters? and out say these

Children are encouraged Vv

Ee three times. numbers?
AG
Easy-to-follow
Look! Kittens! 65 76 87 98
to act out the story and 7
2 Act out the story.
Can you describe a mammal or a reptile?
instructions allow
How to play
play a game in pairs. T
AR the pupils to play
3 Find. Play Mime or spell. You need a dice , a pencil , a piece of paper

• a feather • a tree
ST
and counters .
1 a reptile
I want a kitten. 2 a raccoon
3
• a baseball • a football
a swimming pool • an owl • a dog
Answer a question to write a letter. The winner is the first
player to write I can speak English. independently.
Children! Run, Ginger! Run!
Children are very dangerous.
28 Think and share. What’s your favourite activity in Units 1 and 2? 29

Curious Kids 3 © Macmillan Education Limited 2023 21

 Syllabus
Festivals
Pupil’s Book
These lessons offer a range of hands-on
arts and crafts activities which motivate
A special lesson is provided for each of children to be creative in their own way.
these three world festivals: Thanksgiving, These activities can be carried out in the
World Wildlife Day and Pancake Day. classroom or as separate mini-projects.

The vocabulary Festivals Festivals 5

set related to each Thanksgivin
g

5 Be crea t ive Make a Thanksgiving scroll.

festival is introduced 1 Look and find. 2 6:27
Listen and read. What nature words can you hear?

through a catchy and

motivating song or clouds birds trees sunshine flowers bees

poem. Thanksgiving Day

Thanksgiving Day is a special day Thank you for
Step 1. Think about your Step 2. Write your list of favourite
when people say … Thank you! my favourite
favourite things. Choose five. things on a long piece of card.
Thank you for the sunshine, things.
thank you for the clouds and the trees, my cat
thank you for the flowers,
thank you for the birds and the bees. my friends
I am grateful for all these things. gymnastics
Thank you for my favourite things.
sunshine
Chorus
superheroes
Step 3. Roll your list. Step 4. Put your list in a
cardboard tube. Write your name.

6 6:31
Read the Thanksgiving scroll. Listen and find the differences.

7 6:32
Listen and read.
We’ve got small fish for lunch.
Kittens! It’s time for lunch.
Thank you
for my favourite
things.
Mmm. Thank
you, Mum. The Curious Kittens
Big fish.
Small fish.
Long fish.
feature again in a
Look at my Thanksgiving
Short fish.
short, humourous
scroll, Mum.
We like fish. Thank you for everything you
do, Mum. We’re very grateful.
cartoon strip.
3 6:28
Sing. 4 6:30
Listen. Which family member says what? Point and say. 8 Act out the story.

74 75

A listening activity checks vocabulary

comprehension using an attractive
picture of a scene related to the festival.

Activity Book
There is further practice of the festival vocabulary
through a range of activities. There is also the
opportunity for personalisation and a fun code to break.

Festivals
Thanksgivin
g

1 Find, circle and write.

bees birds clouds flowers sunshine trees

h y r p m h v t r e e s
d v e s f l o w e r s d
a u t u s f w i t z n m
h k e n a w c a g i r d
s v j s n b j u r x t a
1 flowers 2 3 a l k h c k h t r f w x
m q u i l b w u z f e l
c n u n a l y o e b o q
a b e e s x y g j i m q
c l o u d s i o r r l j
r p l v d e m n z d k i
4 5 6 e i n d o w x n w s l k

What’s your favourite sport?

2 Think and write. Ask and answer. Baseball.
I love baseball!
I am grateful for all these things.
Sport Food Animal

Season Object Place

Thank you for my favourite things.

3 Break the code. Write.

H !

69

22 Curious Kids 3 © Macmillan Education Limited 2023

 Introduction
Grammar reference and
practice and Picture Dictionary
Activity Book
The Activity Book contains a section at the back of the book with the grammar from each
unit clearly displayed for reference. Each grammar point is followed by extra practice.

Unit 2 Grammar referen

ce and practi
ce

The first and Curious about grammar

second grammar
A peacock has got feathers. A peacock hasn’t got scales.
Remember!
Remember boxes
highlight aspects of
It’s got a tail. It hasn’t got teeth.
points are
It’s got = It has got

shown using 1 Read. Circle True or False. Correct the false sentences. the grammar that
pupils tend to forget.
1 A peacock has got feathers. True / False
colour coding 2 A crocodile hasn’t got a tail. True / False

for affirmative, 3 A leopard has got a tail.

4 A snake has got scales.
True / False
True / False

negative and 5 A raccoon hasn’t got fur. True / False

question forms. Curious about grammar

Has a parrot got feathers? Yes, it has.

Remember!
Has it got scales? No, it hasn’t. hasn’t = has not

2 Order the sentences.

1 teeth? / turtle / a / Has / got Has a turtle got teeth?
hasn’t. / it / No,
2 got / a / tail? / a / leopard / Has ?
it / Yes, / has.
3 Has / snake / got / a / fur? ?
it / No, / hasn’t.
4 chameleon / scales? / Has / got / a ?

5 Has / cold / mammal / a / blood? / got ?

79

Activity Book Autonomous learning is encouraged via the

Picture dictionary. Pupils can work on their own
and check, revise or practise the first vocabulary set
in each unit. The Picture dictionary can be used in
class or as homework.

Unit 2 Picture d
ictionary

Pupils stick the

picture and word
stickers in place to feathers

complete the Picture

dictionary, which can
then be used as a
reference tool.
leopard

raccoon snake

teeth

73

Curious Kids 3 © Macmillan Education Limited 2023 23

 Syllabus
Planning your lessons
Teacher’s Book

An overview of each lesson states the Each lesson starts with a suggestion for
Objectives and Competences, the three opening routines the teacher can
target language and structures, choose from and adapt to the needs of
and the materials needed. their pupils or lesson.

2 What’s amazing about animals? Lesson 1 Vocabula 2

UNIT

ry
Objectives and Competences
• This unit teaches pupils to name different animals and how to describe their physical features.
Activities that need
- Watch and understand a video New vocabulary: crocodile, leopard, Receptive vocabulary: binoculars,
• It encourages them to say sorry when they say or do something wrong. introducing the unit. peacock, raccoon, snake; feathers, fur, wildlife park

• Pupils also learn to notice the differences between mammals and reptiles.
- Identify and name animals and their
physical features.
scales, tail, teeth
Recycled vocabulary: bird, cat, dog, fish,
Materials: flashcards & word cards (25–34),
Something for Everyone Vocabulary

flashcards or word
Activity 1:
amazing
- Listen to and say a chant. horse, hamster, tortoise, rabbit worksheets (Unit 2)
animals - Play a guessing game. Recycled language: I like/love (animals). We
can (talk to a vet). What’s your favourite

cards are clearly

animal?

The facsimiles of
Lesson 2 Song a

2
nd Gramm
What’s amazing ar
UNIT

about animals?
1 2:05 Listen. What animals
Opening routine 4 Play Spell, mime or draw. Communicate

signposted.
can you hear?
• Choose a routine from the Classroom Routines and Games

the Pupil’s Book and •

7 What’s that sound? Display the flashcards then show the word cards in random
Lesson 1 Vocabulary Stop! Listen! What’s that sound? (pp. 26–31) to start the lesson: order. Ask pupils to match the word cards to the flashcards.
Look! Over there, on the ground.
- Mindfulness: Breathing.
1 Watch. What’s the theme of the quiz? There’s an animal on the ground.
- Dynamic: Say please! with sport and yoga actions.
• Ask pupils to look at the scene and choose a word. They choose

Activity Book help you

2 2:02 Listen, find and say.
It hasn’t got fur. It’s got scales. to spell it, mime it or draw it for their partner to guess.
3 2:03 Listen and say the chant.
8
It has got a very long tail.
It’s got teeth and a scary smile.
- Communication: Two truths and a lie with sports we do /
don’t do.
• For further practice, use the Something for Everyone Vocabulary
It isn’t a raccoon. It’s a crocodile! worksheets at the relevant level.
4 Play Spell, mime or draw.
draw
Chorus
Lesson introduction Reflect Support: Review the alphabet before pupils do the task.

navigate through the

10
9
•
It hasn’t got legs. It’s got scales.
1 snake
It has got a very long tail. Tell the class it’s time to find out the theme for the next quiz. Consolidate: Call out numbers from the scene. Pupils recall the
2 scales
1 It’s got eyes like a scary snake. Ask What would you like to learn about? In pairs, pupils think of word and then spell, mime or draw it.
3 crocodile It isn’t a leopard. It’s a rattlesnake!
different themes for the quiz and make suggestions. Write them Reach higher: Pupils play with all the animals they know from

content of each lesson.

4 teeth
2 2 Watch and sing. on the board. previous levels.

Differentiated
5 peacock
6 feathers
7 raccoon 3
3 2:07 Read, listen and say.

Curious about grammar Pupil’s Book, page 18

• Plurilingualism Ask pupils how to say the new words in
8 tail their first language. Ask if any are similar.
9 leopard A raccoon has got fur.
1 Watch. What’s the theme of the quiz?

learning is included
10 fur
It hasn’t got scales.
Activity Book, page 16
5
4
It’s got a tail. • Keeping the books closed, play the video. Pupils watch to find
out the theme of the quiz. Check their guesses on the board and 1 Find, circle and write. Match.
Remember!
congratulate them if they guessed correctly. • Ask pupils to name the animals and physical features they can

in every lesson.
it’s
it ’s got = it has got
hasn’t = has not
• Pause the video at the end, leaving the questions on the see in the pictures before they do the task.
4 Play True or false. screen (How can your team find out about animals? What’s
6
A snake has amazing about animals?). 2 Listen and number. Circle.
C u r i os i t
• •
Suggestions on
got feathers.
yC False.
Pupils recall the ideas suggested by the course characters and Play the audio (track 2:04). Pupils number the pictures.
Find.
A raccoon hasn’t then suggest ideas of their own. Allow use of L1. • Play the audio again. Pupils circle the correct word.
or

Which animals
ne

got scales.
are hiding?
Support / Consolidate: To help pupils focus, describe each
r

True.
2 Listen, find and say.

how to adapt each

18 Make a list of animals you know in English. 19 picture and have them point before listening.
• Ask pupils if they remember any animals they saw in the video. Reach higher: After listening, have pupils check their answers
Pupil’s Book Display the flashcards in random order and ask Which flashcards with a partner, taking turns to read and check.
show animals? Which show animal features? Elicit answers. Drill

The answers to 2 What’s amazing •

the words with the pupils until they remember most of them.
Focus attention on the scene in the Pupil’s Book. Then play the
Closing routine
• Do one of the closing routines: activity are offered
UNIT

audio (track 2:02) twice. The first time, pupils find and point to
about animals? - Dynamic: Reading race with animal and physical features

at the Support,
the words in the scene. The second time, they repeat the words.

the activities in
word cards.
Lesson 1 Vocabulary Support: Pause the audio after each word to allow pupils to find
- Communication: What’s missing? with animal and physical
each item.
1 Find, circle and write. Match. features flashcards.

Consolidate, Reach
Reach higher: Pupils work in pairs, naming items as they find

the Pupil’s Book and

n
ccoo hfsn
ra ak opknfurycr
h es
rtscale
sp oc
od ilemm
them, e.g. Look! Here is the crocodile.
kmyrv
coc zp ilpwleo
ea fe uta pa
p ath rsllq
e
rd
x dtee
th
3 Listen and say the chant.

Activity Book are 1 raccoon

crocodile
6 feathers

fur
•
•
Display the flashcards in the correct order for the chant.
Play the audio (track 2:03) twice. The first time, pupils listen and
point to the flashcard. The second time, they say the chant. They
higher levels. Each
level corresponds
2 7
can follow the order of the words in the word box, rather than

integrated in the 3 peacock 8 tail

memorising the order.

facsimiles.
4

5
leopard

snake
9

10
scales

teeth
to the every-ability
2 2:04 Listen and number. Circle.
approach featured
Curiosity Corner
in the Something
Make a list of animals you know in English. (PB)
2 1 3
• Pupils list all the animals they know in English, including words Find. (PB)
from previous levels.
It’s got scales / fur. It’s got feathers / teeth. It’s got a tail / scales. • Challenge pupils to look deeper into the picture to find the

for Everyone Graded

Support: Brainstorm animals as a class. Write them or stick the hidden animals. Zoom in on the hidden animals.
16 Play word tennis. You: fur. Your friend: leopard.
word cards on the board as pupils name them. Reach higher: Pupils describe where each animal is using
Play word tennis. You: fur. Your friend: leopard. (AB) prepositions of place, e.g, There’s a lion behind the tree, etc.
Activity Book •
Worksheets.
In pairs, pupils take turns to name a physical feature. Their
partner names an animal which has that physical feature.
60 Support: Display the flashcards and word cards as a visual aid. 61

Kids Can! Projec 2 Lesson 6 Culture 2

Suggestions on how Objectives and Competences
- Review and personalise language Recycled vocabulary: crocodile, leopard,
t
Materials: flashcards & word cards (25–34),
Objectives and Competences
- Learn about amazing animals in New vocabulary: kangaroo, koala, Receptive vocabulary: insect, shark, snail

to make the most of

from Unit 2. peacock, raccoon, snake; feathers, fur, Teacher’s Resource Centre project other countries. otter; spines Materials: world map (optional),
- Develop creativity and imagination. scales, tail, teeth; body, head template (optional), scissors, coloured - Talk and write about animals in Recycled vocabulary: crocodile, fox, Something for Everyone Skills
- Work collaboratively to create and write Recycled language: It’s got (scales). pens or pencils your country. hedgehog, owl, parrot; bird, mammal; fur worksheets (Unit 2) , flashcards & words
about an amazing animal. Recycled language: We’ve got amazing cards 25–34

the lesson are also Opening routine

animals. It’s got (spines).

Closing routine 3 Compare cultures. What amazing animals have

included in every • Opening routine

Each unit includes

Choose a routine from the Classroom Routines and Games
(pp. 26–31) to start the lesson:
• Do one of the closing routines:
• Choose a routine from the Classroom Routines and Games you got in your country? Which is your
- Mindfulness: Read my lips. (pp. 26–31) to start the lesson: favourite? Why? Reflect
- Mindfulness: 10-second stretch.
- Communication: Find the difference. •
unit. These range
- Mindfulness: Beach ball circle with animals. Read the questions to the class and encourage them to answer

suggestions on
- Dynamic: Find it! with animal descriptions.
- Dynamic: Put them in order! with animal and physical features freely and discuss their ideas. Take a vote on the class’s favourite
- Communication: Draw and guess with animals. Extra Fun! pages 8 and 9 flashcards. animal from your country.
Lesson introduction Answers: Find an animal with: • For further practice, use the Something for Everyone Skills

from ideas on how to

- Communication: Guess which one I’m looking at with animal
•
how to incorporate
Hand out the results of the Kids Can! Quiz and record the marks • scales, sharp teeth, but no legs: shark and physical features flashcards. worksheets at the relevant level.
on the classroom league table. • a shell, but no legs: snail
• Explain to the class that they will be working collaboratively to
• a blue tail: lizard (skink) Lesson introduction Critical Thinking Activity Book, page 21

extend activities,
• white fur: polar bear
•
the Sustainable
create and write about an amazing animal. Focus attention on the Pupil’s Book page and ask pupils what 1 Read. Listen and circle.
Do you know? Guess! True, False, True
Pupil’s Book, page 27 How many peacock feathers can you see? 7
they think the chat is about (favourite animals). Write their ideas
on the board. Remind them that the chat is between children
• Draw attention to the speech bubbles and explain that pupils are
Question mark: behind bush above raccoon on page 8 going to listen to a radio show about animals.

to notes on relevant
participating in the Kids Can! Quiz from around the world.
•
Development
1 Look. Say what’s amazing about Play the audio (track 2:18). Pupils listen and circle the correct words.
this animal. Communicate Extra Fun! pages 10 and 11
Pupil’s Book, page 24 2 Read and write about your favourite animal from
• Pupils look at and describe the amazing animal. Answers: Whose animal tracks are these? Match. 1 b; 2 d; 3 c; 4 a

aspects of British
1 Listen and read. your country.

Goals into your

Support: Ask questions to elicit the description, e.g. Is this a Animal sudoku!
normal animal? Has it got the head of a snake? Has it got the tail of • Draw the pupils’ attention to the question at the top of the chat. • Pupils read the example text before they do the writing task.
a fox? Has it got fur? • Ask which two different countries the children are from (the UK Ask comprehension questions, e.g. Where does he live? What’s his

culture, or social
and Australia). If you wish, invite pupils to locate the countries on favourite animal? Has it got feathers?
Consolidate: Review the vocabulary with the flashcards.
Reach higher: Pupils describe the amazing animal in pairs.

2 Read. Listen and find the differences. Say.

•
a world map.
Play the audio (track 2:17). Pupils read and listen.
• Pupils use the model text to help them write about their
favourite animal from their country.
Consolidate: Brainstorm animals that live in your country and
lessons.
emotional learning
Support: Pause after each post to check comprehension, e.g. Who
write them on the board for support during the activity.
• Read the text together. is the post from? Where is he/she from? What animals live in the UK?
Reach higher: Have the pupils expand the chart they created
• Play the audio (track 2:25). Pupils listen for the differences • Mediation Have children explain about native animals in
for the UK and Australia, adding columns for Canada and their
between the text and what they hear on the audio. At the end of the UK and Australia in their first language.

and real-world tasks the audio, ask pupils to tell you the differences. Encourage them country. Encourage them to analyse and discuss the chart with a
to use full sentences, e.g. The text says crocodile, but the audio says 2 Answer the questions. partner, e.g. In Canada, there are snowy owls. They have got white
and grey feathers, etc.
peacock. • Pupils read and answer the questions in pairs.

that you can try with • Check answers as a whole class. Closing routine

Each lesson ends

3 Be creative. Create and write about an
amazing animal. Sustainable Development Goals • Do one of the closing routines:
- Mindfulness: Shark’s fin.
• Use the flow chart to help guide the pupils through the process Goal 15: Life on land

your pupils.
- Communication: Odd one out with animals and their physical

with two suggested

of doing the project.
Introduce pupils to Sustainable Development Goal 15: features, e.g. three with fur and one with scales.
• First, they talk with their partner to think about and choose the How many animal words can you make with these letters? Sustainably manage forests, combat desertification, and halt
physical features they want to include in their animal. 7: kangaroo, crocodile, snake, leopard, raccoon, hedgehog, and reverse land degradation and halt biodiversity loss.
•
closing routines
Hand out copies of the Unit 2 project template if you wish to use peacock
Focus on endangered species and what we can do to help
it. Pupils draw the different parts of their animal’s body. Then Octopus or starfish?
them. Ask Which species are endangered? Do you know any
they write their description. Octopus: It’s got blue blood. It’s got three hearts. It can change
endangered species in your area? What can you do to help?
• Allow them time to practise presenting their animal to the class. colour. Its brain is the size of a walnut. It hasn’t got any bones. It
Allow use of L1.
•
the teacher can
Each pair presents their animal to the whole class, or to can make its body into a ball, to hide in small places.
Possible answers: whale, red panda, giant panda, orangutan,
Starfish: It hasn’t got blood. It’s got eyes at the end of its arms. It

Each unit contains

another pair. polar bear; the wolf, the bear, the Iberian lynx, the bee; plant
hasn’t got a brain.
Support: Create an amazing animal together as a class first. local flowers, respect local habitats, support local farms
Break the code! hip hop

choose from and

Encourage pupils to suggest animals and physical features. Draw
Do you know? 300
their suggestions. Describe the animal collectively, writing their

practical tips and ideas

Match the jokes:
ideas on the board. Read through the finished example.
Where does an octopus sleep? On the sea bed!

adapt to the needs of

Reach higher: Pupils write their descriptions on a separate piece
When is the octopus’s birthday? In Octo-ber!
of paper. Use the drawings and texts to play a matching game.
What fish only swims at night? A starfish!

from real teachers to

Pupils read the text and match it to the correct picture.
What’s a shark’s favourite food? Fish and ships!
Question mark: behind animal sudoku on page 10
Expert tip
the lesson.
help you make the
When pupils write their descriptions, keep them separate Learning situation
from their illustrations. Mount them on to a separate piece What can we do to prepare for a visit to the nature reserve?
of card. In this way, if the pupils make a mistake in their text,
Curiosity Corner
it won’t affect their drawing. It will also generate a variety of Kookaburras (PB)

most of your lessons. activities in which pupils can match descriptions of animals to
the drawings.
• Challenge pupils to find a video or sound file of a kookaburra
laughing. (This could be done for homework.)

Creativity Corner
Tell your family about your amazing animal.
•
In Level 3, the unit
Encourage pupils to describe their amazing animal to their Imaginary animals (AB)
family. The pupils in each pair could take turns to take their • Pupils could also draw themselves as animals to spark
drawing home to show their family. 79 their imagination. 71

audioscripts and
videoscripts are at
the back of the book.

Learning situations in your lesson planning

If not explored throughout the unit, the end-of-unit project is a great moment to apply a learning situation or problem-based learning approach.

24 Curious Kids 3 © Macmillan Education Limited 2023

 Introduction
Supplementary materials
Extra Fun! Magazine

This magazine can be used in a flexible manner at any stage in your lessons. It’s a fun component that can be used during the class,
for fast finishers or as homework. The pupils can use it autonomously without the need for teacher supervision.

Can you find:

What’s amazing about a crocodile a rabbit a raccoon

animals?
a snake a leopard
a chameleon
a hedgehog a giraffe

Each unit features an The activities encourage

attractive picture linked Do you know
? the children to be creative
to the unit topic. There are Guess! and curious, and to think
got grey fur
ards have
also some new and revised Baby leop en’t got spo
and they hav False
True /
ts.
creatively.
items to inspire curiosity Parrots can
live for up
30 yea rs.
e
to

True / Fals
and encourage the children Some turt
les can’t hide
their
r shells.
heads in thei e
to explore the picture True / Fals

A variety of activities
further.
encourage the children
ictu
re to search the picture for
e p l with:
t th ima
k a an an ut n
o le
gs interesting details, and
o b
Lo ind find certain things and
h,
eet
pt
df ar s
leg
, sh t no
an les u How many
ca ll, b
• s she tail
•
a lue
b
a ite f
ur
peacock feathers
can you see? people.
• h
8 | Unit 2 w Unit 2 | 9
•

Activities build on the

The second double-page Whose tracks are these? Match. Amazing ocean animals!
1 a
Octopus or starfish? Match the facts.
cross-curricular topics and
of the unit resembles a
It hasn’t got

provide interesting facts

It’s got three It can make its body
b hearts. into a ball, to hide any bones.
in small places.
2
magazine page and c It’s got eyes
brain
It can on related topics.
change

features a wide range

at the end of
colour. It hasn’t
its arms.
3 d got blood.

of activities, games, 4
Its brain is the

interesting facts and jokes.

size of a walnut.
tentacles

Animal sudoku!
It’s got blue
blood. It hasn’t got a brain. Look
up three
Complete the puzzle. Make amazing
animal facts
sure there are four different
tracks in each line across  Break the code! to share.

and in each line down 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

There’s a wide variety of How many animal words can you

make with these letters?
What kind of music do rabbits like?
Do you know?
Personalisation activities
8 9 16 8 15 16!

activities and games in (You can use a letter one

Do you
or two times in a word!)

each unit such as mazes,

c
a
e Write your own message in a secret
engage pupils’ creativity
know?
3–4 letter words = 1 point d code. Can your friend break the code?
5–6 letter words = 2 points g i
80 130 300
and help them relate the
h

word searches, puzzles and 7–8 letter words = 3 points

9–10 letter words = 4 points
k
n o
l
p
Match the jokes!
other guessing activities.
e.g. e-s-r-h-o = horse

My score:
r s
Where does an octopus sleep?
When is the octopus’s birthday?
On the sea bed!
Fish and ships!
topic to their own lives.
What fish only swims at night? In Octo-ber!
slowly What’s a shark’s favourite food? A starfish
10 | Unit 2 Lizards move more Unit 2 | 11
when it’s cold.

Something for Everyone Graded Worksheets

These worksheets provide support for differentiated learning. They are designed to accompany the core PB and AB content,
adapting the content in order to reach every pupil and learning potential. All worksheets are offered at the Support, Consolidate
and Reach higher levels.

Name Class Name Class Name Class

The Vocabulary Unit 2 Vocabulary | Support Unit 2 Grammar | Consolidate Unit 2 Skills | Reach higher
The Skills
1 Look and circle. 1 Look and write It’s got or It hasn’t got. 1 Read. Circle True or False.
and Grammar 1 2 3 4 5 worksheets
worksheets provide provide extra
Animal name: Galápagos tortoise Animal name: Arctic fox

reinforcement, leopard /
peacock
snake /
crocodile
raccoon /
peacock
leopard /
raccoon
peacock /
snake
This animal is a reptile. It’s got
cold blood and it lays eggs. It’s
This animal is a mammal. It’s got
warm blood and it’s white. It’s practice and
brown and it’s got a very big shell. got fur and a big tail. It hasn’t

consolidation and 6 7 8 9 10 It’s got a long neck, too. It hasn’t

got teeth. This giant tortoise
got big ears. It’s got small ears.
The Arctic fox lives in the ice and support for
lives in the Galápagos Islands, in snow of the Arctic Circle. It’s very

extra practice of Ecuador. It’s very hot there! cold there!

Reading and
the two vocabulary
1
Writing and
The Galápagos tortoise has got warm blood. True / False
1 It’s got scales. 6 feathers.
fur / teeth / feathers / tail / fur / 2 The Arctic fox has got a big tail. True / False
feathers scales teeth teeth scales 2 scales. 7 fur. 3 The Galápagos tortoise has got long teeth. True / False

sets and the 2 Read, look and match.

3 fur. 8 feathers.
4
5
The Arctic fox has got fur and big ears.
The Arctic fox lives in a cold place.
True / False
True / False
Speaking skills.
two language 1 reptiles a
4 fur. 9 feathers.
6 The Galápagos tortoise lives in a hot place.

2 Choose and draw an animal. Write your animal report.

True / False

structures covered 2 lay eggs b

5 scales. 10 fur.
Animal report plan: facts:
• mammal or reptile?
in the Pupil’s 3 fox 2 Look and read. Write Yes, it has or No, it hasn’t.
• colour?
• fur or scales?

Book. Activities 4 mammals

c d
1 Has a crocodile got feathers? No, it hasn’t. • body: ears, neck, tail, teeth …
• lives in …

are designed to
2 Has a racoon got scales?

3 Has a peacock got a tail? 3 Choose an animal. Say three things it has got and one thing it hasn’t got.
support and develop
5 turtle
e Say and guess.
f 4 Has a leopard got a nose?

children’s thinking 6 shell 5 Has a snake got feathers?

skills as well as
This animal has got fur, a long tail It’s a leopard! This animal’s got …
6 Has a crocodile got teeth?
and small ears. It hasn’t got scales.

reviewing and
14 Photocopiable © Macmillan Education Limited 2023 36 Photocopiable © Macmillan Education Limited 2023 © Macmillan Education Limited 2023 Photocopiable 55

consolidating what
they have learnt.

Curious Kids 3 © Macmillan Education Limited 2023 25

 Syllabus
Classroom Routines and Games
The classroom routines and games provide you with ideas to help For example, the mindfulness routines can be used to help pupils calm
create a positive and creative environment for learning and playing in down after a TPR activity, to help improve the pupils’ concentration when
English. These activities are designed to support your daily activities and they get distracted, or to support the social and emotional learning value
lessons and aim at making a positive impact on pupils’ engagement and of a story. The dynamic routines, on the other hand, can help you to
classroom behaviour. These classroom routines and games also support engage pupils when motivation is low or to motivate pupils after a
pupils’ emotional well-being by helping them gain the confidence to be heads-down type of task. Finally, the communication routines are perfect
able to use English to communicate in the real world. for getting every pupil to communicate by fostering collaboration,
group-work and creative thinking.
This section incorporates three different types of routines:
Through carefully guided routines and games, the pupils will be able to
• Mindfulness routines
build their plurilinguistic competence by integrating their knowledge
• Dynamic routines of their first language(s) to the English they are learning at school. At
the same time, they will increase their ability to mediate by learning to
• Communication routines
summarise, paraphrase, interpret and adapt what they read or hear in
English into their first language(s), and vice versa.
Each routine includes activities and games to help you make the most of
your lessons and give you the flexibility to adapt them to your needs. The
lesson plans in the Teacher’s Book include suggestions on when and how
to use a given activity, depending on what you are hoping to achieve at
each stage.

Mindfulness routines
These activities can be used at any point in the lesson where pupils may Breathing
benefit from working individually or quietly with a partner. They provide
fun without raising the energy levels and can be used after a lively Have the pupils sit comfortably and quietly. Ask them to breathe normally
activity or after break time as a transition to a calmer activity. They allow and to think about their breathing. Then ask them to take a deep
pupils to stop and take a deep breath before moving on to an activity that breath and focus all their attention on breathing in and then breathing
requires higher levels of concentration. out slowly.

10-second stretch Breathing colours

Have the pupils stand up with some space around them. Say: Let’s stretch! Ask pupils to choose a colour they find relaxing. Now ask them to choose
Pupils slowly stretch out their arms while they count to 10. Have them a colour to represent sadness or anger. Ask pupils to breathe in. Tell them
count to 10 once again while they relax and sit down. to imagine they are breathing in the relaxing colour. When they breathe
out, they should imagine they are breathing out the colour representing
sadness or anger.
Back to back breathing
Sit pupils in pairs, back to back. Ask them to breathe in and out slowly, Counting our breath
focusing on their partner’s breath. Is it fast or slow? Can they breathe in
and out at the same time? Ask the class to breathe in and out slowly, counting silently. First, they
breathe in and count 1, then they breathe out and count 2. Repeat
20 times.
Beach ball circle
Sit the pupils in a large circle on the floor. Start the game by naming an Criss-cross words
item. Roll the beach ball slowly to the next pupil. Pupils add vocabulary
items to the list before passing the ball slowly to the next person. Children make a criss-cross pattern by writing a word vertically, then
horizontally along each line. This can be useful for practising words with
difficult spelling.
Bear breath
       school
When they hibernate, bears breathe very slowly. Learn to breathe like a
bear. Breathe in and count to three. Then breathe out and count to three       school
again. Repeat 10 times.
    school

Bee breathing    school

Pupils put their fingers in their ears. Then they breathe in and breathe     school
out, humming like a bee. Repeat up to 10 times. This can help calm
  school
angry feelings.

Body scan Five finger starfish

Have pupils hold up one hand with fingers outstretched like a starfish.
Ask the class to sit comfortably and take two or three deep breaths. If
With their other hand, they should slowly trace up and down each finger
space allows, have them lie down on the floor and close their eyes. Ask
of the starfish, focusing on their breathing as they do so.
them to concentrate on each part of their body in turn, starting from their
toes, through their legs, body and up to their head. Once they reach their
head, they focus their attention back through their body until they reach
their toes again.

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 Classroom Routines an
d Games

Heartbeat Silence
Ask the pupils to jump up and down energetically for 20 seconds. When Give pupils a sequence and ask them to organise themselves into
the time is up, have them put their hand over their heart, focusing their the correct order in complete silence. For example, hand out word
attention on how their heartbeat feels and slowing their breathing at the cards for pupils to arrange in alphabetical order, or have them silently
same time. sequence days of the week, months of the year, letters of the alphabet,
numbers, etc.
Mindful listening
Help pupils to practise mindful listening. Tell them to stop what they Silent ball
are doing and look at the speaker. They should breathe in as they start Have all the pupils stand in a circle. Throw a soft ball to one of the pupils.
to listen and then breathe out slowly. Tell them to make sure they Pupils throw the ball to each other without saying a word. Any pupil who
understand and if not, ask a question. Tell them to repeat what the drops the ball or speaks has to sit down.
speaker said to show they were listening.
Slow motion
Mindful safari Choose an activity from your topic, e.g. eating an apple, playing tennis or
Ask pupils to find a space in the classroom to sit quietly. Ask them to close moving like an animal. Tell the class that you are going to do the activity
their eyes and imagine they are outside in nature. Say: Use your senses. together in slow motion, thinking about each step very carefully.
Can you feel the sun on your face? Can you feel the wind in your hair? What
can you smell? What can you hear? What animals can you see?, etc. To make
this a mediation activity, pupils can share their thoughts quietly with a
Snake breathing
partner first and their partner shares it with the class. Breathe in through your nose. Then breathe out through your mouth,
making a hissing sound. Have the pupils do the same and repeat
10 times.
On one foot
Have pupils stand on one leg and keep their gaze on a focal point slightly
below eye level. Have them breathe in and out slowly. Set a task, e.g.
Telephone
sing the song, recite the alphabet, recall vocabulary, etc. while they The pupils stand or sit in a circle. Whisper an instruction to the pupil next
continue to stand on one leg. The act of standing on one leg helps them to you (e.g. Open the door!). The pupil whispers that word to the pupil
to concentrate. next to them, and so on. When the word reaches the penultimate pupil,
they say it aloud to the last pupil, who carries out the instruction. If you
want to develop the inter-lingual mediation competence, you can ask the
Positivity penultimate pupil to translate it into their own language (or the shared
If pupils repeat a positive sentence over and over, it can help them to language of the class) for the last pupil to carry out the instruction.
develop self-belief and a positive outlook. Introduce a positive statement
and encourage pupils to chant it quietly to themselves, e.g. I am happy.
I can (speak English). I have great friends. Learning is fun!, etc.
The five senses exercise
Teach the class the five senses exercise to calm their minds after break
time or after a lively activity. Go through the steps together slowly
Quiet time and calmly.
If your session is after break or after lunch, you may want to give pupils
Step 1: Find five things you can see. Look around you.
some quiet time to relax and calm down before you start the class.
Allocate five minutes and give pupils a choice of activities to do quietly Step 2: Find four things you can touch.
in this time. Allow them to choose between reading, writing, drawing,
finishing an exercise or simply resting. Step 3: Find three things you can hear.
Step 4: Find two things you can smell.
Read my lips Step 5: Find one thing you can taste.
Choose a word card and hold it facing you. Ask pupils to focus all their
attention on your mouth. Say the word silently. Pupils guess the word.
When they guess correctly, pupils write it in their notebooks. Reveal the
Three good things
word card to confirm and check spelling. Ask pupils to reflect on the lesson or the unit, choosing three things that
they liked about it. Encourage pupils to share one of the things with the
class and talk about how it made them feel. To make this a mediation
Secret password activity they can share their thoughts quietly with a partner first and their
Write the phrase or sentence that you want pupils to memorise on partner shares it with the class.
the board. Tell the class it is going to be the secret password to leave
the classroom or enter the next day. Give them one minute to silently
memorise the password before erasing it.
Yoga
Refer to the yoga positions on Pupil’s Book page 12 and on the
cross-curricular video for this lesson, and do them together with the class.
Shake it off
Pupils stand up, leaving some distance around them. Tell them they are
going to shake off their worries. Say: Shake your fingers. Repeat with
hands and then arms.

Shark’s fin
Ask the class to stop what they’re doing and sit or stand straight. They
should stay still and silent. Tell them to close their eyes and make a shark
fin on top of their heads with one hand. They breathe slowly and slide
their hand slowly down the front of their face.

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 Dynamic routines
You can use these routines at the start or at the end of the lesson, to Follow the leader
get your pupils moving when the energy is low, or as a way to engage
learners with the content or each other. Most of these activities are group Pupils line up behind you and follow you around the classroom. Do an
activities so they promote cooperation and teamwork in the classroom. action and say the word or instruction. Pupils copy the action and repeat.

Action game Four corners

Call out different actions for pupils to do, e.g. Touch your toes. Look left., Choose four categories that you would like to review and put a sign in
etc. After reviewing all the actions, do the actions yourself and have each of the four corners of the classroom. Give out flashcards from the
pupils name them. Then pupils play the game in pairs. four categories at random. Pupils go and stand in the corresponding
corner. They compare flashcards to check that everyone is in the
right corner.
Can I put it in?
Draw a relevant background to your topic on the board, e.g. a Freeze!
supermarket trolley for food, a street for places, etc. Put all the flashcards
from the topic, plus a few from other topics, on the floor. Name an item Divide the class into teams and have them stand up. Call out different
and have a pupil find the flashcard. If it belongs to the topic, they stick it instructions and have pupils do the corresponding action. Then suddenly
on the board. If not, they place it back down on the floor. say: Freeze! Give points to teams who remain still.

Can you ... ? Get in order!

Review the actions for your vocabulary set. Choose one and ask: Can you Give the set of flashcards you wish to sequence to individual pupils. When
(listen to music) on a computer? If pupils answer Yes, I can, you say: 1, 2, you give the instruction, Get in order! Pupils line up from left to right in
3, go! Pupils do the action. If they answer No, I can’t, ask a new question. the correct order.
Stick the flashcards on the board for visual support and have pupils play
in pairs taking turns to ask and answer. Inside outside circle
Divide pupils into two equal groups. The first group forms a circle facing
Change places! outward. The second group forms a circle facing inward. Give each pupil a
Have the pupils form two lines, facing each other. Say: Change places if flashcard. The inner circle goes first, asking a question, e.g. What’s this? or
you (like apples/are wearing trousers/play football). Pupils who fit into the Do you like (pears)? They exchange flashcards. Then the inner circle moves
named category change sides. round so they are facing the next child in the outer circle. The outer circle
then asks the question, and so on.

Classify me!
Jump left or right
Choose two topics that you wish to review. Place one flashcard or a
keyword from each topic on either side of the room. Mix the flashcards Choose two opposing concepts or categories, e.g. safe / dangerous,
from both topics together. Show the flashcards at random and pupils and write one on each side of the board. Make statements or name
point to or run to the correct side of the room. vocabulary items and pupils jump left or right depending on which
category it belongs to, e.g. I play football in the street. (dangerous) / I play
badminton in the sports centre. (safe), etc.
Cross the river
Select some of the unit flashcards and put them on the floor in a wiggly Mediated Running Dictation
line. The flashcards represent stepping stones to cross a river. Divide the
class into teams and choose a confident child to be the captain of each Organise the class in groups of five pupils. Put four flashcards per group
team. Both team captains stand on the ‘bank’ of the river. The captains face down on the board. A pupil from each group goes to the front and
take turns to step on a flashcard and ask a question to their team, e.g. turns their flashcard over. They look at it and turn it over again. They walk
Do you play hockey? Do you like yoghurt?, etc. The team answers, e.g. Yes, back to the group and say the word in their L1. The members of the group
we do. / No, we don’t. If both the question and the answer are correct, the write the word down in English. Repeat alternating the pupil who goes to
team captain may move to the next flashcard or ‘stepping stone’. The first the board, and the pupil who writes, until the group has written the four
team to cross the river wins. words. The fifth pupil writes the four words in English on the board. The
pupils turn the cards over and check their answers are correct. The group
Variation: For each flashcard, you say affirmative or negative and the that finishes first is the winner.
whole team must make an affirmative or negative sentence about their
team captain, e.g. She likes lemons. He doesn’t like pears., etc.
Mime game
Name different vocabulary items and have pupils do the corresponding
Find and group mime. Confirm by showing the flashcard.
Choose the structure you want to practise and ask pupils to write a
sentence on a piece of paper, e.g. My favourite day is Sunday. Pupils stand Reach higher: Display the flashcards and have pupils play in pairs or
up and mingle, saying their sentence and forming a group with pupils small groups.
who have the same sentence.
Mirror me
Find it! In pairs, pupils take turns to say and do an action. Their partner should try
Review vocabulary with the flashcards and then place them face down to mirror the action at exactly the same time.
on the floor. Choose two volunteers. Name (or describe) one of the
flashcards. The pupil who finds it first is the winner. Shuffle the flashcards
and repeat with different volunteers.

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 Classroom Routines an
d Games

One potato Say and write it

Name a category. In pairs, pupils make fists with their hands. Pupil 1 puts Organise the pupils into two teams, A and B. Put the flashcards of the key
their fist in the centre and names a vocabulary item from the category. vocabulary face down on your desk. A pupil from team A comes to the
Pupil 2 names another item and puts their fist (potato) on top. Pupil 1 front and picks up a flashcard. They say the word in their own language.
then names another item, removes their fist from the bottom and places Another pupil from the team says the word in English and makes a
it on top. Continue until all vocabulary items have been named. sentence in English with it. A third pupil writes the sentence on the board.
Another then says it in their own language. Repeat alternating teams.
Pass the flashcard
Sit the pupils in a circle. Give the first flashcard to the pupil on your left Say please!
and name it. The pupil should pass the flashcard to his left, repeating Give an instruction to the class. They mime the action only if you say
the word. Once you can see that they have got the idea, pass another please, e.g. Brush your teeth, please. If you don’t say please, they stand still.
flashcard until you have three or four flashcards moving around the circle
at the same time.
Sing the song in groups
Divide the class into groups. Allocate each group a different verse from
Put them in order! the song. When they hear their verse, the group stands up, sings and does
Choose a selection of flashcards and place them on the floor. Name five the actions.
or six and have a volunteer put them on the board in the order you said
them. The rest of the class can help by giving instructions, e.g. The next Stand up, sit down game
card is ...
Make a statement. If it’s correct, pupils stand up. If it’s false, they sit down.

Quiz, quiz, trade Support: Play with flashcards, naming them correctly or incorrectly.
Give each pupil a flashcard. Ask them to stand up and mingle. Pupils find Reach higher: Use T/F comprehension questions from the story.
a partner and take turns to ask, e.g. What’s this?, and answer. Then they
exchange cards, find a new partner and repeat. Tell pupils to raise their Variation: To practise the third person singular, choose first a boy and
hand when they need a new partner. then a girl. Give them the flashcards. They give a thumbs up if they like
the item or can do the activity, and thumbs down if not. Make statements
about the volunteer, e.g. She likes nuts. Pupils stand up if the statement
Reading race about their classmate is true.
Stick the word cards on the board. Divide the pupils into two teams. One
person from each team comes and stands a few metres from the board. Three-step mime
Show one of the flashcards. The first pupil to touch the corresponding
word card wins a point for his or her team. Put the class in groups of three. Pupil 1 mimes an action. Pupil 2 asks
pupil 3 What’s he/she doing? Pupil 3 answers He/She’s … Change roles
and repeat.
Relay race
Stick a selection of flashcards on the board. Divide the class into two Tick tick
teams. Choose a pupil from each team to stand in front of the board.
Name one of the items. The first person to touch the named flashcard Set a timer (egg timer or digital countdown on the whiteboard). Ask a
wins a point for their team. question, e.g. Do you play basketball? Pass a soft ball or toy to a pupil. The
pupil answers the question and then throws the ball or toy to another
pupil. That pupil answers and throws it again. The pupil holding the toy
when the timer goes off chooses a new question and the game continues.

Communication games and routines

Communication games help pupils to develop their verbal and The alien gives you a secret signal and you reply on their behalf, e.g. Does
non-verbal communication skills. They are easily adaptable to every she like chocolate? The alien gives a secret thumbs up or thumbs down.
ability. They’re also perfect for fostering cooperation, team-work and You reply, e.g. Yes, she does.
creative thinking.
Categories
5, 4, 3, 2, 1 Choose the categories that you would like to review and write the
Stick five flashcards on the board and chant them in sequence. Turn over headings on the board. Put the pupils in pairs or small groups. Say a word
the last flashcard so the pupils cannot see it. Chant the whole sequence or show a flashcard from one of the categories. Pupils confer to decide on
again. Continue until the pupils can say the whole sequence from the category.
memory. Then turn the flashcards over again and have them repeat the
sequence one last time.
Chain game
Name a vocabulary item. The next pupil in the chain repeats it and adds
Alien another item from the same set. Continue around the class for as long as
Choose a volunteer to be the alien and have them sit facing you with possible. Play with single vocabulary items or full sentences, e.g. At the
their back to the rest of the class. Explain to the class that they have one sports centre, I play football, do judo, play basketball, swim, etc.
minute to find out as much about the alien as possible, but they can’t ask
Support: Stick the named flashcards on the board.
them any questions directly because aliens don’t speak English. All the
questions must go through you. Pupils ask you questions about the alien. Reach higher: Pupils play in small groups.

Curious Kids 3 © Macmillan Education Limited 2023 29

 Chit-chat dialogue Memory
Choose flashcards for the dialogue and stick them on the board. Review Mix flashcards and their corresponding word cards together and stick
the functional language from the lesson. In pairs, pupils invent and act them face down on the board. In teams, pupils take turns to turn over two
out mini dialogues. cards at a time. If they turn over a matching word card and flashcard, they
win a point for their team.
Definitions
Organise the pupils into four teams. Put the flashcards of the words you No, no, no!
want to review face down on your desk. A pupil from one group comes Choose one of the speech bubbles from the story or dialogue. Change
to the front, picks up a flashcard and says the word, e.g. sandcastle. A something when you read it out. Pupils say, No, no, no! and scan the text
member of the second group has to say the word in their own language. to find and say the correct sentence.
A member of the third group has to make a sentence using the word,
e.g., I make sandcastles on the beach. A member of the fourth group has
to write it on the board. Rotate the teams so they all have to say the word
Numbered heads together
in English, in their language, use it in a sentence in English, and write Put pupils into groups of four and assign each child a number from 1-4.
the sentence. Ask a question. Pupils discuss the answer in their group. Say a number
and ask that child to give feedback on behalf of their group.

Draw and guess

Choose an item of vocabulary for pupils to draw. Without naming it, give
Odd one out
instructions, e.g. Draw four legs. Draw a head., etc. Pupils listen and draw, Choose three flashcards or items from one topic and one from a different
following your instructions. When they have identified what it is, they say topic. Pupils decide which is the odd one out and why.
the name.
Quick flash
Find the difference Hold the set of flashcards facing you. Quickly, turn them around to show
Each pair compares their project with another pair. They comment on the class the top card, then turn them back again. Pupils name the item
things that are the same or different. they saw. Move the top flashcard to the back of the pile and repeat.

Guess the word Round robin

Organise the pupils into two groups. Place two chairs with the backs of Organise the class into small groups. Say a category, e.g. sports. In their
the chairs next to the board. A member of each group sits on each chair groups, pupils take turns to name items for that category.
facing their team. Write a word on the board for each team. When you
say Go! the members of each team, who can see the word, have to elicit Three-step interview
it from their team member who is sitting at the front. They can do this by
giving clues, e.g. to elicit the word prawns Pupil 1 says: They live in the sea. Put the pupils in pairs and tell one pupil to interview the other. They then
Pupil 2: Some people can’t eat them. The team whose player says the word change roles and repeat. Finally, they join another pair and tell them what
first wins a point. Set a time limit, e.g. one minute to guess the word. they have learned about their partner. For example:

Support: allow the team to use gestures to explain the word, allow team Step 1: A: Can you swim? B: Yes, I can. A: Can you play chess? B: No, I can’t.
members to say the first letter of the word, or allow the team member at Step 2: Change roles and repeat.
the front to say the word in L1, having understood the explanation in L2.
Step 3: A: (Ana) can swim. She can’t play chess.

Guess which one I’m looking at

Put all the flashcards in a pile facing you. Look at the top flashcard
Time’s up!
secretly and ask the pupils to guess which one you are looking at. Choose a volunteer to count to 30 and another to count the items named
by the class. Once the volunteer starts to count, the class must name as
Support: Accept single word answers. many words as they can from the topic. Once the volunteer reaches 30,
Reach higher: Pupils guess by asking Is it a …? say Time’s up! Ask the second volunteer to say how many words the
class named.

Hot seat
Two truths and a lie
Choose a volunteer to sit in the hot seat. Set a time limit and have pupils
ask as many questions as they can in the given time. Make two statements about yourself that are true and one that is false.
Pupils guess which statement is false. Pupils play in pairs or small groups.

I spy
What am I?
Choose a selection of flashcards beginning with different letters and
distribute them around the room. Say: I spy with my little eye, something Put pupils into two teams and invite one pupil from each team to the
beginning with (b). Pupils name the item that begins with that letter. front. Show the teams a flashcard, but don’t let the two pupils at the front
see it. Each team gives clues to their teammate so that they guess the
Support: Give clues, e.g. colour, shape, etc. word. They say e.g. It’s fast. It’s friendly. It’s brown, etc.
Reach higher: The pupil who guesses correctly chooses the next item.

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 Learning Situati
ons

What’s missing? word, e.g. February. This continues around the circle until the sequence
is complete.
Stick a number of the unit flashcards on the board. Ask the class to close
their eyes while you remove one. They guess the missing item.
Whisper chain
What’s next? Choose an item of vocabulary or sentence from the lesson. Whisper the
word or sentence to the pupil nearest to you. Each pupil whispers to the
This is a sequencing game. Have pupils sit in a circle. Say the first item in
next until the last pupil reveals the secret word or phrase.
the sequence e.g. January. The pupil to your left continues with the next

Learning situations
This section provides information and tools for teachers who would like to apply a learning situation framework to the content of the Curious Kids units.
A learning situation is a step-by-step process which prompts learners to use language, cooperation and problem-solving skills in concrete contexts. The
learning situation elements of problem-based learning and competence-based learning. The class can work individually or as a group to come up with
creative solutions to real-world issues related to the questions set up in the unit title and posed throughout the unit. Culminating in the project lesson at
the end of the unit, pupils can use a combination of resources, learning styles and mediums to present their findings and propose creative solutions.
Curious Kids learning situations include:

• A real-world problem or situation tied to the topic and objectives of the unit.

• A pupil-centred and learn-by-doing approach.

• Opportunities to develop group values and build learning competences through collaboration.

• Ways to reinforce SEL values and encourage pupils to be more engaged in their local and global communities.

• Practise in finding information from various sources such as the internet, books, photos, conversations or interviews with peers, family or experts.

• Opportunities for pupils to show what they know and the language skills they have acquired throughout the unit in a real-world context.

Curious Kids and Learning situations

These guidelines will help you guide your pupils through the Curious Kids units using the learning situation methodology. For topics and scenarios for each
unit or term and the teaching notes for the Reviews in this Teacher’s Book (pages 80, 122, and 164).
Creating context and posing a problem: A learning situation could be built around the unit question, and the questions raised at the end of the
Lesson 1 videos.
Developing the learning situation: Throughout the unit, use the topics which the Curious Kids quiz team investigate to help pupils reflect on different
cultural perspectives, individual feelings and general complexities related to the learning situation.
The Curiosity Corners prompt pupils to find out more about the situation by investigating different aspects of the problem, while the Creativity
Corners encourage pupils to use their imaginations and find creative solutions. Lessons with model dialogues and texts help develop the linguistic
competence pupils need to present their ideas. The end-of-unit project lesson sets the stage for the final presentation, carefully scaffolded so they can
articulate their findings.
Kids Can! projects and problem-based learning:
Remind pupils about how the project scenario answers the problem posed in Lesson 1, of the steps they completed, and the knowledge they have
acquired throughout the previous lessons, which have prepared them for the project. Ensure that pupils are clear about why they are doing the final task
and the problem they are solving. Examples for applying the learning situation approach in the projects:

• Unit 1 Project: Where do people do sport? Design a sports centre.

Introduce the problem: there isn’t a sports centre in your town and the pupils haven’t got a safe place to play and exercise. There is some land which
could be used to make a new sports centre. The town is running a competition to design a sports centre which is good for everyone and your teacher
has you to prepare an entry. Investigate which sports are popular with different people who live in the town (considering people of different ages and
abilities) and design a new sports centre.
• Unit 3 Project: How does technology help us? Invent and write about a helpful robot.
Introduce the problem: There is money available in your local community for building a helpful robot, and the mayor has asked the schools in your
area to send their ideas. Find out which every-day activities are most difficult for the people in your community to do. Design a robot which can help as
many people as possible with the tasks they find the most difficult.

Curious Kids 3 © Macmillan Education Limited 2023 31

 S What are you curious about?
UNIT

• This unit introduces pupils to the Curious Kids quiz team.

• It teaches them numbers 21–100 and the alphabet.
• It also encourages them to welcome new friends.

What are you

S
UNIT
curious about?
Lesson 1

Activity 1:
1 0:01 Read and listen. What do the children do together?
an online quiz Hi! My name’s Hello! I’m Sophia. I’m eight.
Ed. I’m nine.

We’re the Curious

Kids quiz team. Every Activity 3:
month we do an
online quiz at school. The following
Activity 2:
It’s called the Kids Can! Quiz. sentences from the
It’s fun! Why don’t you do it, too?
Ed – no audio are false:
2 Watch. Have Ed and Sophia got any brothers or sisters?
Sophia – a brother Ed: I live at 37 Market
3 0:02 Read, listen and say True or False.
Road. I’ve got four fish.
Kids Can! Kids Can! Sophia: I live at 54
Quiz team: Curious Kids Quiz team: Curious Kids Forest Road. My favourite
Brothers and sisters: a brother
SOPHIA
Brothers and sisters: none ED
Pets: none Age: 8
day is Thursday.
Pets: 2 fish and 1 dog
Age: 9
Favourite object: my football Favourite object: my computer Address: 44
Address: 33
Favourite day: Wednesday Favourite day: Saturday Forest Road
Market Road
Curious fact: I collect football Curious fact: I can juggle!
stickers.
4 Chit - ch a t Talk to your friend.
C u r i os i t My name’s Ana. I’m nine.
yC
Find. I’m Luis. I’m eight.
Remember!
or

What objects
ne

My favourite place I’m = I am

can you see
is my school.
r

in the garden?

4 How many days of the week and places can you remember?

Pupil’s Book

S What are you

Lesson 1
curious about?
1 Read and write.

My name’s Sophia. I’m eight .

I live at 44 Forest Road.
I’ve got one brother.
I haven’t got a pet.
My favourite object is my computer .
My favourite day is Saturday .
Curious fact: I can juggle!

My name’s Ed. I’mnine .

I live at 33 Market Road .
I haven’t got brothers or sisters .
I’ve got two fish and one dog .
My favourite object is my football .
My favourite day isWednesday.
Curious fact: I collect
football stickers.
2 Write about you. Draw. Tell a friend.
My name’s .
I’m .
I live at .
I .
I haven’t .
My favourite object is .
My favourite day is .

Curious fact:

Activity Book

32 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 1 S
Objectives and Competences
- Meet the Curious Kids quiz team. Recycled vocabulary: days of the week, Materials: flashcards & word cards
- Watch and understand a video about places, favourite things, family (level 2), Something for Everyone
the characters. Recycled language: My name’s (Ed). I’m Vocabulary worksheets (Starter Unit)
- Read and interpret personal (eight). My favourite (place) is (my school).
information. I live at (44 Forest Road). I’ve got / haven’t
- Share your own personal information. got (a brother).

Opening routine 4 Chit-chat. Talk to your friend. Communicate

• Choose a routine from the Classroom Routines and Games • Read out the speech bubbles.
(pp. 26–31) to start the lesson: • Focus attention on the Remember! box and remind pupils that
- Mindfulness: Beach ball circle with introductions, I’m is the words I am combined.
e.g. I’m Ben. I’m eight. • Pupils practise reading the dialogue with a partner and then ask
- Dynamic: Stand up, sit down game, Support level, with level 2 and answer about themselves.
family and places flashcards. Support: Brainstorm different places and make a list on the
- Communication: Two truths and a lie with board for pupils to refer to during the activity.
personal information. Reach higher: Pupils move around the class doing a survey to
find out the most popular places.
Lesson introduction Reflect
• Read the question in the unit title aloud. Ask pupils to name
Activity Book, page 2
things they are curious or interested in learning more about.
Allow the use of L1 if necessary. 1 Read and write.

Pupil’s Book, page 4

• Pupils read the speech bubbles and complete the information
about Sophia and Ed.

Curious Kids 3 © Macmillan Education Limited 2023

1 R
 ead and listen. What do the children • If necessary, play the video again, or allow them to refer to the
do together?  Pupil’s Book, to recall the facts.

• Play the audio (track 0:01). Pupils read and listen to answer • Mediation Have children tell a friend about Sophia or Ed in
the question. their first language.
• Ask the class if they know what an online quiz is. Reassure them
2 Write about you. Draw. Tell a friend. Communicate
that they will find out all about the Kids Can! Quiz before the end
of the unit. • Pupils complete the speech bubbles with their own personal
information and draw a picture of themselves. They should also
2 W
 atch. Have Ed and Sophia got any brothers write a curious fact about themselves under the picture.
or sisters?  Support: Complete the information for yourself. Then choose
a volunteer and demonstrate for the class before pupils do the
• Keeping the books closed, watch the video. Pupils watch to
activity individually.
answer the question and get to know the characters.
Consolidate: Write words on the board for pupils to refer to, e.g.
• Ask the class what else they can tell you about Ed and Sophia.
days of the week, places, pets, etc.
Support / Consolidate: Ask questions to aid recall, e.g. What
does Ed like? What’s Sophia’s favourite day?, etc. Play the video Reach higher: In pairs, pupils try to guess their friend’s
again, pausing after the relevant information. curious fact.
Reach higher: In pairs, pupils make a chart with two columns • For further practice, use the Something for Everyone Vocabulary
entitled ‘Ed’ and ‘Sophia’. They note down all the key information worksheets at the relevant level: Support, Consolidate, Reach
they remember about each character. Higher (Starter Unit).

Closing routine
3 Read, listen and say True or False. 
• Pupils read the membership cards. Play the audio (track 0:02), • Do one of the closing routines:
- Dynamic: Can I put it in? with places flashcards.
pausing after each sentence for pupils to say if the information is
true or false according to the membership cards. - Communication: Round robin with days of the week or places.
Engage: Assign roles to the pupils. Half the class raise their
hands when the sentence is true and the other half when the
sentence is false.

How many days of the week and places can Curiosity Corner
you remember? (PB) Find. (PB)
• Pupils name all the days of the week and places they • Ask the pupils to look again at the picture in Activity 1. They find
can remember. and name the objects in the garden.
Support: Work as a class. First pupils name the days of the week. Reach higher: Challenge the pupils to review language from
Then they focus on remembering places. Level 2, e.g. I can see a kite. It’s next to Sophia, etc.
Consolidate: Pupils work in pairs or small groups to name days
and places.
Reach higher: Pupils write lists of days and places in pairs. Check
spelling as a class. 33
 S

Lesson 2

1 What can you see in the photos? 2 0:03 Read and guess. Listen and check.

This is a photo of
me with my mum .
I’m wearing a
T-shirt and a
skirt .

This is a photo
of me with my
favourite object -
my football
. .
I’m wearing jeans
and my favourite
shoes.

3 Find the numbers in the photos.

4 0:04 Listen and say the chant.

22 33 44 55 66 77 88 99
5 Chit - ch a t Talk to your friend.
Today I’m wearing
This is a photo
a red jumper.
of me. I’m wearing
a green T-shirt.

What colours and clothes can you remember? 5

Pupil’s Book

Lesson 2
1 Look and write.

1 leub anjes 2 a der T-hirts 3 eengr cosks 4 bnorw hoess 5 a inpk hirts
blue jeans a red T-shirt green socks brown shoes a pink shirt

2 Read and write.

Today, I’m wearing a pink

shirt , black jeans
and black shoes .

Today,I’m wearing a red

T-shirt, green trousers
and yellow shoes .

3 Write about you.

Today, I’m wearing

4 0:05 Listen and read. Say the chant. Circle your favourite number.

twenty-two thirty-three forty-four fifty-five

sixty-six seventy-seven eighty-eight ninety-nine

You say a number: fifty-five. Your friend says the colour: It’s green. 3

Activity Book

34 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 2 S
Objectives and Competences
- Review clothes and colours vocabulary. New vocabulary: numbers 22–99 Materials: flashcards & word cards (1–8),
- Learn numbers 22–99. Recycled vocabulary: clothes, colours Something for Everyone Grammar
- Say a chant. Recycled language: I’m wearing worksheets (Starter Unit)
- Describe the clothes you are wearing. (blue) (jeans).

Opening routine Real World

• Choose a routine from the Classroom Routines and Games Ask the pupils to bring a photo of themselves to the next
(pp. 26–31) to start the lesson: lesson so that they can describe what they are wearing in
- Mindfulness: Counting our breath. the photo.
- Dynamic: Inside outside circle with colours and
clothes flashcards.
- Communication: What’s next? with days of the week. Activity Book, page 3
Lesson introduction 1 Look and write.
• Say true and false statements about Ed and Sophia (e.g. Sophia • Focus attention on the picture. Ask pupils what they can see.
hasn’t got any brothers and sisters; Ed collects football stickers.) Encourage them to say the colour as well as the item of clothing.
Pupils say if the sentences are true or false and correct the false • Pupils unscramble and write the words.
statements. Tell them that they are going to find out more about Support: Encourage pupils to cross out each letter as they use it
the Curious Kids quiz team in today’s lesson. to help them see the remaining letters for each word.
Reach higher: Pupils jumble letters for additional items of
Pupil’s Book, page 5 clothing. They pass them to a partner to unscramble.
1 What can you see in the photos? • Plurilingualism Ask pupils how to say the clothes in their
first language.

Curious Kids 3 © Macmillan Education Limited 2023

• In pairs, pupils describe each photo in turn and name everything
they can see.
2 Read and write.
• Get feedback as a class.
• Look at the photos and ask the pupils to say what Ed and Sophia
are wearing.
2 Read and guess. Listen and check. 
• Read the texts next to the photos together. Pupils guess what • Pupils complete Ed and Sophia’s speech bubbles.
the missing words are.
3 Write about you.
• Play the audio (track 0:03). Pupils listen and find out if their
• Pupils write a description of the clothes they are wearing today.
guesses were correct.
Support: Place word banks for clothes and colours on the board
3 Find the numbers in the photos. to support writing.
Reach higher: Pupils describe what they are wearing to a
• Pupils find the numbers in pairs.
partner before doing the activity.
• Get feedback by asking Where’s number (22)? Pupils can answer
by pointing and saying It’s here, or they can say It’s in the photo
of Sophia.
4 L
 isten, read and say the chant. Circle your
Support / Consolidate: Do as a whole-class activity and zoom in
favourite number. 
on the numbers in the photos. • Play the audio (track 0:05). Pupils listen, read and chant
the numbers.
Reach higher: In pairs, pupils take turns to ask and describe
where the numbers are. • Pupils circle their favourite number.
Closing routine
4 Listen and say the chant.
• Play the audio (track 0:04). Pupils listen and point to the numbers.
• Do one of the closing routines:
- Dynamic: Classify me! with clothes and colours.
• Point to a number and encourage pupils to say it. Alternatively,
- Communication: Definitions using the Pupil’s Book photos
display the number flashcards on the board and point to these
instead of the numbers in the Pupil’s Book. and saying I’m wearing (a yellow T-shirt)? Who am I?
• Play the audio again for pupils to say the chant.
•  Plurilingualism Ask pupils how to say the numbers in their
first language.

5 Chit-chat. Talk to your friend. Communicate

• Read the speech bubbles. Drill the pronunciation as necessary.
• Pupils then mingle and talk about what they are wearing.
• For further support, use the Something for Everyone Grammar
worksheets at the relevant level (Starter Unit).
Engage: Encourage pupils to read the speech bubbles using
different emotions, e.g. happily, quietly, sleepily, etc.

What colours and clothes can you remember? (PB)

• Pupils name all the colours and clothes they can remember.
Support: Work as a class. First, pupils name the colours. Then
they focus on remembering clothes.
Reach higher: Pupils write lists of colours and clothes in pairs.
Check spelling as a class.
You say a number: fifty-five. Your friend says the
colour: It’s green. (AB)
• Pupils play the game in pairs. 35
 S
Activity 1:
Harry

This is a photo story

Lesson 3 about a new friend.

1 0:06 Listen and read. What’s the name of Sophia and Ed’s new friend?

New friends
Hello Ed and Sophia. Are you Excuse me. Are you Yes. I’m Ed.
1 ready for the quiz tomorrow? 2 Ed and Sophia?
And I’m Sophia.
Yes, Ms Watson. We’re ready.

Good. See you tomorrow, Can I join your quiz

team? I like quizzes! Yes, OK!
in the computer room.

What’s your name? Where do you live?

3 Harry. 4 88 Park Street.

How old are you?

Yes. I’ve got two
I’m 9 next month. Have you got a pet?
cats and a tortoise.

Are you a curious kid? Yes, I am! Welcome to the

5 6 Curious Kids team!

Great! Thanks!
When’s the next quiz?

It’s tomorrow.
What are you I’m curious about art and It’s important
curious about? music. I play the guitar. to welcome
That’s great!
new friends.
2 Act out the story.

Pupil’s Book

Lesson 3 New friends

1 Read the story again. Read and complete Harry’s membership card.

I’ve got a sister but I haven’t got a brother. I’ve got

two cats and a tortoise. My favourite object is my
guitar. My favourite day is Wednesday when I have
guitar lessons. A curious fact? I can write songs.

Kids Can!
Quiz team: Curious Kids
Address: 88 Park Street HARRY
Brothers and sisters: a sister
Age: 8
Pets: two cats and a tortoise
Favourite object: guitar
Favourite day: Wednesday
Curious fact: I can write songs

2 Break the code. Find out Harry’s other curious fact!

I c a n s p e a k

S p a n i s h .

3 Write your name in code.

Activity Book

36 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 3 S
Objectives and Competences
- Read and understand a story about a Recycled language: What’s your name? Materials: pupils’ photographs (optional)
new friend. How old are you? Where do you live?
- Develop the SEL competence of Have you got a pet?
Relationship skills by exploring the Receptive language: I’m curious about (art).
value of relationship building and the
message ‘It’s important to welcome
new friends’.
- Act out the story.

Opening routine Activity Book, page 4

• Choose a routine from the Classroom Routines and Games
1 R
 ead the story again. Read and complete Harry’s
(pp. 26–31) to start the lesson:
membership card.
- Mindfulness: Breathing colours.
- Dynamic: Find and group with My favourite day is (Sunday). • Pupils read the story again. Focus attention on the speech
bubble and explain that this includes more information
• Say the number chant from Lesson 2. about Harry.
Lesson introduction Critical Thinking • Ask them to use the information in the story and the speech
• If pupils brought a photo of themselves, have them show the bubble to complete Harry’s membership card.
photo and describe what they are wearing to the class. • Pupils compare their answers in pairs.
• Create interest in the story by focusing attention on Ed’s speech • Mediation Have children tell a friend about Harry in their
bubble and reading the title of the story. Ask what the story is first language.
about (Ed and Sophia meeting a new friend). Ask what they think
is going to happen in the story. 2 B
 reak the code. Find out Harry’s other
curious fact!  Critical Thinking
Pupil’s Book, page 6 • Ask the pupils what they think Harry’s curious fact will be. Accept
1 L
 isten and read. What’s the name of Sophia all suggestions.
and Ed’s new friend? • Explain to pupils that they must break the code to find out
the fact.
• Play the audio (track 0:06). Pupils listen and read, then answer
• Check answers as a class.
the question.
Support: Break the code as a class, asking What’s the first letter of
• Ask the pupils for their reactions to the story by asking Who is
(ice cream)? and having pupils write each letter as you discover
your favourite character? Are you looking forward to the quiz?
it together.
• Encourage the class to read the story again for pleasure.
Consolidate: Tell the class to think about the first letter of each
• Mediation Have children tell the story in their own words. item to break the code.

2 Act out the story. SEL

Creativity tip
• Put pupils in groups of four and assign roles. Play the audio and
Encourage pupils to invent their own code using different
have pupils act out the story in their groups.
items of vocabulary for each letter. Have them write coded
• Invite a few groups to act out the story in front of the class. labels or instructions for the classroom.
• This story helps pupils develop the Social and Emotional
Learning competence of Relationship skills. It focuses on the
value of relationship building, by exploring the message ‘It’s 3 Write your name in code.
important to welcome new friends’. Read the sentence in the SEL • Pupils use the code to write their name.
heart collectively. Brainstorm ways the pupils could welcome a
Closing routine
new friend to their class, e.g. ask him/her questions about him/
herself, play together at breaktime, share material, show the new • Do one of the closing routines:
friend around the school, etc. Allow use of L1. - Communication: No, no, no! with sentences from the story.
- Mindfulness: Three good things.
Social and Emotional Learning
You can explore the SEL topic further by relating it to pupils’
own experiences. Find out if any of the class have been a new
pupil at school. Discuss what the other pupils did to welcome
them and how they felt. Ask if any of the class have welcomed
a new pupil and if so, how they welcomed them.

Curious Kids 3 © Macmillan Education Limited 2023 37

 S

Lesson 4 S
1 0:07 Listen and read. Say the chant. 2 Play How do you spell it?

The alphabet How do you spell

your name?
My name’s David.
D – A – V – I – D.
Aa Bb Cc Dd Ee
Ff Gg Hh Ii Jj
Kk Ll Mm Nn Oo
Pp Qq Rr Ss Tt
Uu Vv Ww
Xx Yy Zz
It’s time for the letters
and numbers quiz.
3 Watch. Write your answers.

Kids Can! Q uiz

Q
3
Q
2

Q
Q
1
BONUS
QUESTION
How many Q 6
6
numbers are in
the picture?
Q
4 Q
5

Maximum score for this quiz: 26 points

4 Watch. Check your answers.

Can you say the alphabet in 15 seconds? Practise at home. 7

Pupil’s Book

Lesson 4 S
1 Look and write the letters. Match.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

a 7 – 18 – 1 – 14 – 4 – 13 – 1 a colour
Grandma
b 23 – 5 – 4 – 14 – 5 – 19 – 4 – 1 – 25 someone in your family

Wednesday
c 16 – 21 – 18 – 16 – 12 – 5 a pet

purple
d 19 – 15 – 3 – 11 – 19 a number

socks
e 20 – 15 – 18 – 20 – 15 – 9 – 19 – 5 something you wear

tortoise
f 5 – 9 – 7 – 8 – 20 – 25 5 – 9 – 7 – 8 – 20 a day of the week

eighty – eight

2 Read and act out. Change the word. Act out again.

How do you spell ?

S – H – A – R – P – E – N – E – R.

Can you say that again, please?

S – H – A – R – P – E – N – E – R.

Thank you.

Write a word with the number code. Ask a friend to break the code. 5

Activity Book

38 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 4 S
Objectives and Competences
- Learn to say the alphabet. New vocabulary: the alphabet Materials: flashcards & word cards
- Practise spelling words. New language: How do you spell (sharpener)? (levels 1 & 2)
- Watch the quiz video and do the Could you say that again, please?
Kids Can! Quiz. Recycled vocabulary: numbers 22–99

Opening routine • Call out two or three different numbers and have the class say
• Choose a routine from the Classroom Routines and Games the corresponding letter.
(pp. 26–31) to start the lesson: • Work through the first example together, writing the letters one
- Mindfulness: Silence with days of the week. at a time.
- Dynamic: Four corners with days, clothes, colours and numbers. • Pupils work individually to break the code and match each word
- Communication: Categories with days, clothes, colours and to the correct category.
numbers. Support: Do the decoding part of the activity as a class. Pupils
then match the words to the categories individually.
Lesson introduction
• Tell the pupils that today they will do the first Kids Can! Quiz, but 2  Read and act out. Change the word.
first, they are going to learn to say the alphabet in English. Act out again.  Communicate
• Pupils read and act out the dialogue in pairs.
Pupil’s Book, page 7 • Then they choose different words and take turns to spell them.
1 Listen and read. Say the chant.  Support: Encourage pupils to choose short words to practise
their spelling. You could choose and display flashcards from
• Play the audio (track 0:07). Pupils listen and read.
previous levels to guide them, e.g. cat, dog, ten.
• Go around the class asking each pupil to say the letters of
Consolidate: Place a variety of word cards on the board to give
the alphabet in the correct order. Help with pronunciation
where necessary. visual support.

Curious Kids 3 © Macmillan Education Limited 2023

Reach higher: Set a timer and challenge pupils to spell as many
• Play the audio again, pausing after each line of letters in the
words as they can in two minutes.
Pupil’s Book. Have the pupils repeat each line.
Closing routine
2 Play How do you spell it? Communicate
• Do one of the closing routines:
• Read the speech bubbles.
- Communication: What’s next? with the alphabet.
• Pupils read the dialogue aloud in pairs. Then they ask and answer
- Dynamic: Get in order! using pieces of paper with letters of the
about their own names.
alphabet written on them.
Support: Allow pupils to write their name on a piece of paper
first to give visual support when spelling their name out loud. Extra Fun! pages 2 and 3
Reach higher: Pupils make up new names and spell them for
Answers: What’s wrong with picture A? Find five mistakes.
their partner to write down.
1 on the cake there are 7 candles, not 8
3 Watch. Write your answers. Critical Thinking 2 the B in the bunting is backwards
3 Dad is putting a lump of coal on the boy’s plate instead of
• Tell the pupils that they are going to do the Kids Can! Quiz
a burger
together with the Curious Kids quiz team.
4 Mum is wearing only one shoe
• Put the pupils into teams and ask them to choose one pupil to 5 one of the cards on the table says Happy Birthday Teacher
write their answers. Explain that they should work with their Find six presents. They’re all Lily’s favourite things. What are
teams to agree on the answer and the chosen pupil writes it next they? from top to bottom, left to right: a kite, a book, a hat, a
to the question number on a piece of paper. bike, a guitar, a ball
• Play the video. Pause after each question appears on the screen Look at both pictures and find ten differences.
to give the teams time to discuss and write their answers. Picture A: the piñata is a sun, the boy is using a bat to hit the
• Draw attention to the bonus question, which also appears on the piñata, a girl is eating strawberry ice cream, two boys and two
Pupil’s Book page. girls playing, balloons are red, yellow, orange, green and blue,
balloons all say 8, Dad is wearing trousers, 10 fairy cakes, Lily’s
4 Watch. Check your answers.  top is yellow, Lily’s socks are white and red
• Play the video. The teams check their answers and share their Picture B: the piñata is a flower, the boy is using a walking stick
score with the class. to hit the piñata, a girl is eating chocolate ice cream, three boys
• Identify and congratulate the winning team. and one girl playing, balloons are pink, yellow, purple, green
and blue, one balloon says 88, Dad is wearing shorts, 8 fairy
Activity Book, page 5 cakes, Lily’s top is pink, Lily’s socks are yellow and red
1 Look and write the letters. Match. Critical Thinking
Question mark: behind table leg on page 2
• Explain that each set of numbers represents a word and they
should use the key to find and write the words.

Can you say the alphabet in 15 seconds? Practise

at home. (PB)
• If possible, project a digital timer on the whiteboard.
Support: Remove the time limit and just ask pupils to practise
reciting the alphabet in English at home.
Write a word with the number code. Ask a friend to
break the code. (AB)
• Demonstrate the activity by writing a coded word on the board.
Reach higher: Ask pupils to write a coded word for each
category in Activity 1. Their partner decodes and matches the
words to the categories. 39
 1 Where do people do sport?
UNIT

• This unit teaches pupils to name different sports and say where and when we do them.
• It encourages them to make safe choices.
Activity 1: • Pupils also learn to notice and say physical actions.
Sport

Lesson 2 Song a

1
nd Gramm
Where do people ar
UNIT

do sport?
1 1:05 Listen. What sports
can you hear?
We like sport!
Lesson 1 Vocabulary We like sport! We like sport!
4
We go to the sports centre, and do lots of sport!
1 Watch. What’s the theme of the quiz? I play football on Tuesday, from five to six.
1 I play football on a football pitch.
2 1:02 Listen, find and say.
2 I play badminton on a badminton court.
3 1:03 Listen and say the chant. We don’t play hockey, but we do lots of sport.
5
Chorus
4 Play Spell, mime or draw.
6 I go swimming on Friday, after school.
I go swimming at the swimming pool.
1 play baseball
I play basketball on a basketball court.
2 play badminton
We don’t do judo, but we do lots of sport.
3 play hockey
4 do gymnastics Chorus

5 do judo 3
6 sports centre
2 Watch and sing.
7 swimming pool
8 basketball court 7 3 Read, listen and say.
1:07

9 running track Curious about grammar

10 football pitch
I play football.

I don’t play hockey.

8
We do gymnastics.
9
We don’t do judo.

4 Play True sentence chains.

I do judo on I do judo
I don’t do judo.
on Monday.
C u r i os i t Thursday.
yC
Find. 10
or

Can you see 10

ne

balls?
r

8 Make a list of sports you know in English. 9

Pupil’s Book

Where do people
1
UNIT

do sport?
Lesson 1 Vocabulary

1 Look, read and write. Match.

badminton baseball gymnastics hockey judo

1 play b 2 play d 3 play a 4 do e 5 do c

baseball h ockey b adminton j udo g ymnastics

centre court pitch pool track

6 running h 7 swimming f 8 sports j 9 football g 10 basketball i

track pool centre pitch court

2 1:04 Listen and number. Circle.

1 3 2
I play football / hockey. I play baseball / basketball. I do judo / gymnastics.

6 Play word tennis. You: running. Your friend: track.

Activity Book

40 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 1 Vocabula
ry
1
Objectives and Competences
- Watch and understand a video New vocabulary: do gymnastics, Recycled language: I like/love sport. I run.
introducing the unit. do judo, play badminton, play baseball, Materials: flashcards & word cards (9–18),
- Identify and name sports and the places play hockey; basketball court, football Something for Everyone Vocabulary
we do them. pitch, running track, sports centre, worksheets (Unit 1)
- Listen to and say a chant. swimming pool
- Play a miming game. Recycled vocabulary: climb, do yoga, play
basketball, play football, play table tennis,
play volleyball, ride a bike, ride a horse,
run, swim

Opening routine 4 Play Spell, mime or draw. Communicate

• Choose a routine from the Classroom Routines and Games
• Display the flashcards then show the word cards in random
(pp. 26–31) to start the lesson: order. Ask pupils to match the word cards to the flashcards.
- Mindfulness: On one foot with the alphabet. Ask pupils to look at the scene and choose a word. They choose
- Dynamic: Stand up, sit down game, Support level, with clothes to spell it, mime it or draw it for their partner to guess.
flashcards. • For further practice, use the Something for Everyone Vocabulary
- Communication: Chain game with colours. worksheets at the relevant level.
Consolidate: Zoom in on the scene. Pupils recall the word and
Lesson introduction Reflect
then spell, mime or draw it.
• Tell the class it’s time to find out the theme for the next quiz.
Reach higher: Encourage pupils to incorporate sports they
Ask What would you like to learn about? In pairs, pupils think of
learned in previous levels into the game.
different themes for the quiz and make suggestions. Write them
on the board. • Plurilingualism Ask pupils how to say the new words in
their first language. Ask if any are similar.

Curious Kids 3 © Macmillan Education Limited 2023

Pupil’s Book, page 8
Activity Book, page 6
1 Watch. What’s the theme of the quiz?
• Keeping the books closed, play the video for pupils to answer the 1 Look, read and write. Match.
question. Then check their suggestions on the board. Ask if they • Elicit the sports and places before pupils do the task.
can guess the theme of the quiz.
2 Listen and number. Circle.
• Pause the video at the end, leaving the questions on the screen.
• Play the audio (track 1:04) twice. The first time pupils number the
• Pupils recall the ideas suggested by the course characters and
pictures. The second time, they circle the correct word.
then suggest ideas of their own. Allow use of L1.
Support: Elicit the sports before pupils do the task.
2 Listen, find and say. Reach higher: Pupils check their answers with a partner, taking
• Use the flashcards to present the vocabulary. Drill the words turns to read the sentences aloud.
by having the pupils repeat them faster and faster until they Closing routine
remember most of the words.
• Do one of the closing routines:
• Focus attention on the scene in the Pupil’s Book. Ask pupils to
- Dynamic: Mime game with sports flashcards.
name the sports.
- Communication: 5, 4, 3, 2, 1 with sports or places flashcards.
• Play the audio (track 1:02) twice. The first time, pupils find and
point to the items in the scene. The second time, they repeat the
words.
Engage: Pupils mime the sport when they hear it.
Support: Pause the audio after each word to allow pupils to find
each item.
Reach higher: In pairs, pupils mime and guess the sport.

3 Listen and say the chant.

• Display the flashcards in the correct order for the chant.
• Play the audio (track 1:03) twice. The first time, pupils listen and
point to the flashcard. The second time, they say the chant. They
can follow the order of the words in the word box, rather than
memorising the order.
Engage: Pupils mime the words as they say the chant.
Reach higher: Display the flashcards in random order.

Make a list of sports you know in English. (PB) Curiosity Corner

• In pairs, pupils brainstorm sports they already know in English, Find. (PB)
e.g. play football, basketball, volleyball, table tennis, swim, ride a
horse, ride a bike, etc.
• Challenge the pupils to find the ten balls in the picture.
Support: Do as a whole class activity, zooming in on the picture.
Support: Brainstorm sports as a class and write them on the board. Consolidate: In pairs, pupils race against other pairs to be the
Reach higher: Pupils categorise the sports they know into team first to find all ten balls.
sports and individual sports. Reach higher: Challenge pupils to identify the kind of ball and
Play word tennis. You: running. Your friend: use full sentences, e.g. I can see a football and two basketballs.
track. (AB)
• In pairs, pupils take turns to say the first and second word of
each compound noun. 41
 1

Activity 1:
football, badminton, hockey,
swimming, basketball, judo

Lesson 2 Song a

1
nd Gramm
Where do people ar
UNIT

do sport?
1 1:05 Listen. What sports
can you hear?
We like sport!
Lesson 1 Vocabulary We like sport! We like sport!
4
We go to the sports centre, and do lots of sport!
1 Watch. What’s the theme of the quiz? I play football on Tuesday, from five to six.
1 I play football on a football pitch.
2 1:02 Listen, find and say.
2 I play badminton on a badminton court.
3 1:03 Listen and say the chant. We don’t play hockey, but we do lots of sport.
5
Chorus
4 Play Spell, mime or draw.
6 I go swimming on Friday, after school.
I go swimming at the swimming pool.
1 play baseball
I play basketball on a basketball court.
2 play badminton
We don’t do judo, but we do lots of sport.
3 play hockey
4 do gymnastics Chorus

5 do judo 3
6 sports centre
2 Watch and sing.
7 swimming pool
8 basketball court 7 3 Read, listen and say.
1:07

9 running track Curious about grammar

10 football pitch
I play football.

I don’t play hockey.

8
We do gymnastics.
9
We don’t do judo.

4 Play True sentence chains.

I do judo on I do judo
I don’t do judo.
on Monday.
C u r i os i t Thursday.
yC
Find. 10
or

Can you see 10

ne

balls?
r

8 Make a list of sports you know in English. 9

Pupil’s Book

Lesson 2 Song a
nd G rammar
1 Complete the sentences in the table.
Curious about grammar
1 I play football. 2 I don’t play baseball.

3 I do gymnastics on Tuesday. 4 I don’t do gymnastics on Friday.

5 We do judo on Monday. 6 We don’t do judo on Thursday.

7 We play basketball on Saturday. 8 We don’t play baseball on Wednesday.

2 1:08 Order and write. Listen and check.

1 football / to / play / five / I / Tuesday, / on / from / six.
I play football on Tuesday, from five to six.
2 play / I / football / pitch. / football / a / on
I play football on a football pitch.
3 badminton / on / badminton / I / play / court. / a
I play badminton on a badminton court.
4 hockey, / don’t / play / We
We don’t play hockey,
5 but / do / sport. / lots / of / we
but we do lots of sport.
3 Read. Write about you and sport. Draw.
I play football on Monday.
I do judo on Thursday. I don’t
do gymnastics.

I play

I don’t

Tell a friend about the sports you do. 7

Activity Book

42 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 2 Song and Gram
mar 1
Objectives and Competences
- Sing and act out a song about sport. New language: I (play football) on (Friday). Materials: flashcards & word cards (9–18),
- Talk about sports you do and don’t play We (do judo) on (Wednesday). I don’t Something for Everyone Grammar
and when you play them. (do gymnastics). We don’t (play hockey). worksheets (Unit 1)
- Play a speaking game. Recycled vocabulary: do gymnastics,
do judo, play badminton, play baseball,
play hockey; basketball court, football
pitch, running track, sports centre,
swimming pool

Opening routine Activity Book, page 7

• Choose a routine to start the lesson:
1 Complete the sentences in the table.
- Mindfulness: Beach ball circle with sports and places.
- Dynamic: Pass the flashcard with sports and places flashcards. • Draw attention to the table. Elicit that the sentences on the left
with green frames are affirmative and the sentences on the right
- Communication: Time’s up! with sports and places. with red frames are negative.
Lesson introduction Reflect • Pupils complete the sentences with the correct form of the verbs
• Tell the class that you are going to listen to a song about sport. do or play.
In pairs, ask pupils to think of as many sports as they can. Write Consolidate: Before the activity, write the sports on the board
their ideas on the board. under the headings play and do, according to the verb they
go with.
Pupil’s Book, page 9 Reach higher: In pairs, pupils take turns to say an affirmative
sentence. Their partner makes the sentence negative, e.g. I play
1 Listen. What sports can you hear?  football. / I don’t play football.
•

Curious Kids 3 © Macmillan Education Limited 2023

With books closed, ask pupils to listen carefully to the song and
write down all the sports they hear.
• Plurilingualism Ask pupils to look at the grammar table and
say what’s similar or different about the grammar structure in
• Play the audio (track 1:05) and check as a class. their first language.
Support: Display the sports flashcards to give visual support
while pupils listen. 2 Order and write. Listen and check.
Consolidate: Elicit the sports before pupils listen to the song. • Pupils write the sentences from the song in the correct order.
2 Watch and sing.  • Play the audio (track 1:08) so they can check their answers.
Consolidate: Do the activity as a whole class. Pupils take turns to
• Play the grammar song video three times. The first time, pupils
come to the board to write the next part of the sentence.
watch and enjoy the video. The second time, in pairs pupils take
turns to sing alternate lines, using the lyrics in Activity 1. Finally, Reach higher: Pupils listen and check answers using
the whole class sing along. peer-to-peer correction.
• You may use the karaoke version of this song (track 1:04).
3 Read. Write about you and sport. Draw.
3 Read, listen and say.  • Read the speech bubble aloud. Pupils use it as a model to write
about themselves. Then they draw themselves doing a sport.
• Say the sentences in the grammar table together. Ask the pupils
Support: Elicit all the sports vocabulary pupils know. Write
which sentences are affirmative (green) and which are negative
(red). Point out the use of don’t in negative sentences. them on the board for reference as pupils complete the
task individually.
• Play the audio (1:07) for pupils to listen and repeat. Then drill
more examples. Closing routine
Engage: Ask pupils to use emotions when they say the sentences:
e.g. happy for affirmative and sad for negative sentences.
• Do one of the closing routines:
- Dynamic: Play and act out the song again.
- Communication: What’s missing with sports and
4 Play True sentence chains. Communicate
places flashcards.
• Read the example speech bubbles aloud. Explain that the
children are saying true sentences about themselves. Give a
further example by saying a true sentence about yourself. Pupils
repeat your sentence if it’s true for them. If not, they change the
sentence to make it true.
• Choose a pupil to say a new sentence and continue the chain
around the class.
• For further practice, use the Something for Everyone Grammar
worksheets at the relevant level.
Support: Place the sports flashcards on the board for
visual support.
Reach higher: Pupils play in groups and try to make a long chain
of different true sentences.
• Mediation Have children work in groups to role-play the
dialogue with one child acting as translator. Pupil A asks the
question in English. Pupil B translates the question into the first
language for Pupil C. Pupil C responds in their first language and
Pupil B translates this to English for Pupil A.

Tell a friend about the sports you do. (AB)

• In pairs or small groups, pupils tell each other about the sports
they do or don’t do.
Reach higher: Pupils say when they do / don’t do the sport,
e.g. I play basketball on Monday. 43
 1
Activity 4:
1 She does judo and she plays football. 3 You can play football, basketball and badminton.
2 The children play football in the street because You can do gymnastics and go running, too.
Activity 1: in the street there isn’t a park and the school is closed at 4 All the children and adults in the village use the
Activity 2: a sports centre the weekend. sports centre.

Lesson 3
Story This is a great
story about sports.
5
Thank you for
helping to make
We can use this on
the basketball court.
6 One month later. 1
the sports centre. The sports
1 1:09 Listen and predict. Where does the story happen? It’s fantastic! We centre is ready!
do gymnastics.
2 Watch. What do the children make?

3 1:10 Listen and read.

A new sports centre

1 Hi. I’m Emma. I’m very sporty. At 2 Hey, kids! Don’t play in the street. We can use this to
school, I do judo. I play football make a badminton net. I go running!
on the school football pitch.
Sorry, Mr 7 Now all the children in the village 8 We’re very happy with the sports
Brown. use the new sports centre. centre. It’s a safe place to do sport.

And the adults too!

We don’t play football in the

street any more. Thank you, Mrs
Let’s play football! It’s important
But at the weekend, my school is It’s dangerous to Wilson. Thank you everyone!
to make safe
closed so I play football in the street. play in the street.
4 1:11 Read and answer. Listen and check. choices.
3 Oh, dear! Emma, you and your 4 You can make a sports centre here. 1 What sports does Emma do? 3 What sports can you do
friends need a safe place to do sport. at the new sports centre?
2 Why do the children play football
But where, Mrs Wilson? School in the street? 4 Who uses the sports centre?
is closed and there isn’t a park.
5 Act out the story.

6 Read and reflect. Say.

1 My favourite character is … 3 My favourite moment is picture …
2 I think this story is great / very good / 4 It’s safe / dangerous for Emma and
good / OK. her friends to play in the street.

ty Corner
Where do you
What do you do t ivi
ea
Wow! Thank you. And this can be go if you want Imagine.
to stay safe with
I’ve got an idea. It’s fantastic! This can a gym, with a to do sport? What do Emma and
your friends?

Cr
Come with me. be a football pitch. basketball court. her friends do next?

10 Choose a picture. What can you see? Find an animal in each picture of the story. 11

Pupil’s Book

Story
Lesson 3 A new sports centre
1 Look and number. Match.

2 1 4 3

You can make a We don’t play football It’s dangerous to We can use this on
sports centre here. in the street any more. play in the street. the basketball court.

2 Read the story again and write.

centre dangerous don’t help play street

1 In the story, Emma and her friends play football in the street .
2 Mr Brown says it’s dangerous .
3 Mrs Wilson says the children can make a sports centre in her field.
4 People from the village help to make the new sports centre.
5 Now Emma and her friends don’t play in the street.

3 Read. Think and answer.

Don’t play in the street, Thanks, Emma. The sports
Jason. It’s dangerous. centre is a great place.

Hey! Watch out!

Sorry, Emma.

Can you think

I know a place that’s
of another safe
safe to do sport.
place where
you can do
sport?

Activity Book

44 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 3 Story 1
Objectives and Competences
- Read and understand a story about a New vocabulary: dangerous, safe; Recycled language: I (do judo). I (play
new sports centre. go running football on the football pitch). We (do
- Develop the SEL competence of Recycled vocabulary: do gymnastics, do gymnastics). We don’t (play football in
Responsible decision-making by judo, play football; basketball court, the street).
exploring the value of evaluation and football pitch, gym, park, school, sports Receptive language: Don’t play in the street.
the message ‘It’s important to make centre, street
safe choices’.
- Act out the story.

Opening routine Creativity tip

• Choose a routine from the Classroom Routines and Games
Acting out stories fosters creativity. Video each group so that
(pp. 26–31) to start the lesson:
they can watch their performance back. Encourage them to
- Mindfulness: Slow motion with sports actions.
discuss ways to improve their performance.
- Dynamic: Sing and act out the We like sport! song from Lesson 2.
- Communication: Two truths and a lie with sports you
do / don’t do. 6 Read and reflect. Say. Reflect SEL

Lesson introduction Critical Thinking • Pupils complete sentences 1–3 with their own ideas. Then
discuss the final question with the class.
• Create interest in the story by focusing attention on the speech
• Draw pupils’ attention to the SEL message in the heart. This
bubble and reading the title of the story. Ask pupils to tell you
story helps pupils develop the SEL competence of Responsible
what they think might happen in the story.
decision-making. It focuses on the value of evaluation, by
exploring the message ‘It’s important to make safe choices’. Elicit
Pupil’s Book, pages 10–11 how the children in the story make safe choices.

Curious Kids 3 © Macmillan Education Limited 2023

1 L
 isten and predict. Where does the • Read the speech bubbles at the bottom of the page. Give pupils
story happen?  Critical Thinking some time to reflect on the questions, individually or in pairs.
• Ask pupils to close their books and play the audio (track 1:09). Then ask them to share their ideas with the class.
Engage: Do a class survey to identify the most popular character.
Pupils listen to the sounds and predict where the story takes place.
Support: Answer the questions (1–3) for yourself first as
2 Watch. What do the children make?  an example.
• Play the video and check the answer as a class. Reach higher: Encourage pupils to give reasons for their answers.

3 Listen and read. Activity Book, page 8

• Play the audio (track 1:10). Pupils follow along in their books.
1 Look and number. Match.
• Stop the audio after a few frames to check comprehension.
• Pupils number the pictures in the order they happen in the story.
4 Read and answer. Listen and check.  They check their answers by looking back at the story in their
Pupil’s Book.
• Give pupils time to read the questions and discuss the answers
with their partners or groups. Play the audio (track 1:11) for them • Mediation Have children choose a picture from the story
to check their answers. and explain what’s happening in their own words.
• Mediation Write these summaries on the board. Have pupils
2 Read the story again and write.
choose the best one for the story.
1. Lots of adults tell the children to stop playing in the street. • Pupils compare their answers in pairs before checking as a
2. People in the village work together to make a safe place to whole class.
play sports.
3. People in the village don’t want a sports centre.
3 Read. Think and answer. SEL
• Elicit ideas as a class.
5 Act out the story. Communicate
Closing routine
• Put pupils in groups of five and assign roles (Narrator, Emma,
• Do one of the closing routines:
Mr Brown, Mrs Wilson and Boy). Pupils act out the story
- Mindfulness: Heartbeat.
in their groups.
- Dynamic: Jump left or right with safe and dangerous activities.
• Invite a few groups to act out the story in front of the class.

Cooperative Learning
Group all the pupils with the same role together to rehearse
their part for a few minutes. Pupils then rejoin their group to
act out the story.

Choose a picture. What can you see? (PB) Creativity Corner

• In pairs, pupils choose a picture and describe what they can see. Imagine. (PB)
Consolidate: Write a simple sentence stem on the board to help • Encourage pupils to think of different ideas, e.g. make the
the pupils express their ideas, e.g. I can see … sports centre bigger to include more sports, ask the adults to
Reach higher: Encourage pupils to give more detailed descriptions. give the children sports lessons, etc.
Find an animal in each picture of the story. (PB)
• In pairs, pupils find and name the animal in each picture.
Support: Review the animals pupils know before doing
the activity. 45
 1

cular
and Cross-curri
Vocabulary
Lesson 4
PE
Activity 1:
1 Watch. Where can you do yoga? at home, at school, in a
2 1:12 Read and listen.
Yoga for kids park, at a sports centre.

Yoga is a type of physical exercise. It helps your body stay fit and strong. It helps you
breathe and relax. You can do yoga at home, at the sports centre, in the park or at school.
When you do yoga, you don’t move quickly. You move your body slowly.
You hold your body in different positions. Some yoga positions have got the
names of animals and things from nature. Here are some positions for you to try:

the owl the elephant the tree

Sit on the floor. Bend down slowly. Stand on one leg.
Activity 3: Look left and look right. Touch your toes. Imagine Imagine you’re a tree.
Imagine you’re an owl. you’re an elephant.
Bend down 5
Remember! Hold each position. Breathe in and breathe out three times.
Look left 1
Look right 6 3 1:13 Read and say the number. Listen and check.
Stand on one leg 2 Bend down. Look left. Look right. Stand on one leg. Sit on the floor. Touch your toes.
Activity 4:
Sit on the floor 3 1 2 3 4 5 6 Yoga is good for you
Touch your toes 4
because it helps your
4 Answer the questions. body stay fit and strong.
C u r i os i t y
Co 1 Why is yoga good for you?
You move your body
Think r 2 How do you move your body in yoga?
and find out! slowly in yoga.
ne

What is this yoga 3 Can you name three yoga positions?

r

position called? Pupils’ own answers

Curiosity Corner: 5 Find out about your friends. Ask and answer.
the frog What’s your favourite My favourite yoga
yoga position? position is the lion.
12

Pupil’s Book

Lesson 4 Vocabulary a
nd Cross-curricu
lar 1
PE
1 Look and match.
1 Sit on the floor. Look right. 4

2 5
Look left. Stand on one leg.

3
6
Bend down. Touch your toes.

2 Look, read and write.

Bend down. Look left. Look right. Sit on the floor.
Stand on one leg. Touch your toes.

1 2

This yoga position is called The Owl. This position is called The Elephant.
1 Sit on the floor. 4 Bend down.
2 Look left / right. 5 Touch your toes.
3 Look left / right. Imagine you’re an elephant.
Imagine you’re an owl.
ity Corner
rios
3 Cu
Yoga can be amazing.
Find another picture of
incredible yoga online.

This position is called The Tree.

6 Stand on one leg.
Imagine you’re a tree.

Can you do the owl position? Hold it and breathe. 9

Activity Book

46 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 4 Vocabulary and Cross-c
urricular 1
Objectives and Competences
- Watch and understand a video New vocabulary: bend down, look left, look Materials: flashcards & word cards (19–24),
about yoga. right, sit on the floor, stand on one leg, Something for Everyone Vocabulary
- Understand and follow instructions for touch your toes worksheets (Unit 1)
doing yoga positions. Recycled vocabulary: do gymnastics,
do judo, do yoga, play basketball, play
football, play hockey, ride a bike, run,
swim, walk; elephant, lion, owl, rainbow,
tree; home, park, school, sports centre
Receptive vocabulary: quickly, slowly;
concentration, muscles

Opening routine 5  Find out about your friends. Ask

• Choose a routine from the Classroom Routines  and answer. Communicate
and Games (pp. 26–31) to start the lesson: • Read the question in the speech bubble. Encourage one or
- Mindfulness: Body scan. two pupils to answer. Pupils ask and answer with a partner or
- Dynamic: Relay race with sports flashcards. in small groups. Then they share the information with the class.
- Communication: Guess which one I’m looking at with sports • For further practice, use the Something for Everyone Vocabulary
flashcards. worksheets at the relevant level.

Lesson introduction  Reflect Activity Book, page 9

• Tell the pupils they are going to watch a video about yoga.
1 Look and match.
Ask What is yoga? Why is it good to do yoga? Do you do yoga?
Does anyone in your family do yoga? • Elicit the actions before pupils do the task.

Curious Kids 3 © Macmillan Education Limited 2023

Engage: Pupils stand up and do the actions to check answers.
Pupil’s Book, page 12 2 Look, read and write.
1 Watch. Where can you do yoga? • Pupils write the instructions for each yoga position.
• Read the question aloud and ask pupils to share their ideas. Support: Do the positions with the class and identify the steps
• Keeping books closed, play the video and ask pupils to listen out required before doing the activity.
for the places mentioned. Consolidate: Encourage pupils to work in pairs, doing the action
Support: Stop the video after each place is mentioned and for each instruction as they go along.
elicit the answer.
Reach higher: Pupils name other sports mentioned in the video Creativity tip
(football, basketball, hockey, walking, running, riding a bike, Encourage pupils to invent a new yoga position using
judo, gymnastics, swimming). the instructions. Invite different pupils to teach the rest of the
class their position.
2 Read and listen.
• Use the flashcards to present the vocabulary. Hold up a flashcard
and say the instruction, e.g. Stand on one leg! Demonstrate If you have time ... Make it real
the action and have pupils repeat the instruction and do the
As a class, find out two or three more yoga positions in
corresponding action. Repeat with all the flashcards.
addition to the ones covered in the lesson. At the beginning
• Play the audio (track 1:12) for pupils to read and listen. Then or end of future classes, do a mini yoga workout as a warm up
pupils read the text aloud in pairs, alternating lines. or cool down to the lesson.
3 Read and say the number. Listen and check.
• Do as a class. Then play the audio (track 1:13) to check answers. Closing routine
Consolidate: Play an action game with the flashcards and • Do one of the closing routines:
instructions before completing the activity. - Mindfulness: Yoga.
Reach higher: Pupils do the correct action as they hear each - Dynamic: Mirror me with yoga positions from the lesson.
instruction on the audio.
• Plurilingualism Ask pupils how to say the new words in
their first language.

4 Answer the questions. Communicate

• Ask and answer the questions as a class. Encourage pupils to
look back at the text to find the answers.
• Then have pupils say their answers in pairs.
Support: Play the audio (track 1:12) in chunks, pausing just after
the answer to each question.
Reach higher: Encourage pupils to write full sentences.

Can you do the owl position? Hold it and Curiosity Corner

breathe. (AB) Think and find out! (PB)
• Encourage pupils to follow the instructions for the owl position. • Listen to suggestions and give clues, e.g. What animal does
this position look like? Allow them to try out the position to see
how their body moves.
Incredible yoga (AB)
• Ask pupils to look for pictures of people doing yoga positions
online. Encourage them to show their pictures to the class. 47
 1

Lesson 5 Grammar and C

o mmunicatio
n 1
1 1:14 Listen and read. What does Summer do at the sports centre?
Today, Harry is talking to Summer at
the sports centre.

HARRY: Are you sporty?

SUMMER: Yes, I am. I run and I play
badminton in the park.
HARRY: Do you do gymnastics?
SUMMER: Yes, I do. I do gymnastics
at school.
HARRY: Do you play football?
SUMMER: No, I don’t, but I watch
football on TV.
HARRY: Why do you come to the
sports centre?
SUMMER: I come to the sports
centre to do yoga .

2 Act out the dialogue.

3 1:15 Read, listen and say.

Curious about grammar
Do you go to the sports centre? Yes, I do.
Remember!
Do you do gymnastics? No, I don’t. don’t = do not

4 Make your sports person cards. AB page 85

5 Play Guess who I am.

Do you do judo?
No, I don’t.

Do you play hockey?

Yes, I do.

Are you player 3?

Yes, I am.

What other sports can you do at a sports centre? 13

Pupil’s Book

ommunication
rammar and C
Lesson 5 G Do you play
badminton or hockey?
1 Complete the sentences in the table.
Do do don’t play we Yes

Curious about grammar

1 Do you go to the sports centre? 2 Yes , I do.

3 Do you play football? 4 No, I don’t . Remember!

Don’t = do not
5 Do you do gymnastics? 6 Yes, we do.

2 Look and write. Act out.

1 Do you play baseball?

2 No, I don’t .
3 Do you do judo?
4 Yes, I do .
5 Do you play hockey?

6 No, I don’t .
I think you’re player 7.

3 1:16 Read the questions. Listen to Ed’s answers and tick or cross .

Five Quick Questions

Ed Me My friend
1 Do you go to a sports centre?

2 Do you do judo? ✔
3 Do you go to a swimming pool? ✘
4 Do you run on a running track? ✘
5 Do you play football? ✔

4 Answer for you. Ask a friend.

10 Write another question. Do you …? Ask a friend.

Activity Book

48 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 5 Grammar and Commu
nication 1
Objectives and Competences
- Read, listen and act out a dialogue New language: Do you (play hockey)? Do Materials: flashcards & word cards (9–18),
about sport. you (go to the sports centre)? Yes, I do. scissors, Something for Everyone
- Ask and answer about sports. No, I don’t. Grammar worksheets (Unit 1)
- Play a speaking game using sports cards. Recycled vocabulary: do gymnastics,
do judo, do yoga, go swimming, play
badminton, play baseball, play football,
play hockey, run; sports centre
Recycled language: Are you sporty?
Yes, I am.

Opening routine 5 Play Guess who I am. Communicate

• Choose a routine from the Classroom Routines  • Draw attention to the photos and speech bubbles. Read them
and Games (pp. 26–31) to start the lesson: aloud for the class.
- Mindfulness: Read my lips with sports word cards. • Explain that Pupil A chooses a sports person card and holds it so
- Dynamic: Action game with yoga position instructions. their partner can’t see it. Pupil B asks questions to find out which
- Communication: Round robin with sports. card their partner is holding.

Lesson introduction • For further practice, use the Something for Everyone Grammar
worksheets at the relevant level.
• Ask the pupils Do you go to a sports centre? and model answers Support: Choose one of the sports person cards yourself. Play the
(Yes, I do / No, I don’t). Then ask What sports do you do there? and game as a class with the pupils taking turns to ask you questions.
elicit answers. Display the sports flashcards for support.
Reach higher: Pupils find a different partner and play again.
Pupil’s Book, page 13
Activity Book, page 10

Curious Kids 3 © Macmillan Education Limited 2023

1 L
 isten and read. What does Summer
do at the sports centre? 1 Complete the sentences in the table. Critical Thinking
• Read the question and the introduction together. Explain that • Read the speech bubble aloud and call on different pupils to
Summer is the name of the girl in the picture. Then ask What answer the question using Yes, I do. or No, I don’t.
sport does she do at the sports centre? Elicit answers. • Remind pupils of the colour coding (blue = question, green =
• Play the audio (track 1:14) to check answers. affirmative, red = negative).
Reach higher: Ask other comprehension questions, e.g. What • Focus attention on the Remember! box and remind pupils that
other sports does Summer do? (running, badminton, gymnastics) don’t is the words do and not combined.
Where does she do them? (at the park and at school).
2 Look and write. Act out. Communicate
2 Act out the dialogue. Communicate
• Check answers as a whole class. Then ask pupils to act out the
• In pairs, the pupils read the dialogue aloud. Encourage them to dialogue with a partner.
stand up and act it out. Then they change roles and repeat.
Support: Split the class into two groups facing each other. One
• Mediation Have children work in groups of three to ­
role-play the dialogue with one child acting as translator.
group takes the role of Harry, the other group is Summer. They (see TB p. 43)
take turns to read their part of the dialogue aloud as a group.
3 R
 ead the questions. Listen to Ed’s answers
3 Read, listen and say. and tick or cross . 
• Write Yes, I do and No, I don’t on the board, then ask different
• Ask pupils to read the questions and play the audio (track 1:16).
pupils Do you do (judo)? Do you play (badminton)? and elicit Pupils listen and complete the first column.
short answers.
• Read the grammar box with the pupils and help them notice the 4 Answer for you. Ask a friend. Communicate
question form. Then play the audio (track 1:15). Pause after each
question and answer for pupils to repeat them. Encourage them
• Pupils complete the second column with their own answers.
Then they ask questions to complete the chart for a friend.
to imitate the rising intonation.
Support: Pair higher-level pupils with lower-level pupils.
• Focus attention on the Remember! box and point out that don’t is Encourage the more confident pupils to provide help and
the words do and not combined. prompts where necessary.
• Plurilingualism Ask pupils to look at the grammar table and
Closing routine
say what’s similar or different about the grammar structure in
their first language. • Do one of the closing routines:
- Dynamic: Say please! with yoga position instructions.
4 Make your sports person cards. - Communication: Hot seat with questions about sports.
• Pupils turn to page 85 in their Activity Books and cut out the
sports person cards.

What other sports can you do at a

sports centre? (PB)
• Write pupils’ suggestions on the board.
Support: Display the sports flashcards for support.
Write another question. Do you …? Ask a friend. (AB)
• Pupils write one more question about sports to ask their partner.
Reach higher: Pupils stand up and mingle, asking their question
to as many different classmates as possible. 49
 1

Culture
Lesson 6

Q uiz Chat
1 1:17 Listen and read.

What sports do you do at

school in your country?
At school in the UK, we try lots of different
sports in PE lessons. Boys and girls play
football , basketball and hockey
. Many children learn to swim at
Ed school. We do gymnastics , too.
Green Park School
England, UK In summer, we run on the school running
track. We can also do sport in the playground
during the breaks. I do judo at an
afterschool club on Thursday.

I live in Canada. At school, we also try a lot of

different sports.
Hockey is a national sport. In the UK, you play
hockey on grass. In Canada, the winter is very Ellie
cold, so we play hockey on ice . Of course,
Maple Tree School
we don’t wear boots. We wear skates . Canada
I’m not very sporty. I don’t do a lot of sport after
school. But I watch baseball on TV at the
weekend. I think baseball is exciting! Activity 2:
1 Ed
2 Ellie
C u r ios i t y C 2 Answer the questions.
3 Ellie
or
! n e
1 Who does gymnastics? 4 Who does judo after school?
4 Ed
Wow 2 Who plays ice hockey? 5 Who does lots of different
5 Ed and Ellie
r

3 Who likes baseball? sports at school?

This person is
3 Compare cul tures What sports do you do at
playing ice golf in school in your country? Which is your favourite?
Greenland. Look online.
What temperature is it?
14

Pupil’s Book

Lesson 6 Cultu
re 1
1 1:18 Read. Listen and circle.
Today, we’re
Welcome to Kids Can Talk, talking about
the radio station for kids. sport.

1 I live in the USA / UK.

2 A popular sport in my country is baseball / basketball.

3 My favourite sport is basketball / hockey.

4 At school, I play football / basketball.

5 At school, I do judo / gymnastics.

6 On TV, I watch baseball / American football.

2 Read and write about what sports you do in your country.

A popular sport in my country

My name’s Amy. I live in Wales, in the UK. In my
country, rugby is a popular sport. At school, we play
hockey, football and badminton. I do gymnastics on
Thursday after school. Gymnastics is my favourite sport.

A popular sport in my country Yo

u r tur n
!

My name’s . In my country,
is a popular sport. At school, we

ity Corner
tiv
ea Imagine doing a
r
C

sport. Where do you

play it? How many people
do you need?

11

Activity Book

50 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 6 Culture 1
Objectives and Competences
- Learn about sports children do at New vocabulary: American football, rugby Recycled language: I (do judo) on
school in other countries. Recycled vocabulary: do gymnastics, (Thursday). I don’t (do a lot of sport).
- Talk and write about sports you do do judo, play baseball, play basketball, Receptive vocabulary: Canada, the UK;
at school. play football, play hockey, run, swim; grass, ice; boots, skates
running track Materials: flashcards & word cards (9–18),
world map (optional), Something for
Everyone Skills worksheets (Unit 1)

Opening routine Sustainable Development Goals

• Choose a routine from the Classroom Routines and Games Goal 3: Good health and well-being
(pp. 26–31) to start the lesson: Introduce pupils to Sustainable Development Goal 3:
- Mindfulness: Slow motion with sports. Ensure healthy lives and promote well-being for all at all ages.
- Dynamic: Cross the river with sports flashcards. Ask Is it important to exercise daily? What can we do to keep
- Communication: Chain game with At the sports centre, I (play active? How can we promote exercise at school? Allow use of L1.
tennis). Possible answers: Exercise is good for our health and it’s
Lesson introduction important to do it daily. We can join an after school club and
play sport with friends. We can walk or cycle to school. We can
• Explain that this is a chat group for the teams participating in the
also join in the active playgrounds.
Kids Can! Quiz. Children from schools all around the world join in
the chat. Ask What sports can you see?
Activity Book, page 11
Pupil’s Book, page 14
1 Read. Listen and circle. 
1 Listen and read. 

Curious Kids 3 © Macmillan Education Limited 2023

• Read the question at the top of the chat and elicit ideas. Allow • Pupils read the text in the chart. Then play the audio (track 1:18)
for pupils to do the task.
use of L1.
• Ask Which countries are Ed and Ellie from? (the UK and Canada). 2 R
 ead and write about what sports you do in
If you wish, invite pupils to locate the countries on a world map. your country.
• Play the audio (track 1:17) and tell pupils to read and listen.
• Pupils read the example text and use it as a model to write about
Support: Pause after each post to check comprehension, sports in their country and the sports they do.
e.g. Who is the post from? Where is he/she from? What sports do
children in the UK/Canada do at school?
• For further practice, use the Something for Everyone Skills
worksheets at the relevant level.
Consolidate: After listening, pupils read the text aloud in pairs. Support: Copy Amy’s text onto the board, leaving gaps for the
• Mediation Have children explain about schools in the UK pupils’ own information.
and Canada in their first language. Consolidate: Brainstorm sports and write them on the board for
support.
2 Answer the questions.
Reach higher: Pupils discuss the differences between Wales and
• Pupils read and answer the questions in pairs.
their country using the unit language, e.g. In Wales, they play
• Check answers as a whole class.
rugby. We don’t play rugby in our country. We play / do …
3 Compare cultures. What sports do you do at school Closing routine
in your country? Which is your favourite? Reflect
• Do one of the closing routines:
• Read the questions to the class and encourage them to - Mindfulness: Five finger starfish.
answer freely and discuss their ideas. Take a vote on the - Communication: Odd one out with sports played in two
class’s favourite sport. different countries.
Engage: Do a class survey to find out all the different favourite
sports and how many pupils like each one.

Curious about … active playgrounds

Many schools organise active playgrounds, with fun activities
for pupils to exercise and stay active during break. Activities
include dancing, traditional games and juggling.

Curiosity Corner
This person is playing ice golf in Greenland. Look
online. What temperature is it? (PB)
• In pairs or small groups, pupils go online to find out what
temperature it is in Greenland.
Imaginary sports (AB)
• Encourage pupils to imagine a sport. In pairs, they discuss
where and how to play it and how many people they need. 51
 1

Activity 1:
classroom, dining
Lesson 7 Communication an
d Pronunciatio
n 1
room, gym, 1 Watch. Which parts of the school do you see?

playground 2 1:19 Listen, read and say.

Welcome to our school, Jane.

Thanks!

Do you play
badminton?

Sometimes.

Why don’t you come to

the badminton club? Yes, OK.
When is it?
Useful expressions
It’s on Thursday, Why don’t you come to
Great!
after school.
Thanks. the (badminton) club?
When is it?
It’s on (Thursday,
after school).

3 Chit - ch a t Talk to your friend. Change the words in blue.

4 1:20 Read Sophia’s notice. Guess the hidden words. Listen and check.

Do you play badminton? Do you want to play badminton?

COME TO THE
BADMINTON CLUB
Where is it? in the school gym
When is it? on Thursday, after school
Everyone is welcome. See you there!
Soungdoso
5 1:21Read, listen and identify the sound.
Baseball is a game
d!
Practise. they play in the USA.

What other information can you see on a notice? 15

Pupil’s Book

and Writing
ommunication
Lesson 7 C

1 Number the sentences. Act out.

Why don’t you come to the hockey club? 3

It’s on Tuesday, after school. 5

Do you play hockey? 1

Great! Thanks. 6

Sometimes. 2

Yes, OK. When is it? 4

2 Read and write your own notice. Draw. Writing tip!

Make sure your writing is tidy!

Do you want to do judo?

Do you want to ?
Why don’t you come to the
judo club? Why don’t you ?
Where is it? Where is it?
in the sports centre
When is it? When is it?
on Thursday,
after school
Everyone is welcome!
See you there!

3 1:22 Listen. Circle the words that have a sound like a

in game. Say. Soungdoso
d!
baseball play basketball Thursday
a as in game
badminton they favourites gymnastics

12 Write or say words that have the same sound as play and game.

Activity Book

52 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 7 Communication, Pronunciation
and Writing 1
Objectives and Competences
- Watch a video about sports at schools Functional language: Why don’t you (come Materials: flashcards & word cards
in the UK. to the badminton club)? When is it? It’s on (9–18), Something for Everyone Skills
- Listen, read and act out a dialogue (Thursday, after school). worksheets (Unit 1)
about afterschool sports clubs. Recycled vocabulary: corridor, dining
- Learn useful expressions to make and room, gym, playground; sports; days of
respond to suggestions. the week
- Read and write a notice. Recycled language: Do you (play
- Identify and practise the /eɪ/ sound. badminton)?

Opening routine 4 R
 ead Sophia’s notice. Guess the hidden words.
Listen and check. 
• Choose a routine from the Classroom Routines and Games
(pp. 26–31) to start the lesson: • In pairs, pupils read the notice and try to guess the hidden
- Mindfulness: Breathing. words. Ask them to note down their guesses.

- Dynamic: Mediated running dictation with sports and • Play the audio (track 1:20) for pupils to check their answers.
places flashcards. 5 Read, listen and identify the sound. Practise. 
- Communication: Memory with sports and places flashcards.
• Read the sentence in the Sounds good! box and play the audio
Lesson introduction Reflect (track 1:21). Then draw attention to the letters in red. Ask pupils
how they are pronounced. /eɪ/
• Tell pupils they are going to watch a video about Ed’s school in
the UK. Then tell them to think of their school. Which parts of the • Drill the words containing the sounds with the pupils. Then
school can they remember? Write them on the board. challenge them to say the sentence quickly.
• For further practice, use the Something for Everyone Skills
Pupil’s Book, page 15 worksheets at the relevant level.

Curious Kids 3 © Macmillan Education Limited 2023

1 Watch. Which parts of the school do you see? Activity Book, page 12
• Play the video for pupils to do the task.
1 Number the sentences. Act out. Critical Thinking
If you have time ... Comparing cultures • Pupils read the speech bubbles and number them in the
correct order. Then they act out the dialogue in pairs.
Ask the class to compare their own school with Ed’s. Use their
ideas in the lesson introduction to help with this. Support: Allow pupils to refer to the dialogue in the Pupil’s Book.
Ask Does your school have the same places? Do most schools? Reach higher: Encourage pupils to act out the dialogue several
Does the school in the video look like yours? Listen to the times, changing the sports and days each time.
pupils’ responses.
2 Read and write your own notice. Draw.
Encourage the class to reflect on the similarities as well as the
differences. Allow use of L1. • Pupils read the example notice.
• Draw attention to the Writing tip! before they begin.
• Ask pupils to compare their notices in pairs and make suggestions.
2 Listen, read and say. Support: Provide sentence beginnings for the open questions,
e.g. It’s on ____. It’s after ____.
• Play the audio (track 1:19) twice. The first time, pupils listen and
Consolidate: Refer pupils to the Useful expressions box on the PB
read. Ask questions to check comprehension, e.g. What club is
it? When is it? Then play the audio again, pausing for pupils to for support.
repeat and practise pronunciation.
3 L
 isten. Circle the words that have a sound like
• Draw attention to the Useful expressions box. Elicit ways of saying
a in game. Say.
the same expressions in the pupils’ L1.
• Pupils role-play the dialogue in pairs. • Play the audio (track 1:22). Pupils circle the correct words. They
then repeat the words that they circled.
3  Chit-chat. Talk to your friend. Change the Support: Pause the audio after each word for pupils to repeat it
words in blue. Communicate and identify the sound.
• Focus on the words in blue and elicit ways of changing the dialogue. Closing routine
• Pupils practise their new dialogues in pairs.
• Do one of the closing routines:
Support: Write the dialogue on the board, leaving gaps for the - Mindfulness: Secret password with the Sounds good! sentence.
blue words. As a class, replace each word with a new example.
- Dynamic: Quiz, quiz, trade: with Do you (play basketball)?
Reach higher: Ask pairs to act out the dialogue in front of the class.
• Mediation Have children work in groups to role-play the
conversation with one child acting as translator. (see TB p. 43)

What other information can you see on a notice? (PB)

• Ask pupils to look in more detail at the notice and identify what
information is included, e.g. what kind of club it is, where it is,
when it is, who can go.
Write or say words that have the same sound as
play and game. (AB)
• Ask pupils to work in small groups. Give them a time limit and
when the time is up, ask each group to count how many words
they have. Share answers as a class. 53
 1

Lesson 8
Review
Kids Can! Q uiz Activity 1:
It’s time for the Sports quiz! 1 Mr Brown says it on page 10.
1 Let ’s review Who says it? What is it? What page is it on? 2 Ellie says it on page 14.
3 Harry says it on page 13.
1 It’s dangerous to play in the street. 4 5 6
4 It’s the badminton net on
In Canada, the winter is very
2 cold, so we play hockey on ice.
page 11.
5 It’s a hockey match on grass
3 Do you play football?
on page 14.
Remember! 6 It’s gymnastics on page 9.
2 Watch. Do the quiz. Work together as a team.

Q
2 Q
1
BONUS
o
s
j
p
u
p
d
b
o
y

Q Q
QUESTION w o l u b
Q
3 Find and
write six sports
6
i o a z a
words. m l y m l
Q
4 Q
5 y o g a l

3 points for a 2 points for a correct 1 point for a Maximum score

correct answer answer in English with correct answer in for this quiz:
in English. a spelling mistake. your language. 42 points

3 Watch. Check your answers. AB page 14 Do the language review.

16 Think of one more question and ask the other quiz teams.

Pupil’s Book

Kids Can … solve problems. 1

A football pitc
This boy lives in a floating
village in Thailand.
on water! h
One day, he has an idea.

Let’s make a floating

football pitch.

The children in the village like

sport. They run, they swim and
they play table tennis. They
want to play football, but there
is a problem. Where can you play A football pitch But we can try.
football in a floating village? on water? That’s a
crazy idea!

Some crazy ideas are good ideas!

They make the pitch with

wood. It’s difficult, but
people from the village help.

Three months later, the pitch is

finished. The children play football
every day. Sometimes the ball goes
in the water, but it doesn’t matter.
The children can swim. They enter
football competitions and they win.

ity Corner
rios
Answer the questions. Cu
1 What is unusual about where the children live? Look online for photos
of a floating village and
2 What does the boy want to do? a floating football pitch.
3 Do you think it’s a good idea to try something, They are amazing!

even if it seems crazy?

13

1 They live in a floating village. Activity Book

2 He wants to make a football pitch.
3 Pupils’ own answers.

54 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 8 Review 1
Objectives and Competences
- Review vocabulary and language Recycled vocabulary: do gymnastics, do Recycled language: I (play football) on
from Unit 1. judo, play badminton, play baseball, play (Friday). We (do judo) on (Wednesday).
- Watch the quiz video and do the hockey; basketball court, football pitch, I don’t (do gymnastics). We don’t (play
Kids Can! Quiz. running track, sports centre, swimming hockey). Do you (play hockey)? Do you
pool; bend down, look left, look right, (go to the sports centre)? Yes, I do. No,
sit on the floor, stand on one leg, touch I don’t.
your toes Materials: flashcards & word cards (9–13)

Opening routine 3 Watch. Check your answers. 

• Choose a routine from the Classroom Routines and Games • Take the answer papers in from each team and explain that they
(pp. 26–31) to start the lesson: will watch the video now to see the answers but will receive their
- Mindfulness: Counting our breath. scores in the next lesson.
- Dynamic: Inside outside circle with Do you (do gymnastics)? • Play the video for the pupils to check their answers.
- Communication: Chit-chat dialogue with the sports flashcards.
Activity Book, page 13, Kids Can … solve
Lesson introduction
problems.
• If you did the Secret password closing routine at the end of the
last lesson, ask pupils to say the sentence they memorised before Answer the questions. Critical Thinking
they enter the classroom. • Read the title and ask the class what they think the text will be
• Draw attention to the speech bubble on the top right of the about. Ask Have you ever heard of a football pitch on water? Ask
page. Explain to the class that before they do the Quiz, they are them if they think it’s a good idea or not.
going to review the unit. • Pupils read the text and answer the questions.
• Check answers and ask the class if they would like to try the

Curious Kids 3 © Macmillan Education Limited 2023

Pupil’s Book, page 16 floating football pitch.
1 Let’s review. Who says it? What is it? What page is Support: As a class, read the text one frame at a time. Check
it on? comprehension before continuing.
Consolidate: Pupils read the text in pairs, alternating lines.
• In pairs, pupils read speech bubbles 1–3 and decide who says
Reach higher: Encourage pupils to think of other crazy ideas
each. Then they find them in the unit to check. They do the same
with pictures 4–6. that they would like to try and share them with the class.
• Check answers as a class. • Mediation Ask pupils to explain these words to a friend:
Support: Do as a class, zooming in on the pages to help find the floating, crazy
speech bubbles and the pictures.
Reach higher: Do it as a race.

2 Watch. Do the quiz.  Critical Thinking

• Explain that this is a Kids Can! Quiz, like the one the pupils did in
the Starter Unit.
• Remind them of the points system. Then draw attention to the
Remember! box and explain that they need to work together in
their teams to complete the quiz.
• Ask the different teams to choose one pupil to write their answers.
• Play the video. Pause after each question appears on the screen
to give the teams time to discuss and write their answers.
• Draw attention to the bonus question, which also appears on the
Pupil’s Book page.
• If you would like to extend the quiz, teams can write extra
questions using the My quiz questions page in the Activity Book
(page 66).

Cooperative Learning
Encourage the pupils to agree on a name for their team. You
may wish to keep pupils in the same team for every Kids Can!
Quiz and keep a running total of their scores. Allocate extra
points to teams who are working together well.

Think of one more question and ask the other Curiosity Corner
quiz teams. (PB) Floating villages and football pitches. (AB)
• Pupils work together in their teams to write another question for • Ask pupils to search online for photos of floating villages and
the other teams to answer. floating football pitches. Allow volunteers to show the images
• Ask a child from each team to read their question for the other they find to the class.
teams to answer. 55
 1

Lesson 8
Rev iew 1
1 Find, circle and write. Match. b a c e n t r e v p 4 Read and write.
1 sports centre z x q o h k r s z o Bend Look Look Sit Stand Touch

c 2 basketball court c o u r t h t p a o
e 3 running track e b h y o k w i f l
d 4 swimming pool s r y r x w q t v f
a 5 football pitch t t r a c k p c y o
b y p d j w g h a i 1 Sit on the floor. 4 Stand 5 Bend down.

2 Look and write. 2 Look left. on one leg. 6 Touch your toes.
3 Look right.
Monda Tuesda Wednesda Thursda Frida

5 1:24 Read and circle. Listen and check.

1 Do you do a lot of sport / sporty? 2 Yes / No, I do. I’m very sporty.

1 I play hockey 3 Do you play / do 4 No, I don’t. I play basketball.

3 I play basketball on Wednesday. baseball? I swim and I do / play yoga, too.
on Monday.

4 I do gymnastics on Thursday. 5 Do you / You do go 6 No, I do / don’t. I go to a park.

2I do judo There’s a basketball court and
to a sports centre?
on Tuesday. a running track in the park.
5 I play baseball on Friday.
ink abo
6 Complete the Picture dictionary for Unit 1. Th
Unit 1

ut
3 Look and write. Answer Yes, I do or No, I don’t.
Read and reflect. Colour the stars. Tick or cross .
1 (badminton) Do you play badminton?
I can remember the words in Unit 1.
No, I don’t.
2 (gymnastics) Do you do gymnastics ? I can sing We like sport!
Yes, I do. I can read A new sports centre.
3 (hockey) Do you play hockey ?
I can talk, read and write about sport.
Yes, I do.
I plan to …
4 (judo) Do you do judo ? sing the song again. play another game with the cards.
No, I don’t.
read the story again. watch the videos again.

14 Think! What are your five favourite words in this unit? 15

Activity Book

56 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 8 Review 1

Activity Book, pages 14–15

1 Find, circle and write. Match.
• Review the vocabulary with the flashcards before pupils do
the task.

2 Look and write.

• Ask the pupils what sports they can see in the chart.
• Pupils use the information in the chart to complete the
speech bubbles.
Support: Elicit the different sports in the chart and display the
word cards for support with spelling.
Reach higher: Pupils create a chart with the days of the week
and the sports they play. They talk about their chart in pairs.

3 Look and write. Answer Yes, I do or No, I don’t.

• Drill questions and short answers as a class before pupils do
the task.

4 Read and write.

• Pupils complete the instructions with words from the box.

Curious Kids 3 © Macmillan Education Limited 2023

Support: Play an action game to review the different yoga
instructions before doing the activity.
Consolidate: After completing the activity, pupils take turns
with a partner to say the instructions and do the yoga position.

5 Read and circle. Listen and check. 

• After pupils do the task, they act out the dialogue in pairs.

6 Complete the Picture dictionary for Unit 1.

• Pupils turn to page 72 in their Activity Books. Tell them to use the
stickers to complete the Picture dictionary.
• Pupils can now complete the Grammar reference and practice
section for the unit at the back of the Activity Book.

Self-assessment Reflect
Read and reflect. Colour the stars. Tick or cross .
• Ask pupils to read the statements and reflect on their learning by
colouring the corresponding number of stars.
• They then complete the learning action plan with ticks or crosses.
• If you wish to evaluate pupils’ progress, Unit tests are available in
the Teacher’s Resource Centre. You can also create your own tests
using the Test Generator.

Expert tip
Have a positive behaviour chart in your class. Give pupils
a reward, such as a favourite activity or game, if all of the
class have achieved your behaviour targets by the end of
the week.

Closing routine
• Do one of the closing routines:
- Mindfulness: The five senses exercise.
- Communication: Quick flash with sports and places flashcards.

Think! What are your five favourite words in this unit?

• In pairs, pupils say their five favourite words from the unit. 57
 1

Kids Can! Project 1

Where do people
do sport?
1 Look. Say what people can do in the sports centre.

Activity 2:
table tennis / tennis, 2 1:25 Read. Listen and find the differences. Say.
running track /
In our sports centre,
swimming pool, we can do five different
We play table tennis
run / swim sports: basketball,
hockey, table tennis,
here. This is a running
track. We run here.
judo and running.

We play hockey here. We play

basketball here. We do judo here.

3 Be crea t ive Design your sports centre with a friend.

se
lk an aw cti ar
e
Pra
Ta

Pl

Dr

Sh

Teacher Resource Centre: Unit 1

Tell your family about your sports centre. 17

Pupil’s Book

Do you know?
Where do people Golf is the only sport ever

do sport?
played on the Moon.

Unusual sports from around the world. What’s the answer? Guess!
Read and match. Then find out more about these sports.
Where in the world do people do them?
a
You’re a runner in a race.
4

1 Sepak Takraw is similar to

What’s wrong with
START

volleyball but the ball is made Just before you reach the FINISH line,
3

of wood. And you can touch

the picture? you run past the person in second place!
2

the ball with your hands, feet,

Find eight mistakes! knees, chest and head! What place do you finish in?
1

b
4 | Unit 1 Unit 1 | 5
elling, you wear
2 To do bog snork
el but it isn’t
goggles and a snork
your knees
swimming. You bend
thick mud!
and walk through
c
Design a new kit for your
3 In cycle ball, you can’t touch
favourite team.
the football with your body at
all – only with your bike!
COMPLETE THE PUZZLE.

Badminton game
puzzle
Jo, Amy, Dan and Ben are in a badminton
tournament. They all play each other
once. How many matches are
there in the tournament in total?

WHAT’S THE SPORT?

football rugby baseball
tennis basketball volleyball golf
hockey table tennis badminton

1 4 5 6 7 8 9

2 3 10
6 | Unit 1 Unit 1 | 7

Extra Fun!

58 Curious Kids 3 © Macmillan Education Limited 2023

 Kids Can! Projec
t
1
Objectives and Competences
- Review and personalise language Recycled vocabulary: do gymnastics, do Materials: flashcards & word cards (9–18),
from Unit 1. judo, play badminton, play baseball, Teacher’s Resource Centre project
- Develop creativity and imagination. play hockey; basketball court, football template (optional), scissors, coloured
- Work collaboratively to design a pitch, running track, sports centre, pens or pencils
sports centre. swimming pool
Recycled language: We (play basketball)
on the (basketball court).

Opening routine Closing routine

• Choose a routine from the Classroom Routines and Games • Do one of the closing routines:
(pp. 26–31) to start the lesson: - Mindfulness: 10-second stretch.
- Mindfulness: Silent ball. - Communication: Find the difference.
- Dynamic: Freeze! with sports actions.
- Communication: I spy with sports flashcards.
Extra Fun! pages 4 and 5
Answers: What’s wrong with the picture? Find eight mistakes!
Lesson introduction 1 boy is kicking the basketball
• Hand out the results of the Kids Can! Quiz and record the marks 2 boy doing judo has a normal belt on
on the classroom league table. 3 children are playing badminton with a tennis ball
• Explain that pupils are going to work in pairs to design a new 4 children are playing ice hockey with a shuttlecock
sports centre. Focus attention on the photos in the Pupil’s Book 5 children are playing football with a rugby ball
as an example of what they can produce. 6 one of the runners is wearing flip-flops
7 the baseball players are using a tennis racket instead of
Pupil’s Book, page 17 a baseball bat

Curious Kids 3 © Macmillan Education Limited 2023

1 L
 ook. Say what people can do in the 8 one boy in the pool is wearing glasses instead of goggles
Question mark: behind bags near swimming pool on page 5
sports centre. Communicate
• Look at the map together and have pupils say what people can
Extra Fun! pages 6 and 7
do in the sports centre, e.g. We can play (hockey). We can do (judo).
Consolidate: Review the vocabulary with the flashcards first. Answers: Unusual sports a 3 (Europe and Japan); b 2 (Wales, UK);
c 1 (Southeast Asia, originated in Malaysia)
2 Read. Listen and find the differences. Say.  Badminton game puzzle 6 matches: Jo plays Amy. Jo plays Dan.
Jo plays Ben. Ben plays Amy. Ben plays Dan. Dan plays Amy.
• Read the speech bubbles together. Explain to pupils that there
What’s the sport? 1 volleyball; 2 basketball; 3 football; 4 baseball;
are some differences between the speech bubbles and the audio
they are going to listen to. 5 hockey; 6 golf; 7 tennis; 8 badminton; 9 table tennis; 10 rugby
What’s the answer? Guess! Second place. If you pass the person
• Play the audio (track 1:25). Pupils listen carefully and note
in second, you take second place, and they became third.
the differences.
Complete the puzzle.
• Ask pupils to tell you the differences. Encourage them to use
full sentences, e.g. The text says running track, but the audio says
swimming pool.

3 B
 e creative. Design your sports centre with
a friend. Communicate
• In pairs, pupils design a new sport centre with five
different sports.
• Use the flow chart to help guide the pupils through the process
of doing the project.
• First, they talk with their partner to choose the sports and plan
which places they need at their sports centre.
• Hand out copies of the Unit 1 project template, if you wish to use
it. Pupils draw the different places in the sports centre and the
sports that can be played there.
• Allow them time to practise presenting their sports centre to
the class.
• Each pair presents their sports centre to the whole class, or to
another pair. Encourage them to use the speech bubbles in the Question mark: behind riddle on page 7
Pupil’s Book as a model.
Support: Allow pupils to draw symbols to represent each sport   Learning situation
(e.g. tennis racket for tennis, football, etc.). They point and name
the sports and places in their sports centre. Why is it important to play sport?
Reach higher: Pupils say the sports they play and when. They
say I (play basketball) on (Mondays).

Tell your family about your sports centre. (PB)

• Encourage pupils to describe their sports centre to their family.
The pupils in each pair could take turns to take their drawing
home to show their family. 59
 2 What’s amazing about animals?
UNIT

• This unit teaches pupils to name different animals and how to describe their physical features.
• It encourages them to say sorry when they say or do something wrong.
Activity 1:
• Pupils also learn to notice the differences between mammals and reptiles.
amazing
animals

Lesson 2 Song a

2
nd Gramm
What’s amazing ar
UNIT

about animals?
1 2:05 Listen. What animals
can you hear?
7 What’s that sound?
Lesson 1 Vocabulary Stop! Listen! What’s that sound?
Look! Over there, on the ground.
1 Watch. What’s the theme of the quiz? There’s an animal on the ground.

It hasn’t got fur. It’s got scales.

2 2:02 Listen, find and say.
It has got a very long tail.
8
3 2:03 Listen and say the chant. It’s got teeth and a scary smile.
It isn’t a raccoon. It’s a crocodile!
4 Play Spell, mime or draw.
Chorus
10
1 snake
9 It hasn’t got legs. It’s got scales.
It has got a very long tail.
2 scales It’s got eyes like a scary snake.
3 crocodile
1
It isn’t a leopard. It’s a rattlesnake!
4 teeth
5 peacock 2 2 Watch and sing.
6 feathers
3 2:07 Read, listen and say.
7 raccoon 3
8 tail Curious about grammar
9 leopard A raccoon has got fur.
10 fur
It hasn’t got scales.
4
5 It’s got a tail.

Remember!
it’s got = it has got
hasn’t = has not

4 Play True or false.

6
A snake has
C u r i os i t got feathers.
yC False.
Find.
A raccoon hasn’t
or

Which animals
ne

got scales.
are hiding?
r

True.

18 Make a list of animals you know in English. 19

Pupil’s Book

What’s amazing
2
UNIT

about animals?
Lesson 1 Vocabulary

1 Find, circle and write. Match.

n
ccoo hfsn
ra ak opknfurycr
h es sp oc
m rtscale od ilemm
c k y rvz
co
ea pf u tailpwleop
ar
p ea
thersll
q dx dteeth

1 raccoon 6 feathers

2 crocodile 7 fur

3 peacock 8 tail

4 leopard 9 scales

5 snake 10 teeth

2 2:04 Listen and number. Circle.

2 1 3
It’s got scales / fur. It’s got feathers / teeth. It’s got a tail / scales.

16 Play word tennis. You: fur. Your friend: leopard.

Activity Book

60 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 1 Vocabula
ry
2
Objectives and Competences
- Watch and understand a video New vocabulary: crocodile, leopard, Receptive vocabulary: binoculars,
introducing the unit. peacock, raccoon, snake; feathers, fur, wildlife park
- Identify and name animals and their scales, tail, teeth Materials: flashcards & word cards (25–34),
physical features. Recycled vocabulary: bird, cat, dog, fish, Something for Everyone Vocabulary
- Listen to and say a chant. horse, hamster, tortoise, rabbit worksheets (Unit 2)
- Play a guessing game. Recycled language: I like/love (animals). We
can (talk to a vet). What’s your favourite
animal?

Opening routine 4 Play Spell, mime or draw. Communicate

• Choose a routine from the Classroom Routines and Games
• Display the flashcards then show the word cards in random
(pp. 26–31) to start the lesson: order. Ask pupils to match the word cards to the flashcards.
- Mindfulness: Breathing.
- Dynamic: Say please! with sport and yoga actions.
• Ask pupils to look at the scene and choose a word. They choose
to spell it, mime it or draw it for their partner to guess.
- Communication: Two truths and a lie with sports we do /
don’t do.
• For further practice, use the Something for Everyone Vocabulary
worksheets at the relevant level.
Lesson introduction Reflect Support: Review the alphabet before pupils do the task.
• Tell the class it’s time to find out the theme for the next quiz. Consolidate: Call out numbers from the scene. Pupils recall the
word and then spell, mime or draw it.
Ask What would you like to learn about? In pairs, pupils think of
different themes for the quiz and make suggestions. Write them Reach higher: Pupils play with all the animals they know from
on the board. previous levels.

Pupil’s Book, page 18

• Plurilingualism Ask pupils how to say the new words in

Curious Kids 3 © Macmillan Education Limited 2023

their first language. Ask if any are similar.
1 Watch. What’s the theme of the quiz?
Activity Book, page 16
• Keeping the books closed, play the video. Pupils watch to find
out the theme of the quiz. Check their guesses on the board and 1 Find, circle and write. Match.
congratulate them if they guessed correctly. • Ask pupils to name the animals and physical features they can
• Pause the video at the end, leaving the questions on the see in the pictures before they do the task.
screen (How can your team find out about animals? What’s
amazing about animals?). 2 Listen and number. Circle. 
• Pupils recall the ideas suggested by the course characters and • Play the audio (track 2:04). Pupils number the pictures.
then suggest ideas of their own. Allow use of L1. • Play the audio again. Pupils circle the correct word.
Support / Consolidate: To help pupils focus, describe each
2 Listen, find and say. picture and have them point before listening.
• Ask pupils if they remember any animals they saw in the video. Reach higher: After listening, have pupils check their answers
Display the flashcards in random order and ask Which flashcards with a partner, taking turns to read and check.
show animals? Which show animal features? Elicit answers. Drill
the words with the pupils until they remember most of them. Closing routine
• Focus attention on the scene in the Pupil’s Book. Then play the
• Do one of the closing routines:
audio (track 2:02) twice. The first time, pupils find and point to
- Dynamic: Reading race with animal and physical features
the words in the scene. The second time, they repeat the words.
word cards.
Support: Pause the audio after each word to allow pupils to find
- Communication: What’s missing? with animal and physical
each item.
features flashcards.
Reach higher: Pupils work in pairs, naming items as they find
them, e.g. Look! Here is the crocodile.

3 Listen and say the chant. 

• Display the flashcards in the correct order for the chant.
• Play the audio (track 2:03) twice. The first time, pupils listen and
point to the flashcard. The second time, they say the chant. They
can follow the order of the words in the word box, rather than
memorising the order.

Make a list of animals you know in English. (PB) Curiosity Corner

• Pupils list all the animals they know in English, including words Find. (PB)
from previous levels.
Support: Brainstorm animals as a class. Write them or stick the
• Challenge pupils to look deeper into the picture to find the
hidden animals. Zoom in on the hidden animals.
word cards on the board as pupils name them. Reach higher: Pupils describe where each animal is using
Play word tennis. You: fur. Your friend: leopard. (AB) prepositions of place, e.g, There’s a lion behind the tree, etc.
• In pairs, pupils take turns to name a physical feature. Their
partner names an animal which has that physical feature.
Support: Display the flashcards and word cards as a visual aid. 61
 2

Activity 1:
raccoon, crocodile, snake,
leopard, rattlesnake

Lesson 2 Song a

2
nd Gramm
What’s amazing ar
UNIT

about animals?
1 2:05 Listen. What animals
can you hear?
7 What’s that sound?
Lesson 1 Vocabulary Stop! Listen! What’s that sound?
Look! Over there, on the ground.
1 Watch. What’s the theme of the quiz? There’s an animal on the ground.

It hasn’t got fur. It’s got scales.

2 2:02 Listen, find and say.
It has got a very long tail.
8
3 2:03 Listen and say the chant. It’s got teeth and a scary smile.
It isn’t a raccoon. It’s a crocodile!
4 Play Spell, mime or draw.
Chorus
10
1 snake
9 It hasn’t got legs. It’s got scales.
It has got a very long tail.
2 scales It’s got eyes like a scary snake.
3 crocodile
1
It isn’t a leopard. It’s a rattlesnake!
4 teeth
5 peacock 2 2 Watch and sing.
6 feathers
3 2:07 Read, listen and say.
7 raccoon 3
8 tail Curious about grammar
9 leopard A raccoon has got fur.
10 fur
It hasn’t got scales.
4
5 It’s got a tail.

Remember!
it’s got = it has got
hasn’t = has not

4 Play True or false.

6
A snake has
C u r i os i t got feathers.
yC False.
Find.
A raccoon hasn’t
or

Which animals
ne

got scales.
are hiding?
r

True.

18 Make a list of animals you know in English. 19

Pupil’s Book

Lesson 2 Song a
nd G rammar
1 Complete the sentences in the table.
Curious about grammar
1 A peacock has got feathers. 2 A peacock hasn’t got scales.

3 It’s got a tail. 4 It hasn’t got teeth.

2 2:08 Order and write. Listen and check.

1 hasn’t / got / It / fur. It hasn’t got fur.

2 scales. / got / It’s It’s got scales.
3 It / long / a / has / very / got / tail. It has got a very long tail.
4 teeth / It’s / got / and / smile. / a / scary It’s got teeth and a scary smile.
5 It / raccoon. / isn’t / a It isn’t a raccoon.
6 a / crocodile! / It’s It’s a crocodile!

3 Read. Write about your favourite animal. Draw.

My favourite animal is a
squirrel. It’s got fur and a long
tail. It hasn’t got feathers.

My favourite
It’s got

Tell a friend about your favourite animal. 17

Activity Book

62 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 2 Song and Gram
mar 2
Objectives and Competences
- Sing and act out a song about animals. New language: A (raccoon) has got (fur). It’s Recycled language: It isn’t a (leopard).
- Describe animals and the physical got (a tail). It hasn’t got (fur). It’s a (snake). There’s (an animal).
features they have / haven’t got. New vocabulary: rattlesnake Materials: flashcards & word cards (25–34),
- Play a speaking game. Recycled vocabulary: crocodile, leopard, Something for Everyone Grammar
peacock, raccoon, snake; eyes, feathers, worksheets (Unit 2)
fur, scales, tail, teeth; long, scary

Opening routine Activity Book, page 17

• Choose a routine from the Classroom Routines and Games
1 Complete the sentences in the table.
(pp. 26–31) to start the lesson:
- Mindfulness: Yoga. • Draw attention to the green and red frames, which indicate if the
sentence is affirmative or negative. Check answers as a whole class.
- Dynamic: Relay race with animal and physical
features flashcards. Support: Before doing the activity, place the peacock flashcard
on the board and draw a green tick and a red cross next to it.
- Communication: Memory with animals and physical features
Show the feathers, tail, scales and teeth flashcards in turn and ask
flashcards.
pupils whether each should go under the tick or cross. Leave the
Lesson introduction Reflect flashcards in place for pupils to refer to as they do the activity.
• Tell the class that you are going to listen to a song about animal Reach higher: In pairs, pupils take turns to make affirmative and
sounds. In pairs, ask pupils to think of as many animals as they negative sentences about other animals.
can. Write suggestions on the board.
• Plurilingualism Ask pupils to look at the grammar table and
say what’s similar or different about the grammar structure in
Pupil’s Book, page 19 their first language.
1 Listen. What animals can you hear?

Curious Kids 3 © Macmillan Education Limited 2023

2 Order and write. Listen and check.
• With books closed, ask pupils to listen carefully to the song and
• Pupils unscramble the sentences and write them in the correct
write down all the animals they hear. Play the audio (track 2:05)
and check as a class. Explain that a rattlesnake is a venomous order. Play the song (track 2:08) so they can check their answers.
type of snake that lives in North and South America. Its tail Support: To help pupils notice the sentence structure, write the
makes a rattling sound when it moves, hence the name. words from the sentences on separate pieces of paper and order
Support: Display the flashcards for support. them on the board together.
Reach higher: Pupils write down the animals they hear in the Reach higher: Pupils make jumbled sentences about a different
song and swap lists with a partner to check spelling. animal for their partner to unscramble.

2 Watch and sing.  3 Read. Write about your favourite animal. Draw.
• Play the grammar song video three times. The first time, pupils • Read the speech bubble as a class. Pupils use it as a model to
watch and enjoy the video. The second time, in pairs pupils write about their favourite animal. Then they draw and colour
take turns to sing alternate lines, using the lyrics in Activity 1. the animal.
The third time, the whole class sing along. You may use the Support / Consolidate: Display the physical features word
karaoke version of this song (track 2:06). cards and write the sentence stems on the board: It’s got … /
Engage: Suggest mimes for the class to do while listening to It hasn’t got …
the song. Reach higher: Without naming the animal, pupils read out their
description for a friend to guess the animal.
3 Read, listen and say. Closing routine
• Say the sentences in the grammar table together. Ask pupils
• Do one of the closing routines:
which sentences are affirmative (green) and which are negative
- Dynamic: Sing and act out the song again.
(red). Ask them how they know they’re affirmative or negative.
Praise them for their observations. - Mindfulness: Criss-cross words with animal words.

• Focus attention on the Remember! box. Remind pupils It’s got …

is the same as It has got … and hasn’t is the same as has not.
• Play the audio (track 2:07) for pupils to listen and repeat.
Then drill more examples.

4 Play True or false. Communicate

• Ask two pupils to read out the speech bubbles. Say one or two
further example sentences and have pupils answer true or false.
• In pairs, pupils take turns making statements about animals.
Their partner responds true or false.
• For further practice, use the Something for Everyone Grammar
worksheets at the relevant level.
Support: Display the animal flashcards and the physical features
flashcards on the board. Write has got and hasn’t got and point to
flashcards to help pupils build their sentences.
Reach higher: Encourage pupils to make longer sentences
with more than one physical feature, e.g. A crocodile has got
teeth and scales.
• Mediation Have children work in groups to role-play the
dialogue with one child acting as translator. (see TB p. 43)

Tell a friend about your favourite animal. (AB)

• In pairs, pupils tell each other about their favourite animal. 63
 2
Activity 4:
1 Peacock has got feathers. 4 Chameleon, Peacock and Raccoon have
Activity 1: in the jungle 2 The animals play hide-and-seek. all got amazing tails. They are all different,
Activity 2: Chameleon 3 Chameleon can change colour. but all amazing.

Lesson 3
Story This is an amazing
story about animals.
5 … 47, 48, 49 and 50. 6 We can’t see you, 2
Chameleon. Where are you?
1 2:09 Listen and predict. Where does the story happen?

2 Watch. Who is good at hiding?

3 2:10 Listen and read.

The chameleon’s tail I’m here. Look.

Where’s My scales are I can change colour to hide.
1 My tail is amazing. Look. 2 Chameleon’s tail
Chameleon?
isn’t amazing. green and yellow. It’s called camouflage.
It’s got beautiful fur. I don’t know.

7 8 We’re sorry for being unkind,

My tail is amazing, See. Now my scales are
Chameleon. Your tail isn’t boring.
too. Look. It’s got orange and brown.
colourful feathers.

Chameleon’s That’s … amazing!

tail has got
boring scales. Boring scales? Your tail is beautiful. Thank
Wow!
My scales are It’s got amazing scales. you!
NOT boring. It’s important
4 2:11 Read and answer. Listen and check. to say sorry.
3 4 … 48, 49, 50. 1 Who has got feathers? 3 Who can change colour?
Great. I love
Let’s play hide- hide-and-seek. 2 What game do the animals play? 4 Who has got an amazing tail?
and-seek.
5 Act out the story.

6 Read and reflect. Say.

1 My favourite character is … 3 My favourite moment is picture …
2 I think this story is great / good / 4 In picture 2, Raccoon and Peacock are
OK / boring. kind / unkind to Chameleon.

ty Corner
Are you What do you
t ivi
ea
sometimes unkind do if you are Imagine.
I can see you. Raccoon, you’re
Now it’s my to your friends? unkind? You play a game

Cr
Me too. Let’s hide. Chameleon, behind the rock. Peacock,
you’re behind the tree. turn to hide. of hide-and-seek. Where
count to 50 and then try to find us.
can you hide?

20 Choose a picture. What can you see? Find a butterfly in each picture of the story. 21

Pupil’s Book

Story
Lesson 3 The chameleon’s tail
1 Look and number. Match.

2 4 3 1

Chameleon’s tail Let’s play Your tail is beautiful. It’s We can’t see you,
isn’t amazing. hide-and-seek. got amazing scales. Chameleon. Where are you?

2 Read the story again and write.

can’t colour hide rock seek tree

1 In the story, the animals playhide -and- seek .

2 Raccoon hides behind a rock .
3 Peacock hides behind a tree .
4 Raccoon and Peacock can’t see Chameleon.
5 Chameleon’s scales can change colour .

3 Read. Think and answer.

Hey! That’s unkind. I’m sorry for being unkind,
I’ve got beautiful fur. Very unkind. Say sorry! Lion. I think your fur is amazing.

Your fur isn’t Can you think

beautiful. It’s boring. Yes, say sorry now! of other ways to
show that you
are sorry?

18

Activity Book

64 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 3 Story 2
Objectives and Competences
- Read and understand a story about a New vocabulary: chameleon; colourful; Receptive vocabulary: camouflage, count,
chameleon. hide-and-seek; sorry find, hide; amazing, beautiful, boring
- Develop the SEL competence of Recycled vocabulary: peacock, raccoon;
Relationship skills by exploring the value feathers, fur, scales, tail; colours
of managing conflict and the message Recycled language: It’s got (amazing
‘It’s important to say sorry’. scales). You’re (behind the rock). We can/
- Act out the story. can’t see you.

Opening routine 6 Read and reflect. Say. Reflect SEL

• Choose a routine from the Classroom Routines and Games • Pupils reflect on the story and answer questions 1–3. Then
(pp. 26–31) to start the lesson: discuss the final question as a class.
- Mindfulness: Slow motion with animal mimes. • Draw pupils’ attention to the SEL message in the heart. This story
- Dynamic: Sing and act out the song from Lesson 2. helps pupils develop the SEL competence of Relationship skills.
- Communication: Chain game with At the wildlife park, I can It focuses on the value of managing conflict, by exploring the
see … message ‘It’s important to say sorry’. Read the sentence and elicit
how and why the animals say sorry in the story.
Lesson introduction Critical Thinking
• Read the speech bubbles at the bottom of the page. Give pupils
• Create interest in the story by focusing attention on the speech some time to reflect on the questions, individually or in pairs.
bubble and reading the title of the story. Ask pupils to tell you Then ask them to share their ideas with the class. Allow use of L1.
what they think might happen in the story. Engage: Do a class survey to find out pupils’ favourite character.
Reach higher: Encourage pupils to give reasons for their answers.
Pupil’s Book, pages 20–21
1 L
 isten and predict. Where does the If you have time … Act out

Curious Kids 3 © Macmillan Education Limited 2023

story happen? Critical Thinking Ask pupils to think of different scenarios where they can say
• Ask pupils to close their books and play the audio (track 2:09). sorry to each other. Then ask pairs to act them out in front of
Pupils listen to the sounds and predict where the story takes place. the class.

2 Watch. Who is good at hiding?

• Ask the pupils to look at the story frames and name the animals Activity Book, page 18
they see (peacock, raccoon and chameleon). Before watching, 1 Look and number. Match.
ask the class to predict which animal is good at hiding.
• Pupils number the pictures in the order they happen in the story.
• Play the video. Then elicit the game the animals are playing They check their answers by looking back at the story in their
(hide-and-seek) and check if pupils’ predictions were correct. Pupil’s Book.
about who is good at hiding (Chameleon).
• Mediation Have children choose a picture from the story
and explain what’s happening in their own words.
3 Listen and read.
• Play the audio (track 2:10). Pupils follow along in their books. 2 Read the story again and write.
Stop after a few frames to check comprehension.
• Pupils compare their answers in pairs before checking as a
whole class.
4 Read and answer. Listen and check.
• Give pupils time to read the questions and discuss the answers 3 Read. Think and answer. SEL
with their partners or groups. Play the audio (track 2:11) and tell
them to listen and check their answers. • Pupils read the short story and reflect on the question in
the heart.
• Mediation Write these summaries on the board. Have pupils Support: Act out the short story as a class.
choose the best one for the story.
Reach higher: Pupils extend the dialogue to include different
1. Three animals play a game of hide and seek.
animals with different physical features.
2. A chameleon plays a trick on a peacock and a raccoon.
3. A group of friends play a game and find out that chameleons can Closing routine
change colour. • Do one of the closing routines:
- Dynamic: Stand up, sit down game with A (peacock) has/hasn’t
5 Act out the story. Communicate
got (feathers).
• Put pupils in groups of three and assign roles (Chameleon, - Communication: Definitions with animals.
Raccoon and Peacock). Play the audio (track 2:10) one frame at a
time. Pupils act out the story in their groups.
• Invite a few groups to act out the story in front of the class.

Choose a picture. What can you see? (PB) Creativity Corner

• In pairs, pupils choose a picture and describe what they can see. Imagine. (PB)
Support: Describe a picture for pupils to guess.
• Encourage pupils to share ideas about good places to hide in
Consolidate: Write a simple sentence stem on the board to help their classroom or elsewhere in the school.
the pupils express their ideas, e.g. I can see … This is a …
Find a butterfly in each picture of the story. (PB)
• Encourage pupils to look for the butterflies individually or in
small groups. Discuss why the butterflies are not easy to see and
compare with the chameleon’s camouflage.
Support: Zoom in on the butterflies. Ask Can you see a butterfly
here? What colour is it?, etc.
Reach higher: Pupils point and say where the butterflies are
using prepositions of place. 65
 2

cular
and Cross-curri
Vocabulary
Lesson 4
Natural scie
nce Activity 1:
Mammals: leopard,
1 Watch. What mammals and reptiles are in the video?
horse, squirrel, raccoon;
2 2:12 Read and listen.
Mammals and Reptiles Reptiles: crocodile,
What are the differences? chameleon, snake, turtle
mammals reptiles
Mammals have got hair or fur. Reptiles have got scales.
Most mammals don’t lay eggs. Most reptiles lay eggs.
Mammals have got warm blood. Reptiles have got cold blood.
Mammals produce milk. Reptiles don’t produce milk.

Foxes are mammals. This fox has got Turtles are reptiles. This baby sea turtle
Activity 3: red-brown fur. It’s got two babies. The is hatching from an egg. It’s got scales.
fox 4 babies are drinking their mother’s milk. It’s got a beautiful shell, too!

lay eggs 5 3 2:13 Read and say the number. Listen and check. Activity 4:
mammals 6 fox lay eggs mammals reptiles shell turtle 1 No, they haven’t.
reptiles 1 1 2 3 4 5 6 Mammals have got
shell 3 fur or hair. Reptiles
turtle 2 4 Answer the questions. have got scales.
1 Have mammals got scales? 2 No, most reptiles
C u r i os i t y 2 Do all reptiles lay eggs? lay eggs.
Co 3 What do baby mammals drink? 3 Baby mammals drink
Think r
and find out! 4 Are these animals reptiles or mammals? their mother’s milk.
ne

Curiosity Corner: This amazing animal

• •
crocodile chameleon raccoon leopard • • snake
r

is a tarsier. Is it a 4 Crocodile,
It’s a mammal. mammal or a reptile? 5 Find out about your friends. Ask and answer.
chameleon and
What are your favourite My favourite mammal snake are reptiles.
reptiles and mammals? is the giraffe.
22 Raccoon and leopard
are mammals.
Pupil’s Book

Lesson 4 Vocabulary a
nd Cross-curricu
lar 2
Natural scien
1 Write the words. Complete the sentences. ce

pelsrtie mlmamsa ofx

reptiles mammals fox

letrut lsleh yal gseg

turtle shell lay eggs

1 A fox is a mammal. 4 A turtle is a reptile.

2 Mammals have got fur or hair. 5 It’s got a shell .
3 Most mammals don’t lay eggs . 6 Reptiles have got cold blood.

2 Look, read and write.

1 2

This animal is a snake. This animal is a leopard.

It’s a reptile. It’s a mammal.
It’s got scales. It’s got fur / teeth / a tail.

3
ity Corner
rios
Cu
The tarsier lives in
forests in Asia. It eats
insects and small birds.
The tarsier jumps from tree
to tree. It can jump 4.5 metres!
This animal is a chameleon. Can you jump 4.5 metres?

It’s a reptile.
It’s got scales / a tail.

Can you think of five animals that lay eggs? 19

Activity Book

66 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 4 Vocabulary and Cro
ss-c urricular 2
Objectives and Competences
- Watch and understand a video about New vocabulary: fox, lay eggs, mammal, Recycled language: (Reptiles) have got
mammals and reptiles. reptile, shell, turtle (scales). What are your favourite (reptiles)?
- Learn about the physical features of Recycled vocabulary: bird, chameleon, My favourite (mammal) is the (giraffe).
mammals and reptiles. crocodile, fish, horse, leopard, raccoon, Receptive vocabulary: hatch, insect,
squirrel, snake; fur, hair, milk, scales; warm blood
baby, mother Materials: flashcards & word cards (35–40),
Something for Everyone Vocabulary
worksheets (Unit 2)

Opening routine 4 Answer the questions. Communicate

• Choose a routine from the Classroom Routines and Games • Pupils ask and answer the questions in pairs. Encourage them to
(pp. 26–31) to start the lesson: look back at the text to find the answers.
- Mindfulness: Mindful safari. Consolidate: Play the audio (track 2:12), pausing after the
- Dynamic: Find and group with My favourite animal is … relevant parts to point pupils towards the correct answer.
- Communication: Time’s up! with animals.
Curious about … mammals and reptiles
Lesson introduction Reflect According to National Geographic, around 15–20% of reptiles
• Use the flashcards to teach the words mammal and reptile. don’t lay eggs. Some snakes and lizards have live babies,
e.g. boas, vipers and the Jackson’s chameleon. Most mammals
Find out what pupils already know about them. Then show the
flashcards of the leopard, raccoon, snake and crocodile and put have live babies. Exceptions are the echidna and the
them into two groups on the board: snake and crocodile, and duck-billed platypus, which lay eggs.
leopard and raccoon. Ask pupils to say what differences there are
between the two groups of animals. 5 Find out about your friends.

Curious Kids 3 © Macmillan Education Limited 2023

Ask and answer. Communicate
Pupil’s Book, page 22 • Drill the question and answer with a few pupils before they do
1 W
 atch. What mammals and reptiles are in the task in pairs.
the video? • Ask volunteers to share their answers with the class.
• Keeping books closed, play the video and ask the class to name • For further practice, use the Something for Everyone Vocabulary
the different mammals and reptiles they saw. worksheets at the relevant level.
• Leave the final question on screen and encourage pupils to share Support: Display mammal and reptile flashcards for support.
their knowledge of mammals and reptiles in their country. Reach higher: Pupils do a class survey to find out the most
Reach higher: Pupils draw a chart with Mammals on one side and popular mammals and reptiles.
Reptiles on the other.
Activity Book, page 19
2 Read and listen. 1 Write the words. Complete the sentences.
• Use the flashcards to teach fox, turtle, lay eggs and shell.
• Pupils unscramble and write the words. They then use them to
• Ask pupils to identify the animals (fox and turtle) and encourage complete the gaps in the sentences below.
them to describe both animals before reading the text, e.g. A fox
Support: Elicit the words before pupils do the task.
has got orange fur and a tail.
Reach higher: Pupils complete the activity and check in pairs,
• Play the audio (track 2:12) for pupils to read and listen. Then
e.g. What have you got for number 1? I’ve got ‘A fox is a mammal.’
pupils read the text in pairs, alternating lines.
Me too. That’s correct.
Support: Zoom in on each animal in turn. Ask How many legs
has it got? Has it got a tail? Has it got scales or fur? What are the 2 Look, read and write.
babies doing?
Reach higher: In pairs, pupils make a mind map to record what
• Look at the photos in turn.

they already know about each animal.

• Pupils read the description of the snake and use it as a model to
write about the leopard and the chameleon.
Support: Write the gap-fill sentences on the board: This animal is
3 Read and say the number. Listen and check.
a ____. It’s a ___. It’s got ___.
• Pupils read the words and say the number of the
Reach higher: Encourage pupils to use the model text to write
corresponding picture.
about another reptile or mammal and draw a picture.
• Play the audio (track 2:13) to check answers.
Engage: Assign each pupil a number from 1–6. Say a word from Closing routine
the word box. Pupils with the corresponding picture number
stand up.
• Do one of the closing routines:
- Dynamic: Can I put it in? with mammals and reptiles.
• Plurilingualism Ask pupils how to say the new words in - Communication: Quick flash with the cross-curricular flashcards.
their first language.

Can you think of five animals that lay eggs? (AB) Curiosity Corner
• In pairs, pupils make a list of five animals that lay eggs. Think and find out! (PB)
Support / Consolidate: Remind the class the most reptiles
lay eggs. Encourage them to note down the reptiles that they
• Encourage pupils to recall features of reptiles and mammals,
and decide which features they can see on the tarsier.
know. Ask if they know any other groups of animals that lay eggs
(birds, insects, fish) and encourage them to add further animals
Jumping tarsiers (AB)
to the list. • Read the information about the tarsier. Check comprehension.
Reach higher: Pupils write as many animals as they can. • Have a jumping competition in the playground to see how far
Encourage them to use the internet to research information. the pupils can jump. 67
 2

Lesson 5 Grammar and C

o mmunicatio
n 2
1 2:14 Listen and read. What animal is it?
Victor’s a vet. He works at an animal
rescue centre. He looks after injured
and sick animals.

Mammals and Reptiles ED: What’s in the box?

VICTOR: Can you guess?
ED: Has it got scales?
VICTOR: No, it hasn’t. It isn’t a reptile.
ED: Has it got feathers or fur?
VICTOR: It’s got feathers.
ED: So, it’s a bird. Has it got red
and blue feathers?
VICTOR: Yes, it has. It’s very colourful.
ED: Is it a parrot?
VICTOR: Yes, it is. It’s a noisy parrot !

2 Act out the dialogue.

3 2:15 Read, listen and say.

Curious about grammar
Has a parrot got feathers? Yes, it has.
Remember!
hasn’t = has not
Has it got fur or scales? No, it hasn’t.

4 Make your animal cards. AB page 87

5 Play Guess my animal.

Has your animal got feathers?

No, it hasn’t.

Has it got a shell.

Yes, it has.

I know. It’s a turtle!

What other animals have got fur? 23

Pupil’s Book

ommunication
rammar and C
Lesson 5 G

1 Complete the sentences in the table. I’ve got beautiful

feathers.
got Has hasn’t Yes

Curious about grammar

1 Has a parrot got fur? 2 No, it hasn’t .
Remember!
3 Has it got 4 Yes , hasn’t = has not
feathers? it has.

2 Look and write. Act out.

1 Has your animal got scales?

2 No, it hasn’t .
3 Has it got fur?
4 Yes, it has .

5 Has it got a black and white tail?

6 Yes, it has .
I think your animal is a raccoon.

3 Ask and answer. Write Yes, it has or No, it hasn’t.

Five Quick Questions

Me My friend
1 Has a snake got ears?

2 Has a parrot got a tail?

3 Has a fish got scales?

4 Has a turtle got teeth?

5 Has a butterfly got a nose?

4 2:16 Listen and find out.

20 Write another question. Has a …? Ask a friend.

Activity Book

68 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 5 Grammar and Communic
ation 2
Objectives and Competences
- Read, listen and act out a dialogue New language: Has it got (a tail)? Yes, it has. Recycled language: What’s in the box?
about an animal rescue centre. No, it hasn’t. Can you guess?
- Ask and answer about animals. New vocabulary: butterfly, owl, parrot, Materials: flashcards & word cards (25–40),
- Play a speaking game using animal cards. zebra; noisy scissors, Something for Everyone
Recycled vocabulary: chameleon, crocodile, Grammar worksheets (Unit 2)
fish, horse, leopard, peacock, raccoon,
snake, turtle; ears, feathers, fur, nose, scales,
tail, teeth; bird, mammal, reptile

Opening routine 4 Make your animal cards.

• Choose a routine from the Classroom Routines and Games
• Pupils turn to page 87 in their Activity Book and cut out the
(pp. 26–31) to start the lesson:
animal cards.
- Mindfulness: Silent ball.
- Dynamic: Jump left or right with mammals and reptiles. 5 Play Guess my animal. Communicate
- Communication: Numbered heads together with • Invite two pupils to read the speech bubbles.
animal descriptions.
• Play the game as a class by choosing an animal card and having
Lesson introduction Reflect pupils ask you questions to guess the animal.
• Tell the class that they are going to listen to a dialogue about a • Pupils play the game in pairs. Make sure they can’t see each
vet who works at an animal rescue centre. Ask if they have been other’s pictures. Then they swap roles and play again.
to an animal rescue centre or know anyone who is a vet. Ask if • For further practice, use the Something for Everyone Grammar
they know what vets do. worksheets at the relevant level.

Pupil’s Book, page 23 Activity Book, page 20

Curious Kids 3 © Macmillan Education Limited 2023

1 Listen and read. What animal is it? 1 Complete the sentences in the table.
• Ask Who is the man in the photo? What do you think is in the box? • Read the speech bubble aloud and ask Has the parrot got fur?
(No, it hasn’t.) Has it got feathers? (Yes, it has.)
• Read the introduction together. Check comprehension.
• Before you play the audio, draw attention to the hidden words • Draw attention to the table and remind pupils of the colour
coding (blue = question, green = affirmative, red = negative)
at the end of the dialogue and remind pupils they need to listen
before they do the task.
for them.
• Play the audio (track 2:14). Pupils listen and read. Then they 2 Look and write. Act out. Communicate
answer the question.
• Ask comprehension questions, e.g. Has the animal got fur/
• Check answers as a whole class. Then ask pupils to act out the
dialogue with a partner.
feathers/scales? What colour is it?
• Mediation Have children work in groups to role-play the
2 Act out the dialogue. Communicate dialogue with one child acting as translator. (see TB p. 43)
• In pairs, pupils read the dialogue aloud. Encourage them to
3 Ask and answer. Write Yes, it has or No, it hasn’t.
stand up and act it out. Then they change roles and repeat.
Support: Split the class into two groups facing each other. One • Give pupils a few minutes to read the questions.
group takes the role of Ed, the other group is Victor. They take • Explain that first pupils should write their own answers in the
turns to read their part of the dialogue aloud as a group. first column. Then they should ask a friend the questions and
write his/her answers in the second column.
Cooperative Learning Support: Pair higher and lower-level pupils together. Encourage
the higher-level pupil to help their partner form the short answers.
Pair confident learners with lower-level learners for reading
aloud, encouraging them to help with pronunciation, etc. 4 Listen and find out.
• Play the audio (track 2:16) for pupils to check their answers.
3 Read, listen and say. Closing routine
• Write Yes, it has and No, it hasn’t on the board. Then ask questions
• Do one of the closing routines:
e.g. Has a (tiger) got (scales)? and elicit answers.
- Dynamic: Find it! with animal descriptions.
• Focus attention on the grammar box. Play the audio (track 2:15),
- Communication: I spy.
pausing after each question and answer for pupils to repeat.
• Focus attention on the Remember! box and point out that hasn’t
is the words has and not combined. Then point out that we don’t
include got in the short answer.
• Plurilingualism Ask pupils to look at the grammar table and
say what’s similar or different about the grammar structure in
their first language.

What other animals have got fur? (PB)

• In pairs, pupils make a list of the animals. As a class, find out
which pair came up with the most animals.
Support: Show the unit flashcards and animal flashcards from
previous levels to the class one by one and ask Has it got fur?
Encourage them to respond using short answers.
Write another question. Has a ...? Ask a friend. (AB)
• Pupils ask and answer their questions in pairs. Make sure pupils
are answering using Yes, it has. or No, it hasn’t. 69
 2

Culture
Lesson 6

Q uiz Chat
1 2:17 Listen and read.

What amazing animals have

you got in your country?
In the UK, we’ve got lots of amazing
animals and birds. Foxes , otters
and owls are cool, but my favourite
animal is the hedgehog . It’s got lots
Harry of spines to protect it from other animals.
Green Park School
England, UK This hedgehog lives in our garden. It eats
insects and snails. It sleeps on the ground.
In winter, we feed the hedgehog.

Hi Harry. The hedgehog in your garden

is very cute.
In Australia, we’ve got amazing animals,
too. Crocodiles , kangaroos , Rita
sharks and parrots . My favourite Ocean Junior School
animal in Australia is the koala . It’s Australia
a mammal. It isn’t very big. It’s got grey
fur. It eats leaves. It sleeps in trees for 18
hours a day. Yes, EIGHTEEN hours a day!
Activity 2:
1 Rita
C u r ios i t y C 2 Answer the questions. 2 Harry
or
n e
1 Who lives in Australia? 4 Where can you see foxes? 3 Koala
2 Who likes otters? 5 Where can you see kangaroos?
It’s ng! 4 in the UK
r

zi
ama 3 Which animal eats leaves? 6 Which animal has got spines?
5 in Australia
This kookaburra 3 Compare cul tures What amazing animals have 6 hedgehog
is an Australian you got in your country? Which is your favourite? Why?
bird. Find it online.
Listen to it laugh.
24 It’s amazing!

Pupil’s Book

Lesson 6 Cultu
re 2
1 2:18 Read. Listen and circle.
Today, we’re
Welcome to Kids Can Talk, talking about our
the radio show for kids. favourite animals.

1 I live in Australia / Canada / the UK.

2 My favourite UK animal is the fox / otter / owl.

3 It’s a bird / mammal / reptile.

4 It’s got a long tail / short tail / no tail.

5 It eats vegetables / fruit / fish.

6 It can swim / fly / hop.

2 Read and write about your favourite animal from your country.

The snowy owl

My name’s Jordan. I live in Canada.
My favourite animal in Canada is the snowy
owl. The snowy owl is a bird. It’s got white and
grey feathers. It’s got feathers on its feet to keep
them warm! It’s got big eyes. I think the snowy
owl is amazing.

Yo
u r tur n
!

My name’s . My favourite animal in

is the
ity Corner
tiv
ea Imagine you are an
r
C

animal. What can you

see, hear, touch and
smell? How do you feel?

21

Activity Book

70 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 6 Culture 2
Objectives and Competences
- Learn about amazing animals in New vocabulary: kangaroo, koala, Receptive vocabulary: insect, shark, snail
other countries. otter; spines Materials: world map (optional),
- Talk and write about animals in Recycled vocabulary: crocodile, fox, Something for Everyone Skills
your country. hedgehog, owl, parrot; bird, mammal; fur worksheets (Unit 2) , flashcards & words
Recycled language: We’ve got amazing cards 25–34
animals. It’s got (spines).

Opening routine 3 C
 ompare cultures. What amazing animals have
you got in your country? Which is your
• Choose a routine from the Classroom Routines and Games
favourite? Why? Reflect
(pp. 26–31) to start the lesson:
- Mindfulness: Beach ball circle with animals. • Read the questions to the class and encourage them to answer
- Dynamic: Put them in order! with animal and physical features freely and discuss their ideas. Take a vote on the class’s favourite
flashcards. animal from your country.
- Communication: Guess which one I’m looking at with animal • For further practice, use the Something for Everyone Skills
and physical features flashcards. worksheets at the relevant level.

Lesson introduction Critical Thinking Activity Book, page 21

• Focus attention on the Pupil’s Book page and ask pupils what 1 Read. Listen and circle. 
they think the chat is about (favourite animals). Write their ideas
on the board. Remind them that the chat is between children
• Draw attention to the speech bubbles and explain that pupils are
going to listen to a radio show about animals.
participating in the Kids Can! Quiz from around the world.
• Play the audio (track 2:18). Pupils listen and circle the correct words.
Pupil’s Book, page 24 2 R
 ead and write about your favourite animal from

Curious Kids 3 © Macmillan Education Limited 2023

1 Listen and read. your country.
• Draw the pupils’ attention to the question at the top of the chat. • Pupils read the example text before they do the writing task.
• Ask which two different countries the children are from (the UK Ask comprehension questions, e.g. Where does he live? What’s his
favourite animal? Has it got feathers?
and Australia). If you wish, invite pupils to locate the countries on
a world map. • Pupils use the model text to help them write about their
• Play the audio (track 2:17). Pupils read and listen. favourite animal from their country.
Support: Pause after each post to check comprehension, e.g. Who Consolidate: Brainstorm animals that live in your country and
is the post from? Where is he/she from? What animals live in the UK? write them on the board for support during the activity.
Reach higher: Have the pupils expand the chart they created
• Mediation Have children explain about native animals in
for the UK and Australia, adding columns for Canada and their
the UK and Australia in their first language.
country. Encourage them to analyse and discuss the chart with a
2 Answer the questions. partner, e.g. In Canada, there are snowy owls. They have got white
and grey feathers, etc.
• Pupils read and answer the questions in pairs.
• Check answers as a whole class. Closing routine
Sustainable Development Goals • Do one of the closing routines:
- Mindfulness: Shark’s fin.
Goal 15: Life on land - Communication: Odd one out with animals and their physical
Introduce pupils to Sustainable Development Goal 15: features, e.g. three with fur and one with scales.
Sustainably manage forests, combat desertification, and halt
and reverse land degradation and halt biodiversity loss.
Focus on endangered species and what we can do to help
them. Ask Which species are endangered? Do you know any
endangered species in your area? What can you do to help?
Allow use of L1.
Possible answers: whale, red panda, giant panda, orangutan,
polar bear; the wolf, the bear, the Iberian lynx, the bee; plant
local flowers, respect local habitats, support local farms

Curiosity Corner
Kookaburras (PB)
• Challenge pupils to find a video or sound file of a kookaburra
laughing. (This could be done for homework.)

Creativity Corner
Imaginary animals (AB)
• Pupils could also draw themselves as animals to spark
their imagination. 71
 2
Activity 1:
birds and hedgehogs

Lesson 7 Communication an
d Pronunciatio
n 2
1 Watch. What animals does Harry feed in his garden?

2 2:19 Listen, read and say.

Look at that bird over there.

Where?

Over there, next to the

tree. It’s got yellow
and blue feathers.
I see it. It’s amazing.

What type of bird is it?

I don’t know. We can find

out in my book of birds. Useful expressions
Over there.
What type of (bird) is it?
I don’t know.

3 Chit - ch a t Talk to your friend. Change the words in blue.

4 2:20 Read Harry’s book about birds. Guess the hidden words. Listen and check.

This bird is called a blue tit. This bird is called a robin.

It’s got yellowand blue feathers. It’s got red and brown feathers.
gardens and
It lives in gardens and It lives in
parks in the UK. parks in the UK.

Soungdoso
5 2:21Read, listen and identify the sound.
Otters and squirrels are
d!
Practise. common animals in the UK.

Where else can you find facts about birds? 25

Pupil’s Book

and Writing
ommunication
Lesson 7 C

1 Number the sentences. Act out.

3 Over there, under the tree. It’s got black feathers.

I don’t know. 6
We can find out in
my book of birds.

1 Look at I see it. It’s beautiful. 4

that bird
over there.

5 What type of Where? 2

bird is it?

Writing tip!
2 Read and write your own fact file. Draw. Make sure your information is correct!

This bird is called a blackbird. This

It’s got black feathers. It’s got
It lives in parks and gardens in the UK.

3 2:22 Listen. Circle the words that have a sound like e in otter. Say. Soungdoso
d!
feather no got under parrot koala hop squirrel
e as in otter

22 Write or say words that have the same sound as otter and common.

Activity Book

72 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 7 Communication an
d Pronunciation 2
Objectives and Competences
- Watch a video about garden wildlife in New vocabulary: blackbird, blue tit, robin Recycled language: It’s got (yellow and
the UK. Functional language: Over there. What type blue feathers). It’s (next to the tree). It
- Listen, read and act out a dialogue of (bird) is it? I don’t know. lives in (gardens in the UK).
about garden wildlife in the UK. Recycled vocabulary: bird, otter, squirrel; Materials: flashcards & word cards
- Learn useful expressions for discussing feathers; garden, park; amazing; colours (25–34), Something for Everyone
wildlife. Skills worksheets (Unit 2)
- Read and write a fact file.
- Identify and practise the /ә/ sound.

Opening routine Creativity tip

• Choose a routine from the Classroom Routines and Games Pupils think of gestures to go with the dialogue and use those
(pp. 26–31) to start the lesson: gestures to mime the dialogue first, and then repeat a second
- Mindfulness: Heartbeat. time using voice and gesture.
- Dynamic: Quiz, quiz, trade with animal flashcards and Has it got
(a tail)? Yes, it has. / No, it hasn’t. 4 R
 ead Harry’s book about birds. Guess the hidden
- Communication: No, no, no! with the Lesson 6 Quiz chat texts.
words. Listen and check.
Lesson introduction Critical Thinking • In pairs, pupils read the book extract and try to guess the hidden
• Review the previous lesson by naming different animals and words. Ask them to note down their guesses.
asking the class which country they are from, e.g. koala (Australia). • Play the audio (track 2:20) for pupils to check their guesses.
• Explain that they are going to watch a video about the animals
5 Read, listen and identify the sound. Practise.
in Harry’s garden. Ask pupils to think of animals they could find
in a garden. • Read the sentence in the Sounds good! box and play the audio

Curious Kids 3 © Macmillan Education Limited 2023

(track 2:21). Then draw attention to the letters in orange. Ask
Pupil’s Book, page 25 pupils how they are pronounced. /ə/
1 W
 atch. What animals does Harry feed in • Drill the words containing the sounds with the pupils. Then
challenge them to say the sentence quickly.
his garden? 
• Before watching, ask the class to predict the animals Harry feeds
• For further practice, use the Something for Everyone Skills
worksheets at the relevant level.
in his garden.
• Play the video and check the answer against predictions. Activity Book, page 22
If you have time … Comparing cultures 1 Number the sentences. Act out. Critical Thinking

Many families in the UK have bird feeders in their gardens or • Pupils read the speech bubbles and number them in the
correct order. Then they act out the dialogue in pairs.
leave out food for hedgehogs. Ask the class about their country,
e.g. Is it common to have a garden? What animals can you see in Support: Allow pupils to refer to the dialogue in the Pupil’s Book
gardens and parks? Do people feed wild animals? as they do the activity.
Listen to the pupils’ responses in English or L1. The focus here Reach higher: Encourage pupils to extend the dialogue,
should be on reflection, comparison and communication, changing the colour, features, location, etc.
rather than accuracy in English.
2 Read and write your own fact file. Draw.
• Pupils read the example fact file.
2 Listen, read and say. • Draw attention to the Writing tip! before they begin. If necessary,
• Play the audio (track 2:19) twice. The first time, pupils listen and give them time to research their bird on the internet to check
read. Ask questions to check comprehension, e.g. What animal their information is correct.
does Sophia see? What colour are its feathers? How can they find Support: Write some facts about a bird on the board and work
out what type of bird it is? Then play the audio again, pausing for together as a class to write a fact file about it.
pupils to repeat and practise pronunciation. Reach higher: Encourage pupils to extend their fact files to
• Draw attention to the Useful expressions box. Elicit ways of saying include additional information, e.g. what their bird eats, the
the same expressions in the pupils’ L1. countries it lives in, etc.
• Pupils role-play the dialogue in pairs.
3 L
 isten. Circle the words that have a sound like
3  Chit-chat. Talk to your friend. Change the words e in otter. Say.
in blue. Communicate
• Play the audio (track 2:22). Pupils circle the words with the
• Focus on the words in blue. Elicit that next to is a preposition, same sound. They then repeat the words that they circled.
yellow and blue are colours and amazing is an adjective. As a
class, brainstorm words for each category. Closing routine
• Pupils practise their new dialogues in pairs. • Do one of the closing routines:
Reach higher: Encourage pupils to change the animal as well, - Mindfulness: Secret password with the Sounds good! sentence.
substituting feathers for scales or fur. - Communication: Round robin with words containing the
target sound.
• Mediation Have children work in groups to role-play the
conversation with one child acting as translator. (see TB p. 43)

Where else can you find facts about birds? (PB)

• Listen to pupils’ ideas. Suggest the internet, wildlife
documentaries, nature magazines, etc.
Write or say words that have the same sound
as otter and common. (AB)
• Work as a class. Say different words and pupils decide if they
contain the sound or not. 73
 2

Lesson 8
Review
Kids Can! Q uiz Activity 1:
It’s time for the Amazing animals quiz!
1 Chameleon says it on
page 20.
1 Let ’s review Who says it? What is it? What page is it on?
2 Victor the vet says it on
1 My scales are NOT boring. 4 5 6 page 23.
2 Yes, it is. It’s a noisy parrot. 3 Rita says it on page 24.
4 It’s the hedgehog on
3 It sleeps in trees for 18 hours a day.
page 24.
Remember! 5 It’s the robin on page 25.
2 Watch. Do the quiz. Spelling is important. 6 It’s Peacock’s tail on
page 20.

Q
2 Q
1
BONUS
a nt
m
a

Q Q
QUESTION
Q
3 Write
five more
6 z
l ion
animals. n
Q
4 Q
5 g

3 points for a 2 points for a correct 1 point for a Maximum score

correct answer answer in English with correct answer in for this quiz:
in English. a spelling mistake. your language. 42 points

3 Watch. Check your answers. AB page 24 Do the language review.

26 Think of one more question and ask the other quiz teams.

Pupil’s Book

Kids Can … help save animals. 2

Little clay
koalas It’s 2019. Owen is six
1 2 years old. There’s a big
fire in Australia. Lots of
animals are in danger.

Mum! Dad!
This is Owen Colley. He lives in
the USA with his mum and dad. I want to help.

Two days later,

3 Owen has an idea.
4

Let’s make little clay

Owen and his family make lots of little clay koalas.
koalas to help the
People give $50 for a little clay koala. The money
animals in Australia. goes to an animal rescue centre in Australia.

5
A newspaper tells Owen’s story.
Lots of people want to have a little
clay koala and give money.
Owen and his family make
$300,000 for the animal
rescue centre. The money
saves lots of animals.

Thank you, Owen.

You’re amazing.

ity Corner
rios
Answer the questions. Cu
1 What does Owen make? Find out more about
2 How does this help animals in Australia? koalas. What do they eat?
Where do they sleep? They
3 What can you do to help animals? are fascinating animals.

23

Activity Book
1 little clay koalas / clay koalas
2 People give $50 for a little clay koala and this
goes to an animal rescue centre in Australia
3 Pupil’s own answers

74 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 8 Review 2
Objectives and Competences
- Review vocabulary and language Recycled vocabulary: chameleon, crocodile, Recycled language: The (raccoon) has
from Unit 2. fox, leopard, owl, peacock, raccoon, got (fur).
- Watch the quiz video and do the rattlesnake, turtle; feathers, fur, scales, tail, Materials: flashcards & word cards (25–34)
Kids Can! Quiz. teeth; mammal, reptile

Opening routine 3 Watch. Check your answers.

• Choose a routine from the Classroom Routines and Games • Take the answer papers in from each team and explain that they
(pp. 26–31) to start the lesson: will watch the video now to see the answers but will receive their
- Mindfulness: Breathing. scores in the next lesson.
- Dynamic: One potato with animal vocabulary. • Play the video for the pupils to check their answers.
- Communication: Chit-chat dialogue with the animal flashcards.
Activity Book, page 23, Kids Can … help
Lesson introduction
• If you did the Secret password closing routine at the end of the save animals. Critical Thinking
last lesson, ask pupils to say the sentence they memorised before Answer the questions.
they enter the classroom. • Read the title and ask the class what they think the text will be
• Draw attention to the speech bubble on the top right of the about. Ask What things can you make out of clay?
page. Explain to the class that before they do the Kids Can! Quiz, • Pupils read the text and answer the questions.
they are going to review the unit. • Check answers as a whole class.
Support: As a class, read the text one frame at a time. Check
Pupil’s Book, page 26 comprehension before continuing.
1 Let’s review. Who says it? What is it? What page is it on? Consolidate: Pupils read the text in pairs, alternating lines.
• Reach higher: In pairs, pupils take turns to read a sentence from

Curious Kids 3 © Macmillan Education Limited 2023

In pairs, pupils read speech bubbles 1–3 and decide who says
each. Then they find them in the unit to check. They do the same the text and point to the frame the sentence comes from.
with pictures 4–6. • Mediation Ask pupils to explain these words to a friend:
• Check answers as a class. clay, animal rescue centre.
Support: Do as a class, zooming in on the pages to help find the
speech bubbles and the pictures.
Reach higher: Do it as a race.

2 Watch. Do the quiz. Critical Thinking

• Tell the pupils that it’s time for the next Kids Can! Quiz.
• Remind them of the points system and that they should work
with their teams to agree on the answer.
• Draw attention to the Remember! box and remind them to use
correct spelling when writing their answers.
• Play the video. Pause after each question appears on the screen to
give the teams time to discuss and write their answers.
• Draw attention to the bonus question, which also appears on the
Pupil’s Book page.
• If you would like to extend the quiz, teams can write extra
questions using the My quiz questions page in the Activity Book
(page 66).

Think of one more question and ask the other Curiosity Corner
quiz teams. (PB) Koalas. (AB)
• Pupils work together in their teams to write another question for
• Encourage the class to look for information about koalas on
the other teams to answer. the internet. Ask them to find out what type of leaves koalas
Support: Write some gap-fill questions on the board for pupils eat (eucalyptus leaves) and where they sleep (in trees).
to complete, e.g. Is a ________ a mammal or a reptile? Complete
this sentence: A _______ has got fur. 75
 2

Lesson 8
Rev iew 2
1 Do the crossword. 4 Read and circle.
1 2 3 4 1 Mammals / Reptiles have got fur and warm blood.
1
c 2 Mammals / Reptiles have got scales and cold blood.
f u r
2
3 Most reptiles lay eggs / drink their mother’s milk.
3 4
5 6 l e o p a r d o 4 A turtle / fox is a mammal.
5
e c s 5 A turtle / fox is a reptile.
6 7
t a s o c 6 A turtle has got a beautiful tail / shell.
7 8 8
r a c c o o n
9
t d a
5 2:24 Read and write. Listen and check.
i o a e i l
l c k e l e feathers got has hasn’t No scales snake
9 10 10
k f e a t h e r s
1 Has your animal got feathers ? 2 No, it hasn’t .
h
3 Has it got scales ? 4 Yes, it has .
2 Look and tick or cross . Write.
1 fur It’s got fur. 5 Has it got legs? No
6 , it hasn’t.
2 scales It hasn’t got scales.
7 Is it a snake ?
✘ It hasn’t got feathers. Yes, it is.
3 feathers

4 tail ✔ It’s got a tail. ink abo

6 Complete the Picture dictionary for Unit 2. Th
5 teeth ✔ It’s got teeth. Unit 2

ut
Read and reflect. Colour the stars. Tick or cross .
3 Look and write. Answer Yes, it has or No, it hasn’t.
I can remember the animal words in Unit 2.
1 (teeth) Has it got teeth?
I can sing What’s that sound?
No, it hasn’t.
2 (feathers) Has it got feathers ? I can read The chameleon’s tail.
Yes, it has. I can talk, read and write about amazing animals.
3 (scales) Has it got scales ?
I plan to …
No, it hasn’t. sing the song again. play another game with the cards.

4 (a tail) Has it got a tail ? read the story again. watch the videos again.
Yes, it has.

24 Think! What are your five favourite words in this unit? 25

Activity Book

76 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 8 Review 2

6 Complete the Picture dictionary for Unit 2.

Activity Book, pages 24–25
• Pupils turn to page 73 in their Activity Books. Tell them to use the
1 Do the crossword. stickers to complete the Picture dictionary.
• Focus attention on the pictures. Pupils write the word for each • Pupils can now complete the Grammar reference and practice
item in the crossword. section for the unit at the back of the Activity Book.
Consolidate: Play a matching game with flashcards and word
cards before asking pupils to complete the crossword. Self-assessment Reflect
Reach higher: After completing the crossword, pupils check Read and reflect. Colour the stars. Tick or cross .
spelling in pairs, e.g. How do you spell peacock? P-E-A-C-O-C-K.
• Ask pupils to read the statements and reflect on their learning by
colouring the corresponding number of stars.
2 Look and tick or cross . Write.
• They then complete the learning action plan with ticks or crosses.
• Pupils look at the picture of the leopard. They put a tick next to
• If you wish to evaluate pupils’ progress, Unit tests are available in
the physical features a leopard has got and a cross next to those the Teacher’s Resource Centre. You can also create your own tests
it hasn’t got. They then write the corresponding affirmative or using the Test Generator.
negative sentences.
Support: Stick word cards of the physical features a leopard has Closing routine
got on the board (fur, tail, teeth). • Do one of the closing routines:
Reach higher: In pairs, pupils choose another animal and write - Mindfulness: Three good things.
sentences about its features. - Communication: Categories with mammals and reptiles.
3 Look and write. Answer Yes, it has or No, it hasn’t.
•

Curious Kids 3 © Macmillan Education Limited 2023

Look at the example in question 1, then do question 2 as a class
as a further example.
Support: Form and write the questions and answers as a class.
Encourage pupils to read the questions and answers with a partner.
Reach higher: Pupils choose another animal and ask and answer
questions about it with a partner.

4 Read and circle.

• Use the flashcards to review mammals and reptiles before pupils
do the task.
Support: Display the flashcards and word cards on the board
for support.
Reach higher: In pairs, pupils name as many mammals and
reptiles as they can in two minutes.

5 Read and write. Listen and check.

• In pairs, pupils read and complete the dialogue. Then play the
audio (track 2:24) for pupils to check their answers.
Support: Encourage pupils to complete the questions first and
cross out the relevant words before moving on to the answers.

If you have time … Play Guess the animal

Use the questions and answers in Activity 5 as an example.
In pairs, one pupil chooses an animal and the other asks
questions to guess it.

Think! What are your five favourite words in this unit?

• In pairs, pupils say their five favourite words from the unit. 77
 2

Kids Can! Project 2

What’s amazing
about animals?
1 Look. Say what’s amazing about this animal.

Activity 2:
crocodile / peacock,
2 2:25 Read. Listen and find the differences. Say.
raccoon / snake,
tail / teeth This is my amazing animal. It’s got the head of
a crocodile, the body of a raccoon and the tail
of a parrot. It’s got scales, fur and feathers.
This animal is very dangerous. My amazing
animal is called a Crocoonot.

3 Be crea t ive Create and write about an amazing animal.

ise
nk aw ite ct ar
e
i

Pra
Wr
Th

Dr

Sh

Teacher Resource Centre: Unit 2

Tell your family about your amazing animal. 27

Pupil’s Book

Can you find:

What’s amazing about a crocodile a rabbit a raccoon

animals?
a snake a leopard
a chameleon
a hedgehog a giraffe

?
Do you know
Guess!
got grey fur
ards have
Baby leop en’t got spo
ts.
and they hav False
True /
can live for up to
Parrots
30 years.
e
True / Fals
e their
les can’t hid
Some turt ir shells.
heads in the e
True / Fals

ictu
re Whose tracks are these? Match. Amazing ocean animals!
e p l with:
Octopus or starfish? Match the facts.
1 a
at th nima gs It’s got three It can make its body It hasn’t got
a o le
ok an
b any bones.
ut n hearts. into a ball, to hide
h, b
Lo find arp teetegs
in small places.
2
d , sh t no
l
an les u How many c brain
ca ll, b It’s got eyes It can
• s she tail peacock feathers at the end of change
a lue can you see?
It hasn’t
• b ur its arms. colour.
a ite f 3 d got blood.
• h
8 | Unit 2 w Unit 2 | 9
•
4
Its brain is the
size of a walnut.
tentacles

Animal sudoku! It’s got blue

blood. It hasn’t got a brain. Look
up three
Complete the puzzle. Make amazing
animal facts
sure there are four different
tracks in each line across  Break the code! to share.

and in each line down 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

How many animal words can you

make with these letters?
What kind of music do rabbits like?
8 9 16 8 15 16!
Do you know?
(You can use a letter one

Do you
or two times in a word!)
a
c e Write your own message in a secret

know?
3–4 letter words = 1 point d
g i
code. Can your friend break the code?
5–6 letter words = 2 points
7–8 letter words = 3 points k
h
l 80 130 300
9–10 letter words = 4 points
e.g. e-s-r-h-o = horse
n
r
o
s
p
Match the jokes!
Where does an octopus sleep? On the sea bed!
My score: When is the octopus’s birthday? Fish and ships!
What fish only swims at night? In Octo-ber!
slowly What’s a shark’s favourite food? A starfish
10 | Unit 2 Lizards move more Unit 2 | 11
when it’s cold.

Extra Fun!

78 Curious Kids 3 © Macmillan Education Limited 2023

 Kids Can! Projec
t
2
Objectives and Competences
- Review and personalise language Recycled vocabulary: crocodile, leopard, Materials: flashcards & word cards (25–34),
from Unit 2. peacock, raccoon, snake; feathers, fur, Teacher’s Resource Centre project
- Develop creativity and imagination. scales, tail, teeth; body, head template (optional), scissors, coloured
- Work collaboratively to create and write Recycled language: It’s got (scales). pens or pencils
about an amazing animal.

Opening routine Closing routine

• Choose a routine from the Classroom Routines and Games
• Do one of the closing routines:
(pp. 26–31) to start the lesson:
- Mindfulness: Read my lips.
- Mindfulness: 10-second stretch.
- Communication: Find the difference.
- Dynamic: Find it! with animal descriptions.
- Communication: Draw and guess with animals. Extra Fun! pages 8 and 9
Lesson introduction Answers: Find an animal with:
• Hand out the results of the Kids Can! Quiz and record the marks • s cales, sharp teeth, but no legs: shark
• a shell, but no legs: snail
on the classroom league table.
• a blue tail: lizard (skink)
• Explain to the class that they will be working collaboratively to
•w  hite fur: polar bear
create and write about an amazing animal.
Do you know? Guess! True, False, True
How many peacock feathers can you see? 7
Pupil’s Book, page 27 Question mark: behind bush above raccoon on page 8
1 Look. Say what’s amazing about
this animal. Communicate Extra Fun! pages 10 and 11

Curious Kids 3 © Macmillan Education Limited 2023

• Pupils look at and describe the amazing animal. Answers: Whose animal tracks are these? Match. 1 b; 2 d; 3 c; 4 a
Animal sudoku!
Support: Ask questions to elicit the description, e.g. Is this a
normal animal? Has it got the head of a snake? Has it got the tail of
a fox? Has it got fur?
Consolidate: Review the vocabulary with the flashcards.
Reach higher: Pupils describe the amazing animal in pairs.

2 Read. Listen and find the differences. Say.

• Read the text together.
• Play the audio (track 2:25). Pupils listen for the differences
between the text and what they hear on the audio. At the end of
the audio, ask pupils to tell you the differences. Encourage them
to use full sentences, e.g. The text says crocodile, but the audio says
peacock.
3 Be creative. Create and write about an
amazing animal.
• Use the flow chart to help guide the pupils through the process
of doing the project.
• First, they talk with their partner to think about and choose the How many animal words can you make with these letters?
physical features they want to include in their animal. 7: kangaroo, crocodile, snake, leopard, raccoon, hedgehog,
• Hand out copies of the Unit 2 project template if you wish to use peacock
it. Pupils draw the different parts of their animal’s body. Then Octopus or starfish?
they write their description. Octopus: It’s got blue blood. It’s got three hearts. It can change
• Allow them time to practise presenting their animal to the class. colour. Its brain is the size of a walnut. It hasn’t got any bones. It
• Each pair presents their animal to the whole class, or to can make its body into a ball, to hide in small places.
Starfish: It hasn’t got blood. It’s got eyes at the end of its arms. It
another pair.
hasn’t got a brain.
Support: Create an amazing animal together as a class first.
Break the code! hip hop
Encourage pupils to suggest animals and physical features. Draw
Do you know? 300
their suggestions. Describe the animal collectively, writing their
Match the jokes:
ideas on the board. Read through the finished example.
Where does an octopus sleep? On the sea bed!
Reach higher: Pupils write their descriptions on a separate piece
When is the octopus’s birthday? In Octo-ber!
of paper. Use the drawings and texts to play a matching game.
What fish only swims at night? A starfish!
Pupils read the text and match it to the correct picture.
What’s a shark’s favourite food? Fish and ships!
Question mark: behind animal sudoku on page 10
Expert tip
When pupils write their descriptions, keep them separate   Learning situation
from their illustrations. Mount them on to a separate piece What can we do to prepare for a visit to the nature reserve?
of card. In this way, if the pupils make a mistake in their text,
it won’t affect their drawing. It will also generate a variety of
activities in which pupils can match descriptions of animals to
the drawings.

Tell your family about your amazing animal.

• Encourage pupils to describe their amazing animal to their
family. The pupils in each pair could take turns to take their
drawing home to show their family. 79
 R Review 1
UNIT

Activity 1:
No, they think children are very dangerous.

R
5 Review 1 io u 4 Can You …? Board game
CurKK s s s
Play.
UNIT

i ti t teenn
GO BACK Can you
1 Listen and read. Do the kittens like children?
TO THE
2:26
name four Can you

Something dangerous START sports you

play with
name four
mammals?
a ball?
Fluffy and Ginger live in an old shop. We’re sporty. We play basketball …
1 2
What are you Write your next
Kittens, don’t play basketball inside.
wearing today? two letters.
Can you name Aa Hh
Sorry, Mum. three reptiles?
Can you say
these letters?
Jj Kk
… and we play baseball!

3 Whoops! 4 Oh, no! Let’s go. Why? Can you say

the days of the
week?

What sports
There’s a big dog. It’s got long, black Can you say do you do?
Look, Fluffy. This window is open. Let’s go inside. three places
fur and big, big teeth. It’s dangerous.
where people MISS A
TURN
It hasn’t got big teeth. It isn’t dangerous. Look. I’m a leopard. Grrr. do sport?
5 6
It’s a toy dog. It’s got a long, pink tail.
Very funny.
Oh! Bb
21 32 43 54
Can you
Dd
say these
OW
THR AIN
Breathe in Can you
letters? and out say these
Ee
Vv
three times. numbers?
AG
Look! Kittens! 65 76 87 98
7
Can you describe a mammal or a reptile?
2 Act out the story. How to play
T
AR
3 Find. Play Mime or spell. You need a dice , a pencil , a piece of paper

I want a kitten.
• a feather • a tree
1 a reptile
2 a raccoon • a baseball • a football S T and counters .
Answer a question to write a letter. The winner is the first
player to write I can speak English.
3 a swimming pool • an owl • a dog
Children! Run, Ginger! Run!
Children are very dangerous.
28 Think and share. What’s your favourite activity in Units 1 and 2? 29

Pupil’s Book

Activity 3:
1 a reptile: snake in Frames 4 & 5,
a feather: Frame 3, a tree: Frame 1
2 a raccoon: Frame 7, a baseball:
Frames 1–3, a football: Frame 4
3 a swimming pool: Frame 5, an
owl: Frame 5, a dog: Frames 4 & 5

80 Curious Kids 3 © Macmillan Education Limited 2023

 Review 1 R
Objectives and Competences
- Review the key vocabulary and Recycled vocabulary: sports and places, Materials: flashcards & word cards (9–40),
language from Units 1 and 2. animals and physical features, the dice, counters
- Read, listen to and act out the Curious alphabet, numbers 11–99, days of the
Kittens cartoon. week, clothes
- Play a Mime or spell game. Recycled language: We play (baseball). We
- Play the Can you …? board game. don’t play (basketball). It’s got (black fur). It
hasn’t got (big teeth).

Opening routine 4 Play.

• Choose a routine from the Classroom Routines and Games • Put pupils in groups or pairs. Explain how to play: Focus attention
(pp. 26–31) to start the lesson: on the game and elicit the materials needed to play (a dice, a
- Mindfulness: Slow motion with sport or animal actions. counter, a pencil and a piece of paper). Point out that for every
- Dynamic: Four corners with mammals, reptiles, physical question pupils answer, they can write one letter of the sentence:
features and sports. I can speak English. The first player to do so is the winner.

- Communication: Definitions with Unit 1 and 2 flashcards.

• Pupils play the game in pairs or small groups.
Support: Choose a volunteer and demonstrate playing the
Lesson introduction Critical Thinking game for a few turns. Write a letter of the sentence on the board
• Create interest in the story by focusing attention on the every time you answer a question and draw attention to the Miss
a turn and Throw again squares.
Curious Kittens logo and reading the title of the story. Check
comprehension. Reach higher: Assign roles to each player in the group,
• Ask the class to name things they think are dangerous. e.g. timekeeper, reader, helper, silence monitor, etc.
• If you wish to evaluate pupils’ progress, Unit tests, Term tests and
Pupil’s Book, pages 28–29 End of year tests are available in the Teacher’s Resource Centre.

Curious Kids 3 © Macmillan Education Limited 2023

You can also create your own tests using the Test Generator.
1 Listen and read. Do the kittens like children? 
Closing routine
• Play the audio (track 2:26) for pupils to listen and follow along in
• Do one of the closing routines:
their books. Elicit the answer to the question.
- Dynamic: Mime game with Unit 1 and 2 vocabulary.
Consolidate: Ask questions about the story to check
comprehension, e.g. What sports do the kittens play? Is the window - Communication: Odd one out.
open or closed? Is the dog dangerous? Why not? Why do the kittens
run?, etc. Learning situation
Reach higher: In pairs, pupils think of an alternative ending for Problem: There is a family of foxes with babies near where
the story. you play football in the park. You want to protect the foxes
• Mediation Have children explain the story in their and tell people to be careful of the babies.
first language. Tasks:

2 Act out the story. Communicate 1. Investigate what foxes eat, how long the babies need their
parents, and how to live with them safely.
• Put pupils in groups of four and assign roles (Narrator/Boy, Mum/
2. Brainstorm some ways your football team can warn people
Girl, Fluffy, Ginger). Play the audio (track 2:26), stopping after
about the foxes.
each frame for pupils to act out the story in their groups.
3. Make a poster / advert to warn people about the foxes.
• Invite a few groups to act out the story in front of the class. 4. Role-play a conversation with a visitor to the park about
the foxes.
Creativity tip
Draw attention to the exclamation marks in the story. Ask
the pupils to exaggerate these parts when acting out, using
actions and different facial expressions.

3 Find. Play Mime or spell.

• Tell pupils that they need to find the items listed in the story
pictures. Give them a few minutes to find them.
• Then, in pairs, pupils take turns to mime or spell one of the
words for their partner to guess.
Consolidate: Review the alphabet before playing the
spelling game.
Reach higher: Encourage pupils to choose additional words
from Units 1 or 2 to spell for their partner.

Think and share. What’s your favourite activity in

Units 1 and 2?
• Pupils look back through Units 1 and 2 to find their favourite
activity and discuss it with a partner. Encourage them to explain
why they liked it, e.g. I liked creating a sports centre because I’m
very sporty. 81
 3 How does technology help us?
UNIT

• This unit teaches pupils to name different activities and talk about how we can use technology to do them.
• It encourages them to help their neighbours.
• Pupils also learn to notice and name technology.
Activity 1:
technology

Lesson 2 Song a

3
nd Gramm
How does technology ar
UNIT

help us?
1 3:04 Listen. What activities
can you hear?
I’ve got a techie friend!
Lesson 1 Vocabulary I’ve got a techie friend. Her name is Dee.
She can learn a language, she can watch TV,
1 Watch. What’s the theme of the quiz? she can read a book, she can write a story.
But she can’t ride a bike on her computer.
2 3:02 Listen, find and say.
1 You can’t swim or climb a tree
3 3:03 Listen and say the chant. 2 with new technology.

I’ve got a techie friend. His name is Lee.

4 Play The instruction game.
He can listen to music, he can watch TV,
he can chat to friends, he can write a story.
3 But he can’t do sport on his computer.
1 take a photo
2 chat to friends Chorus
3 read a book
4 do my homework 2 Watch and sing.
4
5 learn a language
3 3:06 Read, listen and say.
6 play a video game 5 6
7 write a story
8 listen to music Curious about grammar
9 play chess She can watch TV.
10 watch TV 8
7 She can’t ride a bike on her computer.

He can listen to music.

He can’t do sport on his computer.

Remember!
her for girls
his for boys

4 Play Mime a line.

C u r i os i t
yC Is it She can
10 watch TV? No, it isn’t.
Find.
9
or

Can you see five

ne

pens and five Is it He can listen to music?

r

pencils? Yes, it is.

30 Make a list of activities you know in English. 31

Pupil’s Book

How does technology

3
UNIT

help us?
Lesson 1 Vocabulary

1 Read and write. Number.

chat do learn listen play play read take watch write

1 read a book 6 write a story

2 take a photo 7 play a video game
3 do my homework 8 chat to friends
4 learn a language 9 listen to music
5 play chess 10 watch TV

1 9 6 7 10

3 4 8 2 5

2 Look, read and write.

Don’t watch TV. Don’t take photos.

Don’t listen to music

Do your homework.
in the library.
3 Break the code.

D o n’ t p l a y v i d e o g a m e s

i n b e d .

26 Write your favourite activity in code. Ask a friend to break the code.

Activity Book
82 Curious Kids 3 © Macmillan Education Limited 2023
 Lesson 1 Vocabula
ry
3
Objectives and Competences
- Watch and understand a video New vocabulary: chat to friends, do my Recycled vocabulary: sports and activities
introducing the unit. homework, learn a language, listen to Materials: flashcards & word cards (41–50),
- Identify and name different activities. music, play a video game, play chess, Something for Everyone Vocabulary
- Listen to and say a chant. read a book, take a photo, watch TV, worksheets (Unit 3)
- Play a game. write a story

Opening routine
Activity Book, page 26
• Choose a routine from the Classroom Routines and Games
(pp. 26–31) to start the lesson: 1 Read and write. Number.
- Mindfulness: Mindful safari with animals. • Review the vocabulary with the flashcards before pupils do
- Dynamic: Jump left or right with mammals and reptiles. the task.
Support: Play a matching game with word cards and flashcards
-  Communication: Definitions with descriptions of animals.
before pupils do the activity.
Lesson introduction Reflect Reach higher: Challenge pupils to complete as many as they can
• Tell the class it’s time to find out the theme for the next quiz. in 30 seconds.
Ask What would you like to learn about? In pairs, pupils think of
different themes for the quiz and make suggestions. Write them 2 Look, read and write.
on the board. • Elicit what is happening in the pictures before pupils do the task.
Support: Build the instructions together and write them on
Pupil’s Book, page 30 the board.
1 Watch. What’s the theme of the quiz?
Creativity tip
• Keeping books closed, play the video. Pupils watch and tell you
In pairs, pupils act out the scenes. Then they exchange roles.
the theme of the quiz.

Curious Kids 3 © Macmillan Education Limited 2023

Challenge pairs to create a new mini dialogue and act it out in
• Pause the video at the end, leaving the questions on the screen.
front of the class.
• Pupils recall the ideas suggested by the course characters and
then suggest ideas of their own. Allow use of L1.
3 Break the code. Critical Thinking
2 Listen, find and say.
• Allow time for pupils to break the code in pairs or in small
• Use the flashcards to present the vocabulary. groups. Then they do the task.
• Introduce a mime for each activity and encourage the class to do Support: Break the code as a class, asking What’s the first letter of
it as they say the word. (dog)? and having pupils write each letter in their books.
• Focus attention on the scene in the Pupil’s Book. Then play Reach higher: Pupils invent their own code and write a message
the audio (track 3:02) twice. The first time, pupils point to the for their partner.
activities in the scene. The second time, they repeat the words.
Support: Pause the audio after each word to allow pupils to find Closing routine
each item. • Do one of the closing routines:
Reach higher: Pupils work in pairs, naming items as they - Dynamic: Follow the leader with activities.
find them. - Communication: Time’s up! with activities.

3 Listen and say the chant. 

• Display the flashcards in the correct order for the chant.
• Play the audio (track 3:03) twice. The first time, pupils listen and
point to the flashcard. The second time, they say the chant. They
can follow the order of the words in the word box, rather than
memorising the order.

4 Play The instruction game.

• Remind pupils of the mime for each one of the activities. Ask the
class to stand up. Give an instruction, e.g. Read a book. Pupils do
the action. When you give a negative instruction, e.g. Don’t play
chess, pupils fold their arms and stand still.
• For further practice, use the Something for Everyone Vocabulary
worksheets at the relevant level.
• Plurilingualism Ask pupils how to say the new words in
their first language. Ask if any are similar.

Make a list of activities you know in English. (PB) Curiosity Corner

• In pairs, pupils write the activities they know. Find out which pair Find. (PB)
has the most activities. • Challenge the pupils to find five pens and five pencils in
Support: Brainstorm activities as a class. the picture.
Reach higher: In pairs, pupils say which activities they do and Support: Do as a whole class activity, zooming in on the picture.
don’t do. Reach higher: Challenge pupils to use full sentences, e.g. There’s
Write your favourite activity in code. Ask a friend a pencil on the table next to the man.
to break the code. (AB)
• Pupils use the code in Activity 3 to write their favourite activity. 83
 3
Activity 1:
learn a language, watch TV, read a book,
write a story, ride a bike, swim, climb a tree,
listen to music, chat to friends, do sport

Lesson 2 Song a

3
nd Gramm
How does technology ar
UNIT

help us?
1 3:04 Listen. What activities
can you hear?
I’ve got a techie friend!
Lesson 1 Vocabulary I’ve got a techie friend. Her name is Dee.
She can learn a language, she can watch TV,
1 Watch. What’s the theme of the quiz? she can read a book, she can write a story.
But she can’t ride a bike on her computer.
2 3:02 Listen, find and say.
1 You can’t swim or climb a tree
3 3:03 Listen and say the chant. 2 with new technology.

I’ve got a techie friend. His name is Lee.

4 Play The instruction game.
He can listen to music, he can watch TV,
he can chat to friends, he can write a story.
3 But he can’t do sport on his computer.
1 take a photo
2 chat to friends Chorus
3 read a book
4 do my homework 2 Watch and sing.
4
5 learn a language
3 3:06 Read, listen and say.
6 play a video game 5 6
7 write a story
8 listen to music Curious about grammar
9 play chess She can watch TV.
10 watch TV 8
7 She can’t ride a bike on her computer.

He can listen to music.

He can’t do sport on his computer.

Remember!
her for girls
his for boys

4 Play Mime a line.

C u r i os i t
yC Is it She can
10 watch TV? No, it isn’t.
Find.
9
or

Can you see five

ne

pens and five Is it He can listen to music?

r

pencils? Yes, it is.

30 Make a list of activities you know in English. 31

Pupil’s Book

Lesson 2 Song a
nd Gramm
ar
1 Complete the sentences in the table.
Curious about grammar
1 He can listen to music on 2 He can’t ride a bike on his
his computer. computer.

3 She can watch TV on 4 She can’t do sport on

her computer. her computer.

2 3:07 Order and write. Listen and check.

1 got / I’ve / friend. / techie / a Her / is / name / Dee.
I’ve got a techie friend. Her name is Dee.
2 a / story. / She / write / can
She can write a story.
3 got / I’ve / friend. / techie / a His / is / name / Lee.
I’ve got a techie friend. His name is Lee.
4 can’t / But / he / his / sport / computer. / do / on
But he can’t do sport on his computer.
5 can’t / tree / a / swim / You / or / climb
You can’t swim or climb a tree with new technology.

3 Read. Write about what your friend can and can’t do on a computer. Draw.

I’ve got a friend.

His name’s Ed. He can’t do
judo on his computer.

I’ve got

Tell a friend about what you can do on a computer. 27

Activity Book

84 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 2 Song and Gram
mar 3
Objectives and Competences
- Sing and act out a song about activities. New language: She can (watch TV) on Materials: flashcards & word cards (41–50),
- Talk about activities people can and her computer. He can’t (do sport) on Something for Everyone Grammar
can’t do on a computer. his computer. worksheets (Unit 3)
- Play a miming game. Recycled vocabulary: chat to friends,
climb a tree, do my homework, do sport,
learn a language, listen to music, play
a video game, play chess read a book,
ride a bike, swim, take a photo, watch
TV, write a story

Opening routine Activity Book, page 27

• Choose a routine from the Classroom Routines and Games
1 Complete the sentences in the table.
(pp. 26–31) to start the lesson:
- Mindfulness: Slow motion with activities. • Draw attention to the green and red frames, which indicate
if the sentence is affirmative or negative. Check answers as a
- Dynamic: Freeze! whole class.
- Communication: What’s missing? with the activities flashcards. Support: Write the words can, can’t, his, her on the board for
Lesson introduction  Reflect pupils to refer to.
• Tell the class that you are going to listen to a song about activities. Reach higher: In pairs, pupils take turns to make affirmative
and negative sentences about friends or family members.
Ask pupils to tell you as many activities as they can remember.
• Plurilingualism Ask pupils to look at the grammar table
Pupil’s Book, page 31 and say what's similar or different about the grammar structure
in their first language.
1 Listen. What activities can you hear? 

Curious Kids 3 © Macmillan Education Limited 2023

• With books closed, ask pupils to listen carefully to the song and 2 Order and write. Listen and check. 
write down all the activities they hear.
• Play the audio (track 3:04) and check as a class.
• Allow pupils to work in pairs. Then play the audio (track 3:07) for
pupils to check the answers.
Support: Display the flashcards for support. Support: To help pupils notice the sentence structure, write
Reach higher: Pupils write down the activities they hear. the words on separate pieces of paper and order them on the
board together.
2 Watch and sing. Reach higher: Pupils make new jumbled sentences for their
• Play the grammar song video three times. The first time, pupils partner to unscramble.
watch and enjoy the video. The second time, in pairs pupils take
turns to sing alternate lines, using the lyrics in Activity 1. The 3 R
 ead. Write about what your friend can and can’t on
third time, the whole class sing along. a computer. Draw.
• You may use the karaoke version of this song (track 3:05).
• As a class, elicit activities people can and can’t do on a computer.
Engage: Pupils mime the activities as they hear the song. Pupils then use the speech bubble as a model to write about
their friend. Then they draw their friend doing an activity.
3 Read, listen and say.  Consolidate: Focus on the use of his for boys and her for girls.
• Say the sentences in the grammar table together. Ask the pupils Reach higher: Pupils write additional sentences about their friend.
which sentences are affirmative (green) and which are negative
(red). Ask them how they know. Closing routine
• Focus attention on the Remember! box. Remind pupils that we • Do one of the closing routines:
use his for boys and her for girls. - Mindfulness: Shake it off.
• Play the audio (track 3:06) for pupils to repeat the sentences. - Dynamic: Say please! with activities.
Then drill more examples.

4 Play Mime a line. Communicate

• Pupils take turns to mime lines from the song for their partner to
guess. Explain and model the activity, using the example speech
bubbles in the book.
• For further practice, use the Something for Everyone Grammar
worksheets at the relevant level.
Support: Before doing the game, play the song again, stopping
after each line for pupils to repeat and do the corresponding mime.

Tell a friend about what you can do on a

computer. (AB)
• Pupils work in pairs to make statements in the first person, e.g. I
can write a story on my computer. 85
 3
Activity 4:
1 Jessie and her friends like technology.
Activity 1: in a city 2 He isn’t happy because he can’t find his dog. Molly is missing.
Activity 2: Technology helps 3 Jessie puts Molly’s photo on a website called Missing Pets.
Mr Grundy find his dog, Molly. 4 Mr Grundy thinks technology is great because it can help people find missing pets.

Lesson 3
Story This is a lovely story about
technology and friends.
5 Later, Jessie visits Mr Grundy with her laptop. 6 Mr Grundy can’t believe his eyes. 3
He’s very happy to see Molly.
Look, Mr Grundy. This is Jacob. He
1 3:08 Listen and predict. Where does the story happen? lives in a different part of the city. Woof, woof!
2 Watch. How does technology help Mr Grundy?

3 3:09 Listen and read.

Good neighbours, good friends Hello, Jacob.

1 Hey, Jessie. Why don’t you climb a 2 One week later. Mum, what’s the Hello, Mr Grundy. I’ve got
tree in the park or do some sport? matter with Mr Grundy? good news for you!
7 The next day, Jacob brings Molly home. 8 Now Jessie and Mr Grundy are good friends.

We like technology, Mr I like going for

Grundy. Technology is great. Thank you, Jacob. walks in the park
with you and Molly!

And thank you, Jessie.

Technology is great. It’s important
And sometimes Jessie helps
It can help people to help your
Mr Grundy to use his new tablet.
He’s very sad. He find missing pets. neighbours.
Is Molly missing?
Come on, Molly. can’t find his dog. That’s terrible.
Woof! 4 3:10 Read and answer. Listen and check.
3 Jessie puts a photo of Mr Grundy’s 4 The next day. 1 Who likes technology at the start? 3 Where does Jessie put Molly’s photo?
dog on a website called MISSING PETS.
Jessie, there’s someone 2 Why isn’t Mr Grundy happy in picture 2? 4 Why does Mr Grundy like technology
on the telephone for you. at the end?
5 Act out the story.
Who?
6 Read and reflect. Say.
1 My favourite character is … 3 My favourite moment is picture …
2 I think this story is funny / interesting / 4 In picture 2 Jessie is worried / sad / angry.
sweet / boring. 5 How does Jessie help Mr Grundy?

ty Corner
Do you help t ivi
ea
How do you help Think.
your neighbours? other people to
Mr Grundy is worried,

Cr
A boy. He says he’s got use a computer?
sad and happy. What
information about Molly.
emotions can you express
with your face?
32 Choose a picture. What can you see? Find a bird in each picture of the story. 33

Pupil’s Book

Story Good neighbours, good friends

Lesson 3

1 Complete and match.

1 Mum, what’s the matter with Mr Grundy?

2 He’s very sad. He can’t find his dog.

3 Jessie, there’s someone on the telephone for you.

4 Hello, Mr Grundy. I’ve got good news for you.

5 Technology is great. It can help people find missing pets.

2 Read the story again and write.

find help home MISSING PETS tablet

1 Mr Grundy is sad because he can’t find his dog.

2 Jessie puts a photo of Molly on a website called MISSING PETS
.
3 Jacob brings Molly home .
4 Technology can help people.
5 Jessie helps Mr Grundy to use his new tablet .

3 Read. Think and answer.

Where’s the dictionary? What a good idea!
How do you spell I can’t find it.
‘raccoon’ in English?

Why don’t you look You can use an R-A-C-C-O-O-N. Can you think
in the dictionary? online dictionary, Thanks, Jessie. of other ways
Grandma. Technology can to help people?
be very useful.

28

Activity Book

86 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 3 Story 3
Objectives and Competences
- Read and understand a story about New language: laptop, tablet, Recycled language: We like (technology).
technology. website; missing He can’t (find his dog).
- Develop the SEL competence of Social Recycled vocabulary: climb a tree, do sport; Receptive vocabulary: good news, walks,
awareness by exploring the value of technology; happy, sad what's the matter
empathy and compassion for others
and the message ‘It’s important to help
your neighbours’.
- Act out the story.

Opening routine 5 Act out the story. Communicate

• Choose a routine from the Classroom Routines and Games
• Put pupils in groups of six and assign roles (Narrator, Jessie,
(pp. 26–31) to start the lesson: Mr Grundy, Mum, Dad, Jacob). Play the audio (track 3:09) one
- Mindfulness: Back to back breathing. frame at a time. Pupils act out the story in their groups.
- Dynamic: Stand up, sit down game with (He can play chess) on
(his) computer.
• Invite a few groups to act out the story in front of the class.

- Communication: Whisper chain with (He can play chess) on (his) 6 Read and reflect. Say. Reflect SEL
computer. • Pupils reflect on the story and answer questions 1–4.
Lesson introduction Critical Thinking • Before you discuss the final question, draw pupils’ attention to
the SEL message in the heart. This story helps pupils develop
• Create interest in the story by focusing attention on the speech the SEL competence of Social awareness. It focuses on the
bubble and reading the title of the story. Ask pupils to tell you value of demonstrating empathy and compassion for others, by
what they think might happen in the story. exploring the message ‘It’s important to help your neighbours’.
• Tell the pupils that this is a story about two very different Read the sentence and elicit how Jessie helps her neighbour,

Curious Kids 3 © Macmillan Education Limited 2023

neighbours: an old man called Mr Grundy and a young girl Mr Grundy, in the story.
called Jessie.
• Read the speech bubbles at the bottom of the page. Give pupils
some time to reflect on the questions, individually or in pairs.
Pupil’s Book, pages 32–33 Then ask them to share their ideas with the class. Allow use of L1.
1 L
 isten and predict. Where does the story Reach higher: Pupils discuss their ideas in groups. Encourage
happen?  Critical Thinking them to give reasons for their answers.
• Ask pupils to close their book and play the audio (track 3:08).
Activity Book, page 28
Pupils listen to the sounds and predict where the story takes place.
1 Complete and match. Critical Thinking
2 Watch. How does technology help Mr Grundy?
• Ask pupils to look at the story frames and guess what happens.
• Pupils check their answers by looking back at the story in their
Pupil’s Book.
Ask them to predict how technology might help Mr Grundy.
Support: Allow pupils to refer to the Pupil’s Book story and scan
• Play the story for pupils to check their predictions. the text for the missing information.
3 Listen and read.  • Mediation Have children remember the story and explain it
to a friend in their own words.
• Play the audio (track 3:09). Pupils follow along in their books.
Stop after a few frames to check comprehension.
2 Read the story again and write.
4 Read and answer. Listen and check.  • Pupils compare their answers in pairs.
• Give pupils time to read the questions and discuss the answers
3 Read. Think and answer. SEL
with their partners or groups. Play the audio (track 3:10) and tell
them to listen and check their answers. • Pupils read the short story and reflect on the question in
the heart. Allow use of L1.
• Mediation Write these summaries on the board. Have pupils
Support: Act out the short story as a class dividing the class into
choose the best one for the story.
two groups: Jessie and Grandma.
1. A girl uses technology to help a man find his dog.
2. A boy finds a dog in the park. Reach higher: Pupils extend the dialogue to include the spelling
3. An old man and a girl find a new dog on the internet. of other words.
Closing routine
Expert tip
• Do one of the closing routines:
Ask the pupils to check their answers with a partner - Mindfulness: Positivity.
before you check the answers as a class. This will help to - Communication: No, no, no!
build pupils’ confidence and encourage less confident pupils
to share their answers with the class.

Choose a picture. What can you see? (PB) Creativity Corner

• In pairs, pupils choose a picture and describe what they can see. Think. (PB)
Support: Choose and describe a picture for the class. • Express the emotions with your face and encourage pupils to do
Reach higher: Encourage pupils to give more detailed the same.
descriptions including colour, number and position. • Ask them to express other emotions, e.g. anger, fear, surprise,
Find a bird in each picture of the story. (PB) disgust, etc.
• Pupils look for the birds individually or in small groups.
Support: Zoom in on each frame to find the birds. 87
 3

cular
and Cross-curri Activity 1:
Vocabulary
Lesson 4
ICT Ling: learns about
animals in different
1 Watch. What do these children learn on a computer?
countries
2 3:11 Read and listen.
New Technology Juanjo: learns about
All around the world, children use new technology to learn. music from different
countries
This is Frankie. He lives in Australia. This is Greta. She lives
in Sweden.
Eduardo: watches
He’s got a desktop computer. It’s
got a big screen, a mouse and a She’s got a tablet. It’s got videos and films to
keyboard. At school, a small touchscreen.
Frankie loves music. My computer is It hasn’t got a learn English
great. I use it to keyboard or
listen to music from a mouse. At
around the world. I school, Greta
wear headphones, loves natural science.
so I don’t disturb
other people. I also My tablet is fantastic. I can use it
like the computer to learn about animals around the
because I can use it world. I also like my tablet because
Activity 3: to do my homework. I can use it to chat to my friend
Frankie in Australia. We’re doing
headphones 5 a project together for school.
keyboard 1
mouse 4 3 3:12 Read and say the number. Listen and check.
Activity 4:
screen 3 headphones keyboard mouse screen tablet touchscreen 1 Frankie lives in
tablet 2 1 2 3 4 5 6 Australia. Greta lives
touchscreen 6 in Sweden.
4 Answer the questions.
2 He likes it because
1 Where do Frankie and Greta live?
he can use it to listen
C u r i os i t y 2 Why does Frankie like his computer? to music and do his
Co
r 3 What can Greta do with her tablet? homework.
ne

Think 4 What do Frankie and Greta do together? 3 She can use it to

r

and guess!
How old is this 5 Find out about your friends. Ask and answer. learn about animals
computer? What do you use a I use a computer and chat to Frankie
computer to learn? to learn English.
in Australia.
34 4 They do a project
for school.
Pupil’s Book

Lesson 4 Vocabulary a
nd Cross-curricu
lar 3
ICT
1 Find, circle and write.
1 4
k j b f l t a b l e t
e y w m s q r x p h h
headphones mouse
y d p s x d y s n y e
2 b r u c g h v m b w c 5
o h w r e f z j s m b
a s n e z i h g l o z
screen r g v e r m g d w u l touchscreen
d q z n u j v h b s r
3 6
t o u c h s c r e e n
h e a d p h o n e s n

keyboard tablet

2 Read and match.

a a mouse.
1 A desktop computer has got
b to listen to music.
2 A tablet hasn’t got

3 A tablet has got c a screen and a keyboard.

4 You can use headphones d a touchscreen.

3 Read. Circle True or False.

Hi! I use a tablet with a touchscreen. I can use it to learn
Spanish and to chat to my friends. My dad says I can’t use it
to play video games. And I can’t use the tablet all the time
ity Corner
rios
Cu
because I share it with my brother and sister.

This portable
1 His tablet hasn’t got a touchscreen. True / False computer is from 1985.
It weighs 10 kilos!
2 He can use it to learn a language. True / False
How big and how heavy
3 He can play video games, too. True / False is a portable computer today?

4 His sister can’t use the tablet. True / False

Say a true or false sentence about yourself. 29

Activity Book

88 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 4 Vocabulary and Cross-c
urricular 3
Objectives and Competences
- Watch and understand a video about New vocabulary: headphones, keyboard, Receptive vocabulary: desktop, natural
how children use technology to learn. mouse, screen, tablet, touchscreen science
- Identify and name computer vocabulary. Recycled vocabulary: chat to friends, Materials: flashcards & word cards (41–56),
listen to music, do a project, do my Something for Everyone Vocabulary
homework; computer worksheets (Unit 3)
Recycled language: He/She/It’s got
(a keyboard). I can (use it to do
my homework).

Opening routine 5  Find out about your friends.

• Choose a routine from the Classroom Routines and Games Ask and answer. Communicate
(pp. 26–31) to start the lesson:
- Mindfulness: The five senses exercise.
• Read the questions in the speech bubbles. Encourage one or
two pupils to answer the question. Pupils ask and answer with a
- Dynamic: Reading race with activities. partner or in small groups.
- Communication: Chain game with activities. • Ask volunteers to share their answers with the class.
Lesson introduction  Reflect • For further practice, use the Something for Everyone Vocabulary
worksheets at the relevant level.
• Tell the pupils they are going to watch a video about using new
Engage: Do a survey to see which are the most popular activities.
technology to learn. Ask Do you have a computer or a tablet at
home? What do you use it for? Do you use it to learn new things? Support: Display the activity flashcards for support.

Pupil’s Book, page 34 Real World

Ask pupils to keep a diary for a week about how they and their
1 W
 atch. What do these children learn on

Curious Kids 3 © Macmillan Education Limited 2023

family use different technology in the home and at school
a computer? or work. This will help to give a more personal connection
• Keeping books closed, play the video and ask the class to say to the cross-curricular topic. In a future lesson, discuss the
what the children in the video use a computer to learn about. different technology they use and how it helps them in their
• Leave the final question on the screen and encourage pupils to everyday life.
share their experiences.
Support: Play the video again, pausing to ask questions,
e.g. What is his/her name? Where does he/she live? What’s his/her Activity Book, page 29
favourite subject? 1 Find, circle and write.
2 Read and listen. • Elicit the words before pupils do the task.

• Present the new vocabulary with the flashcards. Show them one 2 Read and match.
by one and ask pupils to name the items. Focus attention on the
photos of Frankie and Greta. Ask pupils to identify the items in • Pupils read and match to make sentences.
the photos: headphones, mouse, keyboard, screen, tablet. Reach higher: Pupils change the affirmative sentences to
negative, e.g. You can’t use headphones to send an email.
• Play the audio (track 3:11) for pupils to read and listen. Then
pupils read the text in pairs, alternating lines.
3 Read. Circle True or False.
• Check comprehension by asking questions, e.g. Where does
• Pupils read the text in the boy’s speech bubble. They then read
Frankie live? What has Greta got? What does she use it for?, etc.
the sentences and circle True or False for each one.
3 Read and say the number. Listen and check.  Support: Read the text aloud to the class. Ask
comprehension questions.
• Pupils read the words and say the number of the
Reach higher: Ask pupils to justify their answers.
corresponding picture.
• Play the audio (track 3:12) to check answers. Closing routine
Support: Do the activity together as a class. • Do one of the closing routines:
• Plurilingualism Ask pupils how to say the new words in - Mindfulness: Mindful listening.
their first language. Ask any are similar. - Communication: Round robin with technology vocabulary.

4 Answer the questions. Communicate

• Pupils ask and answer the questions in pairs. Encourage them to
look back at the text to find the answers.
Support: Play the audio (track 3:11), pausing after the relevant
parts to point pupils towards the correct answer.

Say a true or false sentence about yourself. (AB) Curiosity Corner

• Say a statement about yourself and ask the pupils to guess if it is Think and guess! (PB)
true or false. Pupils then do the same in pairs.
• Elicit ideas from the pupils. Ask if they have ever seen a
computer like the one in the photo. Tell them that it was called
the Apple Macintosh. It was launched in 1984.
Portable computers (AB)
• Pupils use a computer to find out the information. (A tablet
weighs under 1 kg. A laptop weighs about 2.5 kg.) 89
 3

Lesson 5 Grammar and C

o mmunicatio
n 3
1 3:13 Listen and read. What languages can Techie speak?
Today, Sophia is talking to Lia, a
robotic scientist. Lia designs robots.

LIA: This red robot is called

Sporty. He can’t speak,
but he can walk and run.
SOPHIA: Can he play football?
LIA: Yes, he can.
SOPHIA: That’s incredible!
LIA: This blue robot is called
Techie. She’s got a
touchscreen on her body.
SOPHIA: Can she speak?
LIA: Yes, she can. She can speak
Englishand Japanese.
SOPHIA: Wow! Can she sing?
LIA: Err. No, she can’t. But she
can read a book to you.

2 Act out the dialogue.

3 3:14 Read, listen and say.

Curious about grammar
Can she swim? Yes, she can.
Remember!
Can he speak? No, he can’t. can’t = cannot

4 Make your robot cards. AB page 89

5 Play Guess which robot.

Is it a boy or a girl robot?
A girl robot.
Can she speak Japanese?
Yes, she can.
Can she take a photo?
No, she can’t.
I think it’s Robot 12.

What other things can robots do? 35

Pupil’s Book

ommunication
rammar and C
Lesson 5 G

1 Complete the sentences in the table.

can Can can’t he play she speak Yes Hello! He can
walk and run.
Curious about grammar
1 Can he play football? 2 Yes, he can .

3 Can he speak? 4 No, he can’t.

5 Can she speak English? 6 Yes , she can.

Remember!
7 Can she sing? 8 No, she can’t . can’t = cannot

2 Look and write. Act out.

1 Can she speak English?

2 Yes, she can .
3 Can she read a book to you?
4 No, she can’t .
5 Can she write a story?

6 Yes, she can .

I think it’s Robot 10.

3 3:15 Read the questions. Listen to Harry’s answers and tick or cross .

Five Quick Questions

Harry Me My friend
1 Can you speak Japanese?

2 Can you play chess? ✔

3 Can you use a computer? ✔
4 Can you prepare your breakfast? ✔
5 Can you say the English alphabet in 15 seconds? ✔

4 Answer for you. Ask a friend.

30 Write another question. Can you …? Ask a friend.

Activity Book

90 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 5 Grammar and Comm
unication 3
Objectives and Competences
- Read, listen and act out a dialogue New language: Can he/she (swim)? Yes, he/ Recycled language: Can you (play
about robots. she can. No, he/she can’t. football)? Yes, I can. No, I can’t.
- Ask and answer about what robots can Recycled vocabulary: do your homework, Materials: flashcards & word cards (41–50),
and can’t do. jump, play chess, play football, read a book scissors, Something for Everyone
- Play a speaking game using robot cards. (aloud), run, sing, speak English/Japanese/ Grammar worksheets (Unit 3)
Spanish, stand on one leg, swim, take a
photo, walk (the dog); touchscreen

Opening routine 4 Make your robot cards.

• Choose a routine from the Classroom Routines and Games • Pupils turn to page 89 in their Activity Book and cut out the
(pp. 26–31) to start the lesson: robot cards.
- Mindfulness: Read my lips with activities word cards.
- Dynamic: Find and group with I can/can’t (ride a bike). 5 Play Guess which robot. Communicate
- Communication: 5, 4, 3, 2, 1 with activities flashcards. • Invite two pupils to model the game by reading the speech
bubbles aloud.
Lesson introduction Critical Thinking • Pupils play the game in pairs. Make sure they can’t see which card
• Tell the class that they are going to listen to a dialogue about their partner is holding. Then they swap roles and play again.
two robots called Sporty and Techie. Ask them to guess which • For further practice, use the Something for Everyone Grammar
activities the robots can and can’t do. worksheets at the relevant level.
Support: Choose one of the robot cards and play the game as a
Pupil’s Book, page 35 class first.
1 L
 isten and read. What languages can

Curious Kids 3 © Macmillan Education Limited 2023

Techie speak?  Activity Book, page 30
• Read the introduction together. Check comprehension. Explain 1 Complete the sentences in the table.
that Lia is the scientist in the picture.
• Read the speech bubble aloud and ask Can Sporty walk and run?
• Before you play the audio, draw attention to the hidden word at (Yes, he can.)
the end of the dialogue and remind pupils they need to listen
for it.
• Remind pupils of the colour coding (blue = question, green =
affirmative, red = negative) before they do the task.
• Play the audio (track 3:13) for pupils to listen and read. They then
answer the question. Then ask What languages can Techie speak?
What’s the red robot called? (Sporty) What can he do? (run, walk,
2 Look and write. Act out. Communicate

play football) What can Techie do? (speak, read a book) • Check answers as a whole class. Then ask pupils to act out the
dialogue with a partner.
Curious about ... robots • Mediation Have children work in groups to role-play the
dialogue with one child acting as translator. (see TB p. 43)
If you wish, tell the pupils that the robots in this lesson are
based on real robots, ASIMO and TOBBIE. There are many 3 R
 ead the questions. Listen to Harry’s answers and
videos on YouTube showing what these robots can do. Also,
every year different teams use a type of robot called a NAO tick or cross . 
robot to compete in a football tournament called RoboCup. • Give pupils a few minutes to read the questions and play the
audio (track 3:15). Pupils listen and complete the first column.

2 Act out the dialogue. Communicate

4 Answer for you. Ask a friend. Communicate
• In pairs, the pupils read the dialogue aloud. Encourage them to
• Pupils complete the second column with their own answers.
stand up and act it out. Then they change roles and repeat. Then they ask and answer with a partner and complete the
Support: Split the class into two groups facing each other. One third column.
group takes the role of Sophia, the other group is Lia. They take
turns to read their part of the dialogue aloud as a group.
• Ask different pupils questions about their friends, e.g. Can (Elisa)
speak Japanese? No, she can’t. Can she play chess? Yes, she can., etc.
Support: Pair higher and lower-level pupils together.
3 Read, listen and say. 
Reach higher: Pupils write three further questions to ask
• Write Yes, she can and No, he can’t on the board. Then ask
their partner.
questions about pupils, e.g. Can (Paula) swim? Can (Dani) fly? and
elicit answers. Closing routine
• Focus attention on the grammar box. Play the audio (track 3:14),
• Do one of the closing routines:
pausing after each question and answer for pupils to repeat. - Dynamic: Quiz, quiz, trade with Can you …? questions and
Then drill more examples. activities flashcards.
• Focus attention on the Remember! box and point out that can’t is - Communication: Can you …?
the short form of the word cannot.
• Plurilingualism Ask pupils to look at the grammar table and
say what's similar or different about the grammar structure in
their first language

What other things can robots do? (PB)

• Write pupils’ suggestions on the board. Find out if they all agree
or not.
Support: Show the activities flashcards and ask Can robots (chat
to friends)?, etc.
Write another question. Can you …? Ask a friend. (AB)
• Pupils ask and answer their questions in pairs. 91
 3

Culture
Lesson 6

Q uiz Chat
1 3:16 Listen and read.

How do you use technology

at school in your country?
At my school in Wales, we use computers
to learn in class and in some afterschool
clubs. There are lots of clubs – the
football club, judo club, Spanish club
Evan and chess club. But my favourite is the
Dragon Park School coding and robotics club. We learn about
Wales, UK
making and coding robots. It’s great!

Robotics looks really fun! In lots of schools in the USA, children

use computers and tablets to learn and play. But my school is different.
It’s a technology-free school. We haven’t got any computers or tablets.
We do lots of projects. I like my school.
Esther
Big Rock School
USA
Wow! A technology-free school! That’s
interesting. I live on an island in
Scotland. There isn’t a school here.
I have lessons with my parents at home.
Tamsin
And I have some video lessons with
St Andrew’s School
Scotland, UK
teachers, on the computer. Activity 2:
1 Tamsin
2 2 in Wales
C u r ios i t y C Answer the questions.
or
n 1 Who lives on an island? 4 Who hasn’t got any 3 Tamsin
e
These children
in the UK have got a 2 Where does Evan live? computers at school? 4 Esther
r

robot in class to help them 3 Who has video lessons? 5 Where can you go to a 5 at Evan’s school in Wales
learn. Do you like the idea robotics club?
of a robot in class?
! 3 Compare cul tures How do you use technology
Wow at school in your country? Do you like using
technology at school?
36

Pupil’s Book

Lesson 6 Cultu
re 3
1 3:17 Read. Listen and circle.
Today, we’re
Welcome to Kids Can Talk, talking about
the radio station for kids. technology.

1 Joe lives in the USA / UK / Canada.

2 At school, he uses a tablet / laptop / robot.

3 At home, he has got a tablet / computer / robot.

4 He uses a computer to play chess / video games / the guitar.

5 He can’t watch TV / play chess / chat to friends on the computer.

2 Read and write about where you use technology.

Technology: at school and at home

At school, I use a tablet to learn Spanish. I like classes
¡Hola!
with the tablet. I go to an after-school computer
club, too.
At home, I share a computer with my family. I can
use the computer for one hour after school. I use it to play games. I use
headphones to listen to music and watch videos. I chat to my friends.

Yo
u r tur n
!

At school, I

At home, I y Corner
t ivit
ea Imagine you are
r
C

coding a robot.
What can it do?

31

Activity Book

92 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 6 Culture 3
Objectives and Competences
- Learn about technology at school in New vocabulary: coding, robot, robotics Materials: flashcards & word cards (41–50),
other countries. Recycled vocabulary: afterschool world map (optional), Something for
- Talk and write about technology at club, chess, computer, football, judo, Everyone Skills worksheets (Unit 3)
school and at home in your country. Spanish, tablet

Opening routine Activity Book, page 31

• Choose a routine from the Classroom Routines and Games
1 Read. Listen and circle.
(pp. 26–31) to start the lesson:
- Mindfulness: Bee breathing. • Draw attention to the speech bubbles and explain that pupils are
- Dynamic: Cross the river with Can you …? questions and going to listen to a radio show about technology.
activities flashcards. • Pupils read the text in the chart.
- Communication: I spy with activities flashcards. • Then play the audio (track 3:17) for pupils to listen and circle the
correct words.
Lesson introduction Critical Thinking
• Focus attention on the Pupil’s Book page and ask pupils what 2 R
 ead and write about where you
they think the chat is about (technology at school). Write their use technology.
ideas on the board. Remind them that the chat is between
children participating in the Kids Can! Quiz from around
• Pupils read the example text first. Ask comprehension questions,
e.g. What does he use a tablet for? What afterschool club does he go
the world. to? How long can he use a computer for after school?

Pupil’s Book, page 36 • Write At home and At school on the board and elicit ideas on how
pupils use technology in those places before they do the task.
1 Listen and read. Support: Display the flashcards and word cards for support.
• Reach higher: Pupils also write about when they use technology

Curious Kids 3 © Macmillan Education Limited 2023

Draw pupils’ attention to the question at the top of the chat.
at school and at home.
• Ask which countries the children are from (Wales and Scotland
in the UK and the USA). If you wish, invite pupils to locate the Closing routine
countries on a world map.
• Do one of the closing routines:
• Play the audio (track 3:16). Pupils listen and read. - Mindfulness: Counting our breath.
Support: Pause after each post to check comprehension, e.g. - Communication: No, no, no!
Who is the post from? Where is he/she from? What afterschool
clubs are there in Wales?
Consolidate: After listening, pupils read the text aloud in pairs,
alternating lines.
• Mediation Have children explain about technology in
schools in the UK and the USA in their first language.

2 Answer the questions. Communicate

• Pupils read and answer the questions in pairs.
• Check answers as a whole class.

3 Compare cultures. How do you use technology

at school in your country? Do you like using
technology at school?
• Read the questions together. Encourage pupils to share their
ideas freely in English or in L1.
• For further practice, use the Something for Everyone Skills
worksheets at the relevant level.

If you have time … Comparing cultures

Remind pupils about the technology-free school that Esther
goes to in the USA. Discuss whether pupils think it is better to
have technology at school or not. Ask if they would like to go
to a school like Esther's and why or why not.

Curiosity Corner
A class robot (PB)
• Focus attention on the photo and read the information
together. Ask pupils if they like the idea of a robot in class.
Encourage them to give reasons for their answer.

Creativity Corner
Coding robots (AB)
• Encourage pupils to use their imagination.
Support: Brainstorm different robot abilities as a class before
you start.
Reach higher: Pupils name their robot and draw a picture of it. 93
 3

Lesson 7 Communication an
d Pronunciat
ion 3
1 Watch. Where do Sophia and her mum want to go on Saturday? Activity 1:
2 3:18 Listen, read and say. the Science Museum
Mum, can I use your
tablet, please? Why? What do you want to do?

I want to find out

about robots. It’s for
a school project. Robots! That’s
interesting. Here you are.

Um! I can’t remember

the password. 42, 53, 64

42, 53, 64. Thank you.

Stay in the living
room, please.

I know! No screens Useful expressions

in the bedroom.
Can I use (your tablet), please?
What do you want to do?
I can’t remember (the password).

3 Chit - ch a t Talk to your friend. Change the words in blue.

4 3:19 Read Sophia’s email. Guess the hidden words. Listen and check.
From Sophia To Ed
To Harry
Hi Ed and Harry !
Saturday
My mum says she can take me to the Science Museum on . And guess what?
She says you can come, too! Do you want to go to the Science Museum? It’s a
really cool place. We can learn lots of things about technology. Ask your parents.
See you at school tomorrow.
Sophia
PS I’ve got some great pictures of robots for our school project.

Soungdoso
5 3:20Read, listen and identify the sound. Come to the computer
d!
Practise. club on Monday. It’s fun!

What other types of museums can you think of? 37

Pupil’s Book

and Writing
ommunication
Lesson 7 C

1 Number the sentences. Act out.

5 Um! I can’t remember

the password! Why? What do 2
you want to do?

3 I want to find out It’s 11, 22, 21. 6

about robots. It’s for
a school project.

Robots! That’s 4
7 11, 22, 21. Thank you. interesting.
Here you are.

1 Can I use your tablet, please?

Writing tip!
2 Read and write your own email. Be friendly in emails!
From Harry To Sophia From To

Hi Sophia, Hi ,
My dad says I can go to the Science
Museum on Saturday. My dad says
We can learn lots about technology. on .
See you tomorrow at school.
We can .
Harry
tomorrow.

3 Listen. Circle the words that have a sound like u in fun. Say.
Soungdoso
3:21

touchscreen robot club Sunday music book come run d!

u as in fun

32 Write or say words that have the same sound as fun and come.

Activity Book

94 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 7 Communication, Pronunciation a
nd Writing 3
Objectives and Competences
- Watch a video about using technology. New vocabulary: password, Science Museum Recycled language: She can (take me
- Listen, read and act out a dialogue Functional language: Can I use (your to the Science Museum). We can (learn
about using technology in the UK. tablet), please? What do you want to do? about technology). You can (find out
- Learn useful expressions for asking to I can’t remember (the password). more about robots). I want to (find out
use something. Recycled vocabulary: robot, screen, tablet, about robots).
- Read and write an email. technology; bedroom, living room Materials: Something for Everyone Skills
- Identify and practise the /ʌ/ sound. worksheets (Unit 3)

Opening routine 5 Read, listen and identify the sound. Practise. 

• Choose a routine from the Classroom Routines and Games
• Read the sentences in the Sounds good! box and play the audio
(pp. 26–31) to start the lesson: (track 3:20). Then draw attention to the letters in yellow.
- Mindfulness: Quiet time. Ask pupils how they are pronounced. /ʌ/
- Dynamic: Tick tick.
• Drill the words containing the sounds with the pupils. Then
- Communication: Whisper chain. challenge them to say the sentence quickly.
Lesson introduction Reflect • Write the words containing the /ʌ/ sound on the board and
classify them according to their spelling.
• Review the previous lesson by asking pupils what they use
• For further practice, use the Something for Everyone Skills
technology for at home and at school.
worksheets at the relevant level.
• Explain that they are going to watch a video of Sophia talking to
her mum.
Activity Book, page 32
Pupil’s Book, page 37 1 Number the sentences. Act out. Critical Thinking

1 W
 atch. Where do Sophia and her mum want • Pupils read the speech bubbles and number them in the

Curious Kids 3 © Macmillan Education Limited 2023

correct order. Then they act out the dialogue in pairs.
to go on Saturday? Support: Allow pupils to refer to the dialogue in the Pupil’s Book
• Before watching, ask the class to predict where Sophia and her as they do the activity.
mum want to go.
Reach higher: Encourage pupils to extend the dialogue,
• Play the video and check the answer against predictions. changing the technology, project, password, etc.
• Ask the class if they have visited a Science Museum. Encourage
them to describe what they saw and what they liked about it. 2 Read and write your own email.
Allow the use of L1.
• Pupils read the example email from Harry to Sophia.

2 Listen, read and say. • Draw attention to the Writing tip! before pupils begin.

• Play the audio (track 3:18) twice. The first time pupils listen • Ask pupils to compare their emails in pairs and make
suggestions.
and read the dialogue. The second time, pause the audio after
Support: Elicit suggestions from the class to fill in the gaps. Write
each line for pupils to repeat and practise pronunciation. Check
the email as a class.
comprehension by asking, e.g. What does Sophia want to use?
Why? What’s the password?, etc. Reach higher: Encourage pupils to use a computer to write an
email to a friend or family member.
• Draw attention to the Useful expressions box. Elicit ways of saying
the same expressions in the pupils’ L1.
3 L
 isten. Circle the words that have a sound
• Pupils role-play the dialogue in pairs.
like u in fun. Say.
3  Chit-chat. Talk to your friend. Change the words • Play the audio (track 3:21). Pupils circle the words with the
same sound. They then repeat the words that they circled.
in blue.
• Focus on the words in blue and elicit ways of changing the words
If you have time … Pronunciation practice
as a class. Write pupils’ ideas on the board.
• Pupils practise their new dialogues in pairs. Have pupils practise the u sound in a mumble drill. First
they practise saying the sound over and over to themselves.
Reach higher: Encourage pupils to change more words, e.g.
Then say a word with the u sound and have them practise it
mum for another family member, living room for another room in
themselves. Finally say the words together in a choral drill.
the house, etc.
• Mediation Have children work in groups to role-play the
conversation with one child acting as translator. (see TB p. 43) Closing routine
4 R
 ead Sophia’s email. Guess the hidden words.
• Do one of the closing routines:
- Mindfulness: Secret password with the Sounds good! sentence.
Listen and check.  - Dynamic: Can I put it in? with words containing the target
• In pairs, pupils read the email and try to guess the hidden words. sound.
Ask them to note down their guesses.
• Play the audio (track 3:19) for pupils to listen and check
their guesses.

What other types of museums can you think of? (PB)

• Do as a class activity. Allow use of L1.
Write or say words that have the same sound as
fun and come. (AB)
• Work as a class. Say different words and pupils decide if they
contain the sound or not.
Reach higher: In pairs, pupils take turns to say a word. Their
partner says if it contains the sound or not. 95
 3

Lesson 8
Review
Kids Can! Q uiz Activity 1:
It’s time for the Technology quiz! 1 Frankie says it on
1 Let ’s review Who says it? What is it? What page is it on? page 34.
2 Lia says it on page
1 I wear headphones, so I 4 5 6
don’t disturb other people. 35.
2 She can read a book to you.
3 Jacob says it on
page 33.
3 I’ve got good news for you!
4 It’s Sophia’s mum’s
Remember! tablet on page 37.
2 Watch. Do the quiz. Listen to everyone in your team.
5 It’s the keyboard on
page 34.
6 It’s the phone on
page 32.
Q
2 Q
1

oscreen
t
rp

q phoneb
BONUS

able t z r o
ptop
Q Q
QUESTION
Q
3 Find and write
words about
6

la
x
technology. p
Q Q b o

tt
4 5
Curious Kids 3 © Macmillan Education Limited 2023

3 points for a 2 points for a correct 1 point for a Maximum score

correct answer answer in English with correct answer for this quiz:
in English. a spelling mistake. in your language. 44 points

3 Watch. Check your answers. AB page 34 Do the language review.

38 Think of one more question and ask the other quiz teams.

Pupil’s Book

Kids Can … help with technology. 3

The technology school
for friends and family We can be their teachers.
Meg, Jacob, Ria and
Paul are friends at
school in the UK.

My grandpa can’t My mum can’t

read a message on play video games.
his mobile phone.

That’s a great idea.

My friend can’t take Our friends and

a photo on her tablet. families need to go to
technology school.

The children write an invitation for

their friends and families. On Saturday morning, one friend, one
mum and one grandma go to the
Technology School. They learn a lot about
their tablets and mobile phones.

One month later, My grandpa can read my

the children send messages on his mobile.
the invitation
again. This time,
lots of people
go to the school.
The technology
school for friends
and family is And I can play some
a success. great video games.

ity Corner
rios
Answer the questions. Cu
What do these
1 What do the children do to help their family and friends?
emojis mean?
2 Is their idea a success?
3 What can you do to help your family and friends?

33

1 They start a technology school. They are Activity Book

the teachers. They write an invitation for
their friends and families.
2 Yes, lots of people go to the school.
3 Pupil’s own answers.
96
 Lesson 8 Review 3
Objectives and Competences
- Review vocabulary and language from Recycled vocabulary: chat to friends, do Recycled language: She can (watch TV) on
Unit 3. my homework, learn a language, listen her computer. He can’t (do sport) on his
- Watch the quiz video and do the to music, play a video game, play chess, computer. Can he/she (swim)? Yes, he/she
Kids Can! Quiz. play sport, read a book, ride a bike, can. No, he/she can’t.
take a photo, watch TV, write a story; Materials: flashcards & word cards (41–50)
headphones, keyboard, laptop, mouse,
phone, screen, tablet, touchscreen; coding,
football, judo, robotics; English, Spanish

Opening routine Activity Book, page 33, Kids Can … help

• Choose a routine from the Classroom Routines and Games
friends and family with technology.
(pp. 26–31) to start the lesson:
- Mindfulness: Shark’s fin. Answer the questions. Critical Thinking
- Dynamic: Inside outside circle with Can you …? questions and • Read the title and ask the class what they think the text will be
activities flashcards. about. Ask Who do you help with technology?
- Communication: Chit-chat dialogue with the activities • Pupils read the text and answer the questions.
flashcards. • Check answers as a whole class.
Support: As a class, read the text one frame at a time. Check
Lesson introduction
comprehension before continuing.
• If you did the Secret password closing routine at the end of the
Consolidate: Pupils read the text in pairs, alternating lines.
last lesson, ask pupils to say the sentence they memorised before
they enter the classroom. Reach higher: Put the class into groups and encourage them to
act out the story using different props.
• Draw attention to the speech bubble on the top right of the
•

Curious Kids 3 © Macmillan Education Limited 2023

page. Explain to the class that before they do the Kids Can! Quiz, Mediation Ask pupils to explain what a technology school is
they are going to review the unit. to a friend.

Pupil’s Book, page 38

1 Let’s review. Who says it? What is it?
What page is it on?
• In pairs, pupils read speech bubbles 1–3 and decide who says
each. Then they find them in the unit to check. They do the same
with pictures 4–6.
• Check answers as a class.
Support: Do as a class, zooming in on the pages to help find the
speech bubbles and the pictures.
Reach higher: Do it as a race.

2 Watch. Do the quiz. Critical Thinking

• Tell the pupils that it’s time for the next Kids Can! Quiz.
• Remind them of the points system and that they should work
with their teams to agree on the answer.
• Draw attention to the Remember! box and remind them of the
importance of listening to everyone.
• Play the video. Pause after each question appears on the screen
to give the teams time to discuss and write their answers.
Remind them of the quiet signal, e.g. holding your hand in the
air and putting your finger to your mouth, to indicate that their
discussion time is up and you are going to play the next question.
• Draw attention to the bonus question, which also appears on the
Pupil’s Book page.
• If you would like to extend the quiz, teams can write extra
questions using the My quiz questions page in the Activity Book
(page 67).

3 Watch. Check your answers. 

• Take the answer papers in from each team and explain that they
will watch the video now to see the answers but will receive their
scores in the next lesson.
• Play the video for the pupils to check their answers.

Think of one more question and ask the other Curiosity Corner
quiz teams. (PB) What do these emojis mean? (AB)
• Pupils work together in their teams to write another question for • Elicit ideas as a class.
the other teams to answer.
Support: Brainstorm all the vocabulary from the unit and write
the words on the board for reference. 97
 3

Lesson 8
Rev iew 3
1 Order the letters and write. Match. 4 Read and write.
My computer is old. It’s got a big screen . It’s got a
1 od do my homework
k eyboard and a m ouse .
2 eard read a book
ablet with a t ouchscreen.
My dad has got a t
3 tach chat to friends We can use h eadphones to listen to music or watch TV.
4 stenli listen to music
5 layp play a video game 5 3:23 Read and write. Listen and check.
6 wiret write a story Can Can can’t chess on she tablet Yes
7 yapl play chess
1 Can your little brother
8 laren learn a language 2 Yes , he can. He
use a tablet ?
reads books on the tablet.
9 tawch watch TV
10 atek take a photo 3 Wow. Can he play
chess ?
4 No, he can’t .
2 Look and write.
5 I’ve got a little sister. She can write 6 Can she
Bud 1 Bud can take a photo. stories on my computer. play video games?
2 He can’t run.
1 4
7 Yes, she can. She can play video games very well.
3 He can speak English.
2 5
He can’t play basketball. ink abo
4 6 Complete the Picture dictionary for Unit 3. Th
He can play chess. Unit 3

ut
3 5
Read and reflect. Colour the stars. Tick or cross .
I can remember the words in Unit 3.
3 Look and write. Answer Yes, she can or No, she can’t.
I can sing I’ve got a techie friend!
1 Can she speak Japanese?
Yes, she can. Bex I can read Good neighbours, good friends.

2 Can she swim ? 1 3 I can talk, read and write about technology.
No, she can’t. I plan to …
2 4
3 Can she play chess ? sing the song again. play another game with the cards.

No, she can’t. read the story again. watch the videos again.
4 Can she read a book ?
Yes, she can.
34 Think! What are your five favourite words in this unit? 35

Activity Book

98 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 8 Review 3

Activity Book, pages 34–35

1 Order the letters and write. Match.
• Pupils unscramble the letters and write the name of each activity.
Then they match the words to the pictures.
Support: Write the jumbled words on the board and order them
as a class.
Consolidate: Review the vocabulary before pupils do the activity.

2 Look and write.

• Ask the pupils to look at the robot. Draw attention to the ticks
and crosses and explain these show what Bud can and can’t do.
• Pupils use the information to write sentences about Bud.
Support: Ask questions about the games card to highlight the
information, e.g. Can he run? Can he speak English?
Consolidate: Model the sentence structure on the board:
He can____. He can’t _____. Remind pupils to use can’t for
negative sentences.

3 Look and write. Answer Yes, she can or No, she can’t.
• Drill some questions and answers about what Bex can and can’t

Curious Kids 3 © Macmillan Education Limited 2023

do with the class before pupils do the task.

4 Read and write.

• Focus attention on the picture and ask What can you see?
(keyboard, screen, tablet, headphones, mouse).
• Pupils then read and complete the text. Point out that the initial
letter of each word is given to help them.
Support: Brainstorm technology vocabulary first and write the
words on the board for reference.
Reach higher: Encourage pupils to use the unit vocabulary to
describe the technology they have at home.

5 Read and write. Listen and check. 

• Pupils read and complete the dialogue using the words in the
word pool.
• Play the audio (track 3:23) and ask pupils to check their answers.
Consolidate: Pupils read the completed dialogue in pairs.

6 Complete the Picture dictionary for Unit 3.

• Pupils turn to page 74 in their Activity Books. Tell them to use the
stickers to complete the Picture dictionary.
• Pupils can now complete the Grammar reference and practice
section for the unit at the back of the Activity Book.

Self-assessment Reflect
Read and reflect. Colour the stars. Tick or cross .
• Ask pupils to read the statements and reflect on their learning by
colouring the corresponding number of stars.
• They then complete the learning action plan with ticks or crosses.
• If you wish to evaluate pupils’ progress, Unit tests are available in
the Teacher’s Resource Centre. You can also create your own tests
using the Test Generator.
Closing routine
• Do one of the closing routines:
- Mindfulness: Three good things.
- Communication: Three-step interview.

Think! What are your five favourite words in

this unit?
• In pairs, pupils say their five favourite words from the unit. 99
 3

Kids Can! Project 3

How does technology
help us?
1 Look. Say why this robot is helpful.

Activity 2:
three legs / four legs,
2 3:24 Read. Listen and find the differences. Say.
English / Spanish,
write stories / write My robot has got two eyes, three arms and
songs, His / Her three legs. He can’t do sport, but he can speak
English and Japanese. He can read books and
he can draw pictures. He can write stories. His
name is Arty.

3 Be crea t ive Invent and write about a helpful robot.

e
nk aw ite t is ar
e
c
i

Wr
Th

Dr

Sh
Pra

Teacher Resource Centre: Unit 3

Tell your family about your helpful robot. 39

Pupil’s Book

Who’s missing what?

How does technology Look and match.

help us?
Find:
a screen
a mouse
headphones
a tablet
a touchscreen
a robot

k!
Thin
Ace, Ben, Celia and Dee all go to different activities at the
youth club on different nights of the week. Which nights does each
Follow the path.
Find three hidden chess pieces. child go to the youth club? On which night does none of the children go? 1 Follow this path. Can
you find the mouse? Start
YOUTH CLUB Ace is good at all kinds of
music. He can’t speak other 2 2  
Monday and Wednesday: languages and he can’t 2 Start again. Follow this
Video games night play video games. He can
go out on Wednesdays and path. What do you find?
Tuesday: Language
Saturdays. 2 2 2 2
conversation night
Thursday: Pop music night 3 Now write the path to
12 | Unit 3 Unitnight,
Ben can go out every 3 | 13 find the robot.
Friday: Dance music night but not on Thursdays.
He can’t speak other
Saturday: Write rap music
languages, but he can play
Sunday - CLOSED video games. He is good at Key
all kinds of music, too.
 = go right  = go up
Celia is very good at video
games. She is good at Dee can’t play video  = go left  = go down
games. She only likes
languages and she likes 2  = go up 2 blocks
pop music, but she doesn’t dance music. She is good
like dance music and at languages, too. She
she can’t write rap. She can go out on can go out on Mondays,
Mondays, Wednesdays and Saturdays. Tuesdays and Fridays.
What’s wrong with this picture? Break the code!
Do the crossword. Match the jokes! Use the picture sums to make
Use the shaded letters to find out three technology words.
what Tim is good at! 1 How do robots cross the river?
1 2 2 What do robots wear in winter? 1 + =h p
3 Across 3 What do you call robots who
live in the Arctic?
4
3
a Snowbots Guess! 2 + =k
All of Jean’s books are on her shelf.
4 b In roboats
Down Her favourite book is 4th from the
left and 6th from the right.
3 + =
5
1 c Roboots
5 How many books are on
the shelf? Can you think of more picture
6
2 sums that make words?
6

Across Down
14 | 3Unit 3
mouse 1 screen Unit 3 | 15
4 keyboard 2 headphones
5 laptop
6 tablet

Extra Fun!

100 Curious Kids 3 © Macmillan Education Limited 2023

 Kids Can! Projec
t
3
Objectives and Competences
- Review and personalise language from Recycled vocabulary: robot; arms, eyes, Materials: flashcards & word cards (41–50),
Unit 3. legs; do sport, draw pictures, read Teacher’s Resource Centre project
- Develop creativity and imagination. books, speak English, speak Japanese, template (optional), scissors, coloured
- Work collaboratively to invent and write write stories pens or pencils
about a helpful robot. Recycled language: My robot has got
(two eyes). He can’t (do sport). He can
(read books).

Opening routine Support: Pair higher-level pupils with those who need more
• Choose a routine from the Classroom Routines and Games support for the writing task.
(pp. 26–31) to start the lesson: Consolidate: Create a robot together as a class first. Review
- Mindfulness: Mindful listening. abilities using the flashcards. Encourage pupils to suggest
- Dynamic: Follow the leader with activities vocabulary. physical features and abilities. Draw their suggestions. Describe
the robot collectively, writing their ideas on the board. Read
- Communication: Draw and guess with technology vocabulary.
through the finished example.
Lesson introduction Reach higher: Have pupils write their descriptions on a separate
• Hand out the results of the Kids Can! Quiz and record the marks piece of paper. Use the drawings and texts to play a matching
game. Pupils read the text and match it to the correct robot.
on the classroom league table.
• Explain to the class that they will be working collaboratively to Closing routine
invent and write about a helpful robot.
• Do one of the closing routines:
- Mindfulness: Silent ball.
Pupil’s Book, page 39
- Communication: Find the difference.
1 Look. Say why this robot is helpful. Communicate

Curious Kids 3 © Macmillan Education Limited 2023

• Have pupils look at the robot and describe it with a partner. Ask Extra Fun! pages 12 and 13
questions to elicit the description if necessary, e.g. What’s the Answers: Find three hidden chess pieces. 1 leg of chair at table 2
robot got in his hands? How many arms and legs has it got? Is it a paint bottle on the book shelf 3 third trophy from the left
boy or a girl robot? What’s its name? Who’s missing what? Look and match. keyboard for computer
in study room; game controller for boy playing computer game;
2 Read. Listen and find the differences. Say.  TV for children in TV room; book for boy in purple chair reading;
• Read the text together. chess pieces for chess game on round table; sandwich for plate
• Play the audio (track 3:24). Pupils listen for the differences from robot; camera for girl near photography lessons sign;
between the text and what they hear on the audio. At the end of notebook for girl writing at table
the audio, ask the pupils to tell you the differences. Encourage Question mark: in a pen pot on page 13
them to use full sentences, e.g. The text says three legs, but the
audio says four legs. Extra Fun! pages 14 and 15
Sustainable Development Goals Answers: Youth club puzzle:
Monday: Ben and Celia
Goal 5: Gender Equality
Tuesday: Dee
Introduce pupils to Sustainable Development Goal 5: Wednesday: Ben and Celia
Achieve gender equality and empower all women and girls. Thursday: nobody
Ask Can boys and girls do the same jobs? Can girls be engineers? Friday: Ben and Dee
Can boys be nurses? Elicit jobs that boys and girls would like Saturday: Ace and Ben
to do. Do the crossword.
Possible answers: All girls and boys should be free to Across: 3 mouse, 4 keyboard, 5 laptop, 6 tablet
choose their profession. It’s also important to respect each Down: 1 screen, 2 headphones
other’s choices and to appreciate someone for their abilities, Tim is good at tech.
regardless of their gender. Match the jokes. 1 b; 2 c; 3 a
Follow the path. 2 The book; 3 2 ➜ 4 ➜
➜

3 B
 e creative. Invent and write about a What’s wrong with the picture? One of the knights has a
cat’s head.
helpful robot. Break the code! 1 headphones; 2 keyboard; 3 mouse mat
• Use the flow chart to help guide the pupils through the process Guess! 9
of doing the project. Question mark: under Guess! exercise on page 15
• First, the pairs think about and discuss their ideas for their robot,
deciding on its features and abilities.   Learning situation
• Hand out copies of the Unit 3 project template if you wish to use
How can robots help us at school?
it. Pupils cut and stick the body parts to create their robot and
show what it can do. Alternatively, they can draw a picture of it.
• Next they write a short text about their robot, using the model in
the Pupil’s Book to help them.
• Allow them time to practise presenting their robot to the class.
• Each pair presents their robot to the whole class, or to
another pair.

Tell your family about your helpful robot.

• Encourage pupils to describe their robot to their family. The
pupils in each pair could take turns to take their picture home to
show their family. 101
 4 What’s in the food we eat?
UNIT

• This unit teaches pupils to name different foods and talk about people’s likes and dislikes.
• It encourages them to help their community.
Activity 1: • Pupils also learn to notice food allergies and say ingredients.
food and drink

Lesson 2 Song a

4
nd Gramm
What’s in the ar
UNIT

food we eat?
1 4:04 Listen. What foods can you hear?
Delicious pies
Fruit pies, vegetable pies,
Lesson 1 Vocabulary chicken, cheese and tuna pies.
Delicious pies to take away!
1 What type of pie do you want today?
1 Watch. What’s the theme of the quiz?
My mum likes cheese. She doesn’t like chicken.
2 4:02 Listen, find and say. My dad likes chicken. He doesn’t like cheese.
So, can I have one cheese and one
3 4:03 Listen and say the chant. 2 3
chicken pie, please?
4 Play Question chain. 6
4 Chorus

My sister likes fruit. She doesn’t like tuna.

1 tuna My brother likes tuna. He doesn’t like fruit.
2 nuts 5 So, can I have one fruit and one
3 lentils tuna pie, please?
4 pasta 7 Chorus
5 yoghurt
6 fruit
2 Watch and sing.
7 vegetables 3 4:06 Read, listen and say.
8 honey
Curious about grammar
9 olives
10 chicken My mum likes cheese.

She doesn’t like chicken.

My brother likes tuna.

8
He doesn’t like fruit.
9
Remember!
don’t = do not
doesn’t = does not
10
4 Play Guess 10 times.
C u r i os i t
yC I think Eva likes chicken.
Find.
or

Can you see Yes! She likes chicken.

ne

these foods?
Eva likes tuna.
r

No. She doesn’t like tuna.

40 Make a list of fruit and vegetables you know in English. 41

Pupil’s Book

What’s in the
4
UNIT

food we eat?
Lesson 1 Vocabulary

1 Find, circle and write. Number.

h g i o l i v e s q p y
o e c b e h l s f y a d
n n p c h i c k e n s f
3 7
e u c w j p g c u h t r
y t l e n t i l s l a u
10 1
t s k w t j d t z g n i
u u b j y o g h u r t t
8 n q b f i k v a a z r k
6
a v e g e t a b l e s n
9 4

2 5
1 vegetables 6 tuna
2 lentils 7 h oney
3 chicken 8 o lives
4 f ruit 9 y oghurt
5 n uts 10 p asta

2 Look, read and write.

I like chicken . I like vegetables. I like pasta.

I don’t like tuna . I don’t like lentils. I don’t like yoghurt.

36 Play spelling tennis. You: l-e-n-t-i-l-s. Your friend: lentils.

Activity Book

102 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 1 Vocabula
ry
4
Objectives and Competences
- Watch and understand a video New vocabulary: chicken, fruit, honey, Receptive vocabulary: food market, recipe,
introducing the unit. lentils, nuts, olives, pasta, tuna, Vitamin A
- Identify and name different foods. vegetables, yoghurt Materials: flashcards & word cards (57–66),
- Listen to and say a chant. Recycled vocabulary: food words Something for Everyone Vocabulary
- Play a game. (eggs, cake) worksheets (Unit 4)
Recycled language: I like / don’t like (eggs).
I’m hungry.

Opening routine Expert tip

• Choose a routine from the Classroom Routines and Games Put objects or flashcards in a box on one side of your
(pp. 26–31) to start the lesson: desk and have another box the other side. Move each
- Mindfulness: Quiet time. object or picture along your desk as if it were on a conveyor
- Dynamic: Can I put it in? with activities we can / can’t do on belt, then drop it into the empty box. Once you have finished,
a computer. give learners two minutes to say or write all the objects they
- Communication: Chain game with I can / can’t (play chess) on can remember. Sometimes less confident learners have good
a computer. memories and can do well.

Lesson introduction Reflect

• Tell the class it’s time to find out the theme for the next quiz. 4 Play Question chain. Communicate
Ask What would you like to learn about? In pairs, pupils think of
different themes for the quiz and make suggestions. Write them
• Write Do you like (olives)? and Yes, I do / No, I don’t on the board.
Drill the question and answers with pupils. Then ask them to sit
on the board. in a circle and ask the pupil to your left, e.g. Do you like (chicken)?
The pupil answers the question and then asks a different
Pupil’s Book, page 40 question to the pupil sitting next to them, who answers and asks

Curious Kids 3 © Macmillan Education Limited 2023

another question. Pupils continue asking and answering around
1 Watch. What’s the theme of the quiz? the circle until they can’t think of any more questions, which is
• Keeping books closed, play the video for pupils to answer the when the chain is broken.
question. Then check their suggestions on the board. Ask if they
are interested in the theme. • For further practice, use the Something for Everyone Vocabulary
worksheets at the relevant level.
• Pause the video at the end, leaving the questions on the screen.
Engage: Explain that every question is a link in a chain, which
• Pupils recall the ideas suggested by the course characters and they can draw on a piece of paper. Pupils see how long they can
then suggest ideas of their own. Allow use of L1. make the chain.
Support: Display the food flashcards for support.
2 Listen, find and say. 
• Use the flashcards to present the vocabulary. Ask pupils to stand • Plurilingualism Ask pupils how to say the new words in
in a circle. Show a flashcard and say the word. Pass the flashcard their first language. Ask which are similar and encourage them to
to the pupil on your left and ask them to repeat the word. They notice spelling differences in the similar words.
pass it to the pupil on their left and that pupil says the word.
Continue around the circle until all the pupils have said the Activity Book, page 36
word. Repeat the word regularly as a model. Repeat with the 1 Find, circle and write. Number.
other flashcards.
• Focus attention on the scene in the Pupil’s Book and play the • Play a matching game with word cards and flashcards on the
board before pupils do the activity.
audio (track 4:02) twice. The first time pupils listen and point to
the items in the scene. The second time, they listen and repeat
the words. 2 Look, read and write.
Support: Pause the audio after each word to allow pupils to find • Draw attention to the emojis and explain that the happy face
each item. means I like … and the sad face means I don’t like … Pupils
Reach higher: Pupils work in pairs, taking turns to point to and complete the speech bubbles with the correct food words.
name the different foods in the scene. Support: Review I like / don’t like … with the class before they do
the activity. Hold up flashcards and say sentences about you. Use
3 Listen and say the chant.  facial expressions to support meaning.
• Display the flashcards in random order for the chant. Play the Reach higher: After completing the activity, pupils write
sentences about their own likes and dislikes.
audio (track 4:03) twice. The first time, pupils listen and point
to the flashcard. The second time, they listen and say the chant.
They can follow the order of the words in the word box, rather Closing routine
than memorising the order. • Do one of the closing routines:
- Mindfulness: Shake it off.
- Dynamic: Reading race with food flashcards and word cards.

Make a list of fruit and vegetables you know in Curiosity Corner

English. (PB) Find. (PB)
• Ask pupils to categorise the words as either fruit or vegetables. • Challenge the pupils to find the foods in the picture.
Support: Brainstorm fruit and vegetables as a class. Support: Zoom in on the scene to help find the food.
Reach higher: Pupils tell a partner which foods they like and Reach higher: Challenge pupils to describe the location of each
don’t like. item, e.g. There are carrots on the fruit and vegetable stall.
Play spelling tennis. You: l-e-n-t-i-l-s. Your friend:
lentils. (AB)
• Pupils take turns to spell and name the foods from the lesson. 103
 4
Activity 1:
fruit, vegetables, chicken,
cheese, tuna pies

Lesson 2 Song a

4
nd Gramm
What’s in the ar
UNIT

food we eat?
1 4:04 Listen. What foods can you hear?
Delicious pies
Fruit pies, vegetable pies,
Lesson 1 Vocabulary chicken, cheese and tuna pies.
Delicious pies to take away!
1 What type of pie do you want today?
1 Watch. What’s the theme of the quiz?
My mum likes cheese. She doesn’t like chicken.
2 4:02 Listen, find and say. My dad likes chicken. He doesn’t like cheese.
So, can I have one cheese and one
3 4:03 Listen and say the chant. 2 3
chicken pie, please?
4 Play Question chain. 6
4 Chorus

My sister likes fruit. She doesn’t like tuna.

1 tuna My brother likes tuna. He doesn’t like fruit.
2 nuts 5 So, can I have one fruit and one
3 lentils tuna pie, please?
4 pasta 7 Chorus
5 yoghurt
6 fruit
2 Watch and sing.
7 vegetables 3 4:06 Read, listen and say.
8 honey
Curious about grammar
9 olives
10 chicken My mum likes cheese.

She doesn’t like chicken.

My brother likes tuna.

8
He doesn’t like fruit.
9
Remember!
don’t = do not
doesn’t = does not
10
4 Play Guess 10 times.
C u r i os i t
yC I think Eva likes chicken.
Find.
or

Can you see Yes! She likes chicken.

ne

these foods?
Eva likes tuna.
r

No. She doesn’t like tuna.

40 Make a list of fruit and vegetables you know in English. 41

Pupil’s Book

Lesson 2 Song a
nd Gramm
ar
1 Complete the sentences in the table.
Curious about grammar
1 My mum likes cheese. 2 She doesn’t like chicken.

3 My dad likes chicken. 4 He doesn’t like like cheese.

2 4:07 Order and write. Listen and check.

1 fruit. / My / sister / likes
My sister likes fruit.
2 doesn’t / tuna. / She / like
She doesn’t like tuna.
3 tuna. / My / brother / likes
My brother likes tuna.
4 fruit. / He / like / doesn’t
He doesn’t like fruit.
5 can / So, / I / have / fruit / one / and / tuna / one
So, can I have one fruit and one tuna pie, please?

3 Read. Write about your family. Draw.

I like pasta. I don’t like

olives. My dad likes pasta.
My sister doesn’t like pasta.

I like

Tell a friend about the food you and your family like. 37

Activity Book

104 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 2 Song and Gram
mar 4
Objectives and Competences
- Sing and act out a song about pies. New vocabulary: pie Materials: flashcards & word cards (57–66),
- Talk about food people like and New language: He/She likes (chicken). Something for Everyone Grammar
don’t like. He/She doesn’t like (tuna). worksheets (Unit 4)
- Play a guessing game. Recycled vocabulary: cheese, chicken, fruit,
honey, lentils, nuts, olives, pasta, tuna,
vegetables, yoghurt

Opening routine
Activity Book, page 37
• Choose a routine from the Classroom Routines and Games
(pp. 26–31) to start the lesson: 1 Complete the sentences in the table.
- Mindfulness: Beach ball circles. • Draw attention to the green and red frames, which indicate
- Dynamic: One potato with food vocabulary. if the sentence is affirmative or negative. Check answers as a
- Communication: Two truths and a lie with I like / don’t like (nuts). whole class.
Reach higher: In pairs, pupils take turns to make affirmative and
Lesson introduction Reflect
negative sentences about friends or family members, e.g. My
• Tell the class that you are going to listen to a song about food. In sister likes olives. She doesn’t like chicken.
pairs, ask them to think of the food they know. Write their ideas
on the board. • Plurilingualism Ask pupils to look at the grammar table and
say what’s similar or different about the grammar structure in
their first language.
Pupil’s Book, page 41
1 Listen. What foods can you hear?  2 Order and write. Listen and check. 
• Pre-teach the word pie by pointing to them in the artwork scene. • Pupils unscramble the sentences and write them in the correct
• With books closed, ask pupils to listen carefully to the song and order. Play the song (track 4:07) so they can check their answers.

Curious Kids 3 © Macmillan Education Limited 2023

write down all the foods they hear. Support: To help pupils notice the sentence structure, write the
• Play the audio (track 4:04) and check as a class. words from the sentences on separate pieces of paper and order
them on the board together.
Support: Display the food flashcards for support.
Reach higher: Pupils make new jumbled sentences for their
2 Watch and sing. partner to unscramble.
• Play the grammar song video three times. The first time, pupils
3 Read. Write about your family. Draw.
watch and enjoy the video. The second time, in pairs pupils take
turns to sing alternate lines, using the lyrics in Activity 1. The • Read the speech bubble as a class. Pupils say a food they like and
third time, the whole class sing along. then something different members of their family like and don’t
like. They then use the speech bubble as a model to write about
• You may use the karaoke version of this song (track 4:05).
themselves and their family and draw a picture.
Engage: Pupils invent simple actions to do as they sing the song.
Support: Brainstorm family members and foods. Write them on
the board for pupils to refer to.
3 Read, listen and say. 
Reach higher: Encourage pupils to write additional sentences
• Say the sentences in the grammar table together. Ask the
about other family members.
pupils which sentences are affirmative (green) and which
are negative (red). Ask them how they know. Praise them for Closing routine
their observations.
• Do one of the closing routines:
• Focus attention on the Remember! box. Remind pupils that don’t - Sing the Delicious pies song again.
is the same as do not and doesn’t is the same as does not.
- Dynamic: Stand up, sit down game – Variation.
• Play the audio (track 4:06). Pupils listen and repeat the sentences.
Then drill more examples.

4 Play Guess 10 times. Communicate

• Give each child a piece of paper. Pupils write their name and
the 10 food items from Lesson 1. Next to each item, they draw a
smiley or sad face to indicate if they like or don’t like the food.
• Collect the papers and distribute to the class at random.
• In pairs, pupils say the name written on their piece of paper and
take turns to guess their likes and dislikes.
• For further practice, use the Something for Everyone Grammar
worksheets at the relevant level (Unit 4).
Support: Drill the grammar by writing He/She likes … on the
board and showing the food flashcards.
Consolidate: Play the game as a class first.
• Mediation Have children work in groups to role-play the
dialogue with one child acting as translator. (see TB p. 43)

Tell a friend about the food you and your family

like. (AB)
• Pupils tell a partner about the food they and their family like
and dislike. 105
 4
Activity 4:
1 The swimming pool is closed 3 Three lollies are four pounds fifty.
Activity 1: at a swimming pool because it isn’t safe. 4 Dan says thanks to his grandma
Activity 2: ice lollies 2 It’s hot and sunny. for the ice lolly recipe.

Lesson 3
Story This is an interesting story
about food and families.
5 One week later.
What flavour
do you want?
6 One month later. 4
1 4:08 Listen and predict. Where does the story happen?

2 Watch. What do Dan and his grandma make?

3 4:09 Listen and read. What are the

Fruit juice
The secret ingredient
ingredients of your
and yoghurt.
My mum likes strawberry. My ice lollies, Mrs Jones?
dad likes lemon. I like apple.
1 2 And what’s the
It’s terrible, Grandma. The pool isn’t safe, but We can’t tell
secret ingredient?
the village hasn’t got the money to repair it. Here you are. That’s £4.50, please. you. It’s a secret!
7 8 One year later. It’s the first day of the summer holiday.
Oh, no! It’s closed.
The swimming pool is safe and everyone can swim.

Why? Thanks for your You’re welcome, Dan. I’m

recipe, Grandma. happy to help the community.

That is terrible.
Do you want a
homemade ice lolly, Dan?
Because the swimming I’m going home now
pool isn’t safe. to make a cake … with
Mmm. This is delicious. our secret ingredient. It’s important
to help your
4 4:10 Read and answer. Listen and check.
community.
3 The next day. 4 At the weekend, it’s hot and
1 Why is the swimming pool closed? 3 How much are three lollies?
sunny. Dan opens an ice lolly
Grandma, what’s Fruit juice and yoghurt 2 What’s the weather like in picture 4? 4 Why does Dan say thanks to his
shop in his grandma’s garden.
in your ice lollies? and … a secret
grandma at the swimming pool?
ingredient. Why? 5 Act out the story.

6 Read and reflect. Say.

This is a great
1 My favourite character is … 3 My favourite moment is picture …
idea, Dan!
2 I think this story is amazing / fun / 4 In picture 1, the children are sad / excited.
not very good / boring.
5 Why is Grandma happy in picture 8?

ty Corner
What do you do t ivi
ea
How can you and Imagine.
to help people in your friends help your
I think your ice lollies You make a new

Cr
your community? community more?
can help the community! These lollies are delicious. ice lolly flavour. What
They’re fantastic! are the ingredients?

42 Choose a picture. What can you see? Find a fruit or a vegetable in each picture of the story. 43

Pupil’s Book

Lesson 3
Story The secret ingredient
1 Look and number. Match.

3 1 4 2

These lollies And what’s the Do you want a I’m happy to help
are delicious. secret ingredient? homemade ice lolly, Dan? the community.

2 Read the story again and write.

closed community ingredient safe shop

1 The swimming pool is closed because it isn’t safe.

2 Grandma’s ice lollies have got a secret ingredient .
3 Dan opens an ice lolly shop in his grandma’s garden.
4 Dan sells the ice lollies to repair the swimming pool and make it safe .
5 Dan’s grandma is happy to help the community .

Fresh carrots! Perfect for a soup.

3 Read. Think and answer.
This is a great Thank you,
way to help people Mr Jones.
Dad, we’ve got lots in our community.
of apples this year.

Can you think

of other ways
You’re welcome, to help your
And lots of vegetables. Mrs Amir. community?
Too many for us.

38

Activity Book

106 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 3 Story 4
Objectives and Competences
- Read and understand a story about food. New vocabulary: ice lolly Receptive vocabulary: delicious, flavour,
- Develop the SEL competence of Self- Recycled vocabulary: apple, cake, fruit juice, ingredient recipe
management by exploring the value of lemon, strawberry, yoghurt; grandma,
taking initiative and the message ‘It’s safe, swimming pool
important to help your community’. Recycled language: (My mum) likes
- Act out the story. (strawberry).

Opening routine
• Draw pupils’ attention to the SEL message in the heart. This story
• Choose a routine from the Classroom Routines and Games helps pupils develop the SEL competence of Self-management.
(pp. 26–31) to start the lesson: It focuses on the value of taking initiative, by exploring the
- Mindfulness: Snake breathing. message ‘It’s important to help your community’. Read the
- Dynamic: Cross the river – Variation. sentence and elicit how Dan helps his community in the story.
- Communication: Whisper chain with He/She likes / doesn’t like • Read the speech bubbles at the bottom of the page. Give pupils
(pasta). some time to reflect on the questions, individually or in pairs.
Then ask them to share their ideas with the class. Allow use of L1.
Lesson introduction Critical Thinking
• Create interest in the story by focusing attention on the speech Activity Book, page 38
bubble and reading the title of the story. Ask pupils to tell you
1 Look and number. Match. Critical Thinking
what they think might happen in the story.
• Pupils number the pictures in the order they happen in the
story, then match them to the speech bubbles. They check their
Pupil’s Book, pages 42–43 answers by looking back at the story in their Pupil’s Book.
1 L
 isten and predict. Where does the Support: Allow pupils to refer to the Pupil’s Book story and scan
story happen? Critical Thinking

Curious Kids 3 © Macmillan Education Limited 2023

the text to find the speech bubbles.
• Ask pupils to close their books and play the audio (track 4:08). • Mediation Have children choose a picture from the story
Pupils listen to the sounds and predict where the story takes place. and explain what’s happening in their own words.

2 Watch. What do Dan and his grandma make?  2 Read the story again and write.
• Read the question with the class before watching. Ask them to • Pupils compare their answers in pairs.
predict what Dan and his grandma make.
• Play the story video and have pupils follow along in their books. 3 Read. Think and answer. SEL
Check answers as a class. • Pupils read the short story and reflect on the question in
the heart. Allow use of L1.
3 Listen and read. Support: Act out the short story as a class.
• Play the audio (track 4:09) for pupils to follow along in their books. Reach higher: Pupils extend the dialogue to include different
Pause the audio after a few frames to check comprehension. ways of helping the community, e.g. picking up rubbish,
sweeping leaves, cleaning up graffiti, etc.
4 Read and answer. Listen and check. 
• Give pupils time to read the questions and discuss the answers Closing routine
with their partners or groups. Play the audio (track 4:10) for • Do one of the closing routines:
pupils to check their answers. - Mindfulness: Positivity.
• Mediation Write these summaries on the board. Have pupils - Communication: No, no, no.
choose the best one for the story.
1. Grandma and Dan make cakes and ice lollies to save the
swimming pool.
2. The ice lollies at the local swimming pool are delicious.
3. A boy sells ice lollies to help save the town swimming pool.

5 Act out the story. Communicate

• Put pupils in groups and assign roles (some pupils can play more
than one role). Play the audio (track 4:09) one frame at a time.
Pupils act out the story in their groups.
• Invite a few groups to act out the story in front of the class.

6 Read and reflect. Say. Reflect SEL

• Pupils reflect on the story and answer questions 1–4. Then
discuss the final question as a class. Ask them to give reasons for
their answers.

Choose a picture. What can you see? (PB) Creativity Corner

• In pairs, pupils choose a picture and describe what they can see. Imagine. (PB)
Support: Choose and describe a picture for the class. Pupils say
the picture number.
• Elicit some ingredients before pupils do the task.
Reach higher: Pupils create an advert for their new ice lolly.
Reach higher: Encourage pupils to give more detailed They draw a picture, list the ingredients and give it a name.
descriptions including colour, number and position.
Find a fruit or vegetable in each picture of the
story. (PB)
• Pupils do the task individually or in small groups. 107
 4

cular
and Cross-curri
Vocabulary
Lesson 4
nce
Natural scie Activity 1:
1 Watch. Which foods are some people allergic to? peanuts, milk, wheat,
nuts, corn, eggs, celery,
2 Read and listen.
Food labels
4:11

tomatoes, fish, prawns

and allergy stickers
Some people are allergic
to peanuts. Peanuts make them ill.
Some people are allergic to milk, wheat, nuts,
corn, eggs, celery, tomatoes, fish and prawns.
If you’re allergic to a food, you can’t eat it.
Ingredients It’s important to look at the labels on packets. Food
wheat, flour, milk, egg,
fish, tomato, celery, salt labels give information about ingredients. Look! This cake has got wheat.

I am allergic to I am allergic to wheat.

tomatoes. Tomatoes Wheat is in lots of breads,
are in lots of pies pasta and cakes. I have
and pasta dishes. bread, pasta and cakes
When I go to the without wheat. I can’t
supermarket with my eat school lunch, so my
family, we look at mum prepares a lunch
the labels on food. box for me. I have this Louise
Miles: At school, I wear sticker on my no wheat
I am alle
rgic to
this sticker. lunch box.
Some people
are
Activity 3: allergic to cho
colate.
celery 4 3 4:12 Read and say the number. Listen and check.
celery corn peanuts prawns tomatoes wheat
corn 3
1 2 3 4 5 6
peanuts 2 Activity 4:
prawns 6 1 You can’t eat it.
tomatoes 1 4 Answer the questions.
2 Food labels give us
1 If you are allergic to a food, what can’t you do?
wheat 5 C u r i os i t y information about
Co 2 What information can food labels give us?
r 3 What is Miles allergic to?
ingredients.
ne

Curiosity Corner:
Think and
4 What can’t Louise eat?
3 Miles is allergic
find out!
r

tomatoes, vinegar, What’s in to tomatoes.

ketchup? Look 5 Find out about your friends. Ask and answer.
corn syrup, salt, at a label. 4 Louise can’t eat
Are you allergic No, I’m not. But my
spice, onion to anything? brother is allergic to nuts. foods with wheat.
44
powder and natural
flavouring
Pupil’s Book

Lesson 4 Vocabulary a
nd Cross-curri
cular 4
Natural scien
1 Order and write the words. ce
1 2 3 4 5 6

attomoes spenaut lecery hawte cron spranw

1 tomatoes 2 peanuts 3 celery

4 wheat 5 corn 6 prawns
2 Read and match.
1 Some people are allergic to peanuts, a you can’t eat it.

a 2 When you’re allergic to a food, b bread and cakes.

d 3 Food labels give us information c prawns, wheat and corn.

e 4 Tomatoes are in a lot of d about the ingredients in our food.

b e pies and pasta dishes.

5 Wheat is in a lot of

3 Look and write.

1 2 3

ity Corner
rios
wheat tomatoes prawns Cu
Look at food labels at
home. What information
4 5 6 can you find on food labels?
Share with your friends.

corn peanuts
celery

How many dishes with tomatoes do you know? 39

Activity Book

108 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 4 Vocabulary and Cross
-curricular 4
Objectives and Competences
- Watch and understand a video about New vocabulary: celery, corn, peanuts, Recycled language: (You) can’t (eat it).
food allergies. prawns, tomatoes, wheat Receptive vocabulary: allergic, allergy,
- Identify and name food vocabulary. Recycled vocabulary: bread, cake, eggs, label, packets, sticker
fish, milk, nuts, pasta, pies; ill, ingredients, Materials: flashcards & word cards (67–72),
lunch, supermarket Something for Everyone Vocabulary
worksheets (Unit 4)

Opening routine 4 Answer the questions. Communicate

• Choose a routine from the Classroom Routines and Games
• Pupils ask and answer the questions in pairs. Encourage them to
(pp. 26–31) to start the lesson: look back at the text to find the answers.
- Mindfulness: Read my lips with food vocabulary. Support: Play the audio (track 4:11), pausing after the relevant
- Dynamic: Say and write it. parts to point pupils towards the correct answer.
- Communication: Time’s up! with food vocabulary.
Curious about … labels
Lesson introduction  Reflect
Point out to the class that in food labels, ingredients are listed in
• Tell the pupils they are going to watch a video about food
order, based on how much of each ingredient the food contains.
allergies. Ask the pupils if they or their family members have
The ingredients that there are most of are listed first, and the
food allergies.
ingredients that there are least of are listed last.
Pupil’s Book, page 44
1 W
 atch. Which foods are some people 5  Find out about your friends. Ask
allergic to? and answer.  Communicate

• • Drill the question and answer with a few pupils before they do

Curious Kids 3 © Macmillan Education Limited 2023

Use the flashcards to present the vocabulary. Drill the words.
Start off slowly and then gradually get faster and faster. the task in pairs.
• Keeping books closed, play the video and ask the class to name • Ask volunteers to share their answers with the class.
foods that some people are allergic to. • For further practice, use the Something for Everyone Vocabulary
• Leave the final question on screen and encourage pupils to share worksheets at the relevant level.
Support: Display the food flashcards for support.
their experiences.
Support: Play the video again, pausing after each child speaks to Reach higher: Pupils make a bar chart to show the allergies
name their allergies. among the class and the people they know.

2 Read and listen.

Activity Book, page 39
• Display the flashcards on the board and point to them in a
random order for pupils to say the words. Repeat several times, 1 Order and write the words.
but each time turn one of the flashcards over. Continue to point
to those flashcards and encourage pupils to recall the words.
• Pupils unscramble and write the words.
Support: Display the word cards for pupils to refer to.
• Play the audio (track 4:11) for pupils to read and listen. Check
Consolidate: Elicit the words before pupils do the task.
comprehension by asking questions, e.g. Which foods have
tomatoes? Which foods have wheat? 2 Read and match.
• Pupils read the text aloud in pairs, alternating lines.
• Pupils read and match to make sentences.
Support: Do the activity as a class.
3 Read and say the number. Listen and check. 
• Pupils read the words and say the number of the 3 Look and write.
corresponding picture.
• Play the audio (track 4:12) to check answers.
• Pupils look at the labels and stickers and complete them using
words from Activity 1.
Support: Display the flashcards and word cards for support.
Consolidate: Play Memory (from the Classroom Routines and Closing routine
Games pp. 26–31) with the flashcards and word cards before • Do one of the closing routines:
doing the activity. - Dynamic: Mediated running dictation with food vocabulary.
• Plurilingualism Ask pupils how to say the new words in - Communication: I spy with food vocabulary.
their first language. Are the words longer or shorter in English?

How many dishes with tomatoes do you know? (AB) Curiosity Corner
• In pairs, pupils think of as many dishes as they can that contain Think and find out! (PB)
tomatoes, e.g. pizza, pasta sauce, ketchup, tomato soup, salad, etc.
• Encourage pupils to use the internet or investigate at home to
find out the ingredients of ketchup.
Support: Bring in a ketchup bottle to show the class.
Investigate the ingredients as a class.
Food labels (AB)
• Ask pupils to investigate food labels at home or bring some
food labels into class. 109
 4

Lesson 5 Grammar and C

o mmunicatio
n 4
1 4:13 Listen and read. What do Harry and Sophia make?
Harry and Sophia are talking to Ed’s mum.
They want to make a birthday cake for Ed.

ED’S MUM: Ed doesn’t like lemon cake.

He likes chocolate cake best.
HARRY: Does he like strawberries?
ED’S MUM: Yes, he does. He loves
strawberries.
HARRY: Strawberries are my
favourite fruit.
SOPHIA: I really like banana cake.
Does he like bananas?
ED’S MUM: No, he doesn’t. And
remember, he can’t eat
anything with nuts in.
SOPHIA: So, we can make a chocolate
cake without nuts.
HARRY: And we can decorate it with
strawberries.
SOPHIA: Your favourite fruit!

2 Act out the dialogue.

3 4:14 Read, listen and say.

Curious about grammar
Does Sophia like banana cake? Yes, she does.
Remember!
Does Ed like banana cake? No, he doesn’t. doesn’t = does not

4 Make your food cards. AB page 91

5 Play Guess who? Is it a boy or a girl? A girl.

Does she like honey?

Yes, she does.

Does she like fruit juice?

No, she doesn’t.

I think it’s Zoe.

What other types of cakes can you think of? 45

Pupil’s Book

ommunication
rammar and C Does she like
Lesson 5 G banana cake?

1 Complete the sentences in the table.

does Does doesn’t he like Yes

Curious about grammar

2 Yes, he 3 No, he
1 Does Ed like chocolate cake?
does . doesn’t.

5 Yes , 6 No, she

4 Does Sophia like banana cake?
she does. doesn’t .

2 Look and write. Act out.

1 Does he like yoghurt? 2 No, he doesn’t .

3 Does he like ice cream? 4 Yes, he does .

5 Does he like chicken? doesn’t

6 No, he .

I think it’s Dan.

3 4:15 Read the questions. Listen to Ed’s answers and tick or cross .

Five Quick Questions

Ed Me My friend
1 Do you like lentils?

2 Do you like yoghurt? ✔

3 Do you like olives? ✘
4 Do you like nuts? ✘
5 Do you like vegetables? ✔

4 Answer for you. Ask a friend.

40 Write another question: Do you like …? Ask a friend.

Activity Book

110 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 5 Grammar and Commu
n ication 4
Objectives and Competences
- Read, listen and act out a dialogue New language: Does he/she like Recycled language: He likes / doesn’t like /
about a birthday cake. (strawberries)? Yes, he/she does. No, he/ loves (chocolate). I like (banana cake).
- Ask and answer about people’s likes she doesn’t. He can’t (eat nuts). We can (make a
and dislikes. Recycled vocabulary: banana, cake, chocolate cake).
- Play a speaking game using food cards. cheese, chicken, chocolate, fish, fruit, fruit Materials: flashcards & word cards (57–72),
juice, honey, ice cream, ice lollies, lemon, scissors, Something for Everyone
lentils, olives, nuts, pasta, sandwiches, Grammar worksheets (Unit 4)
strawberries, tuna, vegetables, yoghurt

Opening routine • For further practice, use the Something for Everyone Grammar
• Choose a routine from the Classroom Routines and Games worksheets at the relevant level.
(pp. 26–31) to start the lesson: Support: Play the game as a class.
- Mindfulness: On one foot with food vocabulary.
- Dynamic: Reading race with food vocabulary. Activity Book, page 40
- Communication: Chain game with My (brother) likes …
1 Complete the sentences in the table.
Lesson introduction Reflect
• Read the speech bubble aloud and ask: Does she like banana
• Tell the class that they are going to listen to a dialogue about cake? Ask pupils to supply the two possible answers (Yes, she
making a cake. Pre-teach the word recipe. Then ask Do you know does. / No, she doesn’t.)
any recipes? What is it for? What are the ingredients?
• Remind pupils of the colour coding before they do the task.

Pupil’s Book, page 45 2 Look and write. Act out. Communicate

1 L
 isten and read. What do Harry and • Check answers as a class. Then ask pupils to act out the dialogue

Curious Kids 3 © Macmillan Education Limited 2023

Sophia make? with a partner.
• Read the introduction together. Check comprehension.
• Mediation Have children work in groups to role-play the
• Before you play the audio, draw attention to the hidden words dialogue with one child acting as translator. (see TB p. 43)
at the end of the dialogue and remind pupils they need to listen
for them. 3 R
 ead the questions. Listen to Ed’s answers
• Play the audio (track 4:13). Pupils listen and read. They then and tick or cross . 
answer the question. Ask: What do Harry and Sophia make? What
foods does Ed like? (chocolate and strawberries) What doesn’t he
• Give pupils a few minutes to read the questions and play the
audio (track 4:15). Pupils listen and complete the first column.
like? (lemon and bananas) What can’t he eat? (nuts)

2 Act out the dialogue. Communicate 4 Answer for you. Ask a friend. Communicate

• In groups of three, the pupils read the dialogue aloud. • Pupils complete the second column with their own answers.
Then they ask and answer with a partner and complete the
Encourage them to stand up and act it out. Then they change
third column.
roles and repeat.
• Ask different pupils questions about their friends, e.g. Does
3 Read, listen and say. (Gabriel) like lentils? No, he doesn’t. Does he like yoghurt? Yes, he
does., etc.
• Write Yes, she does and No, he doesn’t on the board. Then ask
Support: Pair higher and lower-level pupils together.
questions, e.g. Does (your mother) like (cake)? and elicit answers.
• Focus attention on the grammar box. Play the audio (track 4:14), Reach higher: Pupils write three further questions in a notebook
to ask their partner.
pausing after each question and answer for pupils to repeat.
• Focus attention on the Remember! box and point out that doesn’t Closing routine
is the words does and not combined.
• Do one of the closing routines:
• Plurilingualism Ask pupils to look at the grammar table and - Mindfulness: Bee breathing.
say what’s similar or different about the grammar structure in - Communication: Hot seat with Do you like …? questions.
their first language.

4 Make your food cards.

• Pupils turn to page 91 in their Activity Book and cut out the
food cards.

5 Play Guess who? Communicate

• Invite two pupils to model the game by reading the speech
bubbles aloud.
• Pupils play the game in pairs. Make sure they can’t see which card
their partner is holding. Then they swap roles and play again.

What other types of cakes can you think of? (PB)

• Display the food flashcards for visual support.
• Encourage pupils to compete against each other to see who can
name the most unusual cake.
Write another question. Do you like …? Ask a
friend. (AB)
• After pupils ask and answer their questions in pairs, they find a
new partner and tell them about their friend, e.g. She likes cheese.
She doesn’t like eggs. 111
 4

Culture
Lesson 6

Q uiz Chat
1 4:16 Listen and read.

What’s a traditional dish

from your country?
Banana split is a very popular
dessert in the USA. It’s got
chocolate, strawberry and vanilla
ice cream, a banana, and lots of
Scott chocolate sauce on top. It’s delicious
Great Lake School
USA
but I don’t think it’s very healthy. It
contains lots of sugar.

Scott, your banana split looks delicious!

Curry is a traditional dish from India. It’s very
popular in the UK, too. My favourite is red lentil
dahl. I make it with my dad. We eat it with rice Harry
or bread. It’s healthy and very tasty!
Green Park School
England, UK

I want to try that, Harry!

My grandma makes traditional food.
I love her Irish stew. It’s got lamb,
potatoes, carrots and onions.
Ruby It’s my favourite dish. We eat it with Activity 2:
Emerald School
Ireland
all my family. It’s delicious! 1 Irish stew
2 Banana split
2 Answer the questions.
C u r ios i t y C
3 chocolate, strawberry
1 Which dish has got vegetables in it? 4 What’s the name of
or and vanilla ice cream, a
n e 2 Which dish has got fruit in it? Harry’s lentil dish?
5 Which dish is banana, chocolate sauce
r

3 What are the ingredients of a

healthy?
It’s us! banana split? 4 red lentil dahl
io
delic
Curiosity Corner: 3 Compare cul tures What’s a traditional dish 5 red lentil dahl
A pecan is a nut. Pecan pie is very popular from your country? Which is your favourite dish? Why?
in the USA. What type of
food is a pecan? Find a
46 picture online.

Pupil’s Book

Lesson 6 Cultu
re 4
1 4:17 Read. Listen and circle.
Today, we’re
Welcome to Kids Can Talk, talking about
the radio station for kids. food.

1 Carrie lives in England / Scotland / Wales, in the UK.

2 Her favourite traditional dish is pie / chicken / fish and chips.

3 Her mum doesn’t like fish / pasta / lentils.

4 Her mum likes vegetable pasta / soup / pie.

5 Carrie likes ice cream / banana split / cake for dessert.

2 Read and write about a traditional dish from your country.

My traditional dish
My name’s Maria. I live in England, in the UK.
At home, my dad prepares our food. He’s
from Argentina. Pies are a traditional dish in
Argentina. In Spanish, we say ‘empanadas’.
They’re fantastic. My dad likes cheese pies,
but I like vegetable pies best.

Yo
u r tur n
!

y Corner
t ivit
ea
r

Imagine eating a pie.

C

What’s in it? Describe

how it smells, looks,
feels and tastes.
41

Activity Book

112 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 6 Culture 4
Objectives and Competences
- Learn about traditional dishes from Recycled vocabulary: banana, bread, Materials: world map (optional),
other countries. carrots, chocolate, ice cream, lentils, Something for Everyone Skills
- Talk and write about traditional dishes onions, strawberry, vanilla worksheets (Unit 4)
in your country. Receptive vocabulary: banana split,
curry, dessert, Irish stew, lamb,
potatoes, rice, soup, sugar

Opening routine 3 C
 ompare cultures. What’s a traditional dish
• Choose a routine from the Classroom Routines and Games
from your country? Which is your favourite
(pp. 26–31) to start the lesson:
- Mindfulness: Counting our breath.
dish? Why? Reflect

- Dynamic: Inside outside circle with Do you like …? questions. • Read the questions together. Encourage pupils to share their
ideas freely in English or in L1.
- Communication: Alien with Does he/she like …? questions.
• For further practice, use the Something for Everyone Skills
worksheets at the relevant level.
Lesson introduction Critical Thinking
• Focus attention on the Pupil’s Book page and ask pupils what
Sustainable Development Goals
they think the chat is about (traditional dishes). Write their ideas
on the board. If necessary, remind them that the chat is between Goal 12: Responsible consumption and
children participating in the Kids Can! Quiz from around production
the world.
Introduce pupils to Sustainable Development Goal 12:
Ensure sustainable consumption and production patterns.
Pupil’s Book, page 46 Focus on food waste and what we can do to waste less food
1 Listen and read. at home. Ask Do you ever throw away food? Is it good to waste

Curious Kids 3 © Macmillan Education Limited 2023

• Draw pupils’ attention to the question at the top of the chat. food? Why / Why not? What can we do to waste less food? Allow
use of L1.
• Ask which countries the children are from (the USA, the UK,
Possible answers: I sometimes throw away food when I’m
Ireland). If you wish, invite pupils to locate the countries on a
world map. not hungry. It isn’t good to waste food. It means that we buy
more than we need. We could buy less food, use all the food
• Play the audio (track 4:16). Pupils read and listen.
before we go shopping again, we can prepare new meals with
Support: Pause after each post to check comprehension, e.g.
leftovers like salads or pizzas.
Who is the post from? Where is he/she from? What is the traditional
dish of (Ireland)?
Reach higher: Pupils write a list of ingredients for each dish Activity Book, page 41
mentioned in the text.
1 Read. Listen and circle. 
• Mediation Have children explain about traditional food in
• Draw attention to the speech bubbles and explain that pupils are
the UK, the USA and Ireland in their first language.
going to listen to a radio show about food.
Curiosity tip • Pupils read the text in the chart.

Allow pupils to develop their sense of curiosity. Encourage • Play the audio (track 4:17). Pupils listen and circle the
correct words.
them to ask questions about the things they are learning
about if they wish. Here, allow them to ask questions about 2 R
 ead and write about a traditional dish from
the dishes they read about and to share any knowledge they
have of them. They can do further research at home with a your country.
family member. They could choose to find out more about • Pupils read the text about the traditional dish from Argentina.
these dishes, or other traditional dishes that are popular in Ask questions, e.g. What’s the traditional dish from Argentina?
these countries. They could even try making them at home. What kind of pies do Maria and her dad like?
• They then use the text as a model to write about a traditional
dish they like.
2 Answer the questions. Communicate Support: Brainstorm traditional dishes as a class.
• Pupils read and answer the questions in pairs.
Closing routine
• Check answers as a whole class.
• Do one of the closing routines:
Engage: Say the name of each dish. Pupils raise their hand if
- Mindfulness: Slow motion with mimes for eating
they have eaten the dish or would like to try it.
different foods.
- Communication: Three-step interview with food likes
and dislikes.

Curiosity Corner
Pecan pie (PB)
• Explain that pecan pie is a traditional dessert for holiday meals in
the USA.
• Pupils search for information and images online.

Creativity Corner
Imaginary pie (AB)
• In pairs or small groups, pupils work together to imagine a pie
and describe it. Then they share their ideas with the class.
Support: Brainstorm different flavours of pie before you start. 113
 4

Lesson 7 Communication an
d Pronunciatio
n 4
1 Watch. What does Ed have for lunch at school? Activity 1:
2 4:18 Listen, read and say. chicken and rice
Would you like an ice cream?
Yes, please.

What flavour
would you like?

Can I have peach, please?

I’m sorry. I haven’t got any peach
ice cream today. You can have
lemon, strawberry or vanilla. Vanilla, please.
Useful expressions
Here you are!
Would you like (an ice cream)?
What flavour would you like?
Can I have (peach), please?

3 Chit - ch a t Talk to your friend. Change the words in blue.

4 4:19 Read the menu. Guess the hidden words. Listen and check.

Menu
Main Course Dessert
Starter
pasta and salad lemon, strawberry or
lentil salad
with olives vanilla ice cream
carrot soup chicken, rice and yoghurt with honey
vegetables

Soungdoso
5 4:20Read, listen and identify the sound.
Fish and chips is a
d!
Practise. traditional dish in the UK.

What other dishes can you find on menus? 47

Pupil’s Book

and Writing
ommunication
Lesson 7 C

1 Number the sentences. Act out.

3 What flavour
would you like? Strawberry, please. 6

1 Would you like

an ice cream?
Yes, please. 2

5 I’m sorry. I haven’t got any

chocolate ice cream today. You
can have vanilla or strawberry. Can I have chocolate? 4

Writing tip!
2 Read and write your own lunch menu. Draw. Decorate your menu!

Today’s Lunch Menu Tomorrow’s Lunch Menu

Starter Starter
carrot salad
vegetable soup

Main Course Main Course

chicken and chips
fish and chips

Dessert Dessert
strawberry ice cream
fruit pie

3 4:21 Listen. Circle the words that have a sound like i in fish. Say. Soungdoso
d!
chips ice cream pie chicken dish like allergic vanilla
i as in fish

42 Write or say words that have the same sound as fish and chips.

Activity Book

114 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 7 Communication, Pronu
nciation and W 4
riting
Objectives and Competences
- Watch a video about lunch at school in Functional language: Would you like (an Recycled language: I’m sorry. I haven’t got
the UK. ice cream)? What flavour would you like? any (peach ice cream).
- Listen, read and act out a dialogue Can I have (peach), please? Materials: Something for Everyone Skills
about lunch at school in the UK. Recycled vocabulary: carrot, chicken, worksheets (Unit 4)
- Learn useful expressions for asking for chips, chocolate, fish, fruit, honey, ice
and offering food. cream, lemon, lentils, olives, pasta,
- Read and write a menu. peach, pie, rice, soup, strawberry, vanilla,
- Identify and practise the /ɪ/ sound. vegetables, yoghurt

Opening routine 4 R
 ead the menu. Guess the hidden words.
• Choose a routine from the Classroom Routines and Games Listen and check. 
(pp. 26–31) to start the lesson: • In pairs, pupils read the menu and try to guess the hidden words.
- Mindfulness: Shark’s fin. Ask them to note down their guesses.
- Dynamic: Tick tick • Play the audio (track 4:19). Pupils listen to see if their guesses
- Communication: No, no, no! with the ingredients of traditional were correct.
dishes from Lesson 6.
5 Read, listen and identify the sound. Practise. 
Lesson introduction Reflect
• Read the sentence in the Sounds good! box and play the audio
• Review the previous lesson by naming different traditional (track 4:20). Then draw attention to the letters in green. Ask
dishes. Pupils say which country they are from. pupils how they are pronounced. /ɪ/
• Explain that they are going to watch a video about Ed’s
• Drill the words containing the sounds with pupils. Then
school lunch. challenge them to say the sentence quickly.

Pupil’s Book, page 47 • For further practice, use the Something for Everyone Skills

Curious Kids 3 © Macmillan Education Limited 2023

worksheets at the relevant level.
1 Watch. What does Ed have for lunch at school?
• Before watching, ask the class to predict what Ed has for lunch Activity Book, page 42
at school. 1 Number the sentences. Act out. Critical Thinking
• Watch the video and check the answer against predictions.
• Pupils read the speech bubbles and number them in the
• Ask: Do you eat lunch at school? Do you like the food? What are correct order. Then they act out the dialogue in pairs.
your favourite dishes?
2 Read and write your own lunch menu. Draw.
If you have time ... Comparing cultures • Pupils read the menu and then write their own.
Children in the UK usually have the option of eating a hot • Draw attention to the Writing tip! and tell them to draw pictures
lunch at school or bringing a cold packed lunch from home, to illustrate their menu.
e.g. sandwiches and fruit. Dinner is usually the main meal of Support: Elicit ideas for starters, main courses and desserts as
the day and it’s common to eat sandwiches for lunch. Ask the a class.
class about their country, e.g. Which is the main meal, lunch or
dinner? Do children eat lunch at school? What do they eat? If they If you have time ... Designing a menu
don’t eat lunch at school, what do they do? Is lunch usually hot or
In pairs pupils imagine that they have a restaurant and design
cold? Do people eat sandwiches for lunch? Allow use of L1.
a menu for the restaurant using the computer. They agree
on which dishes to include and find photos to decorate the
2 Listen, read and say.  menu. They also come up with a name for their restaurant.
• Play the audio (track 4:18) twice. The first time pupils listen and
read the dialogue. The second time, pause the audio after each
line for pupils to repeat and practise pronunciation. 3 L
 isten. Circle the words that have a sound
• Draw attention to the Useful expressions box. Elicit ways of saying like i in fish. Say. 
the same expressions in the pupils’ L1. • Play the audio (track 4:21). Pupils circle the words with the
• Pupils role-play the dialogue in pairs. same sound. Then, they say the circled words.
Support: Check comprehension by asking questions, e.g. What Closing routine
flavour does Ed want at the beginning? (peach) What flavour does
he choose in the end? (vanilla), etc. • Do one of the closing routines:
- Mindfulness: Secret password with the Sounds good! sentence.
3  Chit-chat. Talk to your friend. Change the - Dynamic: Can I put it in? with words containing the target sound.
words in blue. Communicate
• Focus on the words in blue and elicit ways of changing the words
as a class. Write their ideas on the board.
• Pupils practise their new dialogues in pairs.
Reach higher: Encourage pupils to change the dialogue to
another food with different flavours, e.g. soup, pies, etc.
• Mediation Have children work in groups to role-play the
conversation with one child acting as translator. (see TB p. 43)

What other dishes can you find on menus? (PB)

• Encourage pupils to think of starters, main courses and desserts.
Write or say words that have the same sound as
fish and chips. (AB)
• Allow some thinking time. Then elicit ideas from the class. 115
 4

Lesson 8
Review
Kids Can! Q uiz Activity 1:
It’s time for the Food quiz! 1 Ed’s mum says it on page 45.
1 Let ’s review Who says it? What is it? What page is it on? 2 Harry says it on page 46.
3 Dan’s grandma says it on
1 He can’t eat anything with nuts in. 4 5 6
page 42.
Scott, your banana split
2 looks delicious! 4 It’s tomato ketchup on
3 Do you want a homemade ice lolly? page 44.
5 It’s the man selling honey on
Remember! page 40.
2 Watch. Do the quiz. If you don’t know the answer, you can guess!
6 It’s the red lentil dahl on
page 46.

Q
2 Q
1
BONUS
Menu
Starter

Q Q
QUESTION ==
Q
3 Write a
menu with
6
Main Course

healthy dishes. ==
Q
4 Q
5 Dessert
Curious Kids 3 © Macmillan Education Limited 2023

3 points for a 2 points for a correct 1 point for a Maximum score

correct answer answer in English with correct answer for this quiz:
in English. a spelling mistake. in your language. 42 points

3 Watch. Check your answers. AB page 44 Do the language review.

48 Think of one more question and ask the other quiz teams.

Pupil’s Book

Kids Can … grow food. 4

Kat’s
This is Kat.
She’s 9 years old and she
vegetables No, they aren’t. And
they aren’t very tasty.
lives in Dundee, in Scotland. One day at school. What can we do?

I like chicken nuggets

and chips, but they’re
they’re not very healthy!

I’ve got an idea!

Come on, Finlay.

After lunch. The next day, they

Kat and Finlay ask Mr Booth about start to work in the
growing vegetables in the school garden. school garden. They
plant tomatoes,
lettuce, peas,
We want to use the broccoli and red
peppers. Some other
vegetables for healthy
children help them.
school meals. They water the
plants every day.

Their vegetables help improve the school

lunches so that everyone can have a tasty
and healthy meal at school.

What a great idea! We

can learn about growing
plants and healthy food.

Thanks Kat! These

tomatoes are
amazing! We’ll make
ity Corner
rios
Cu
Answer the questions. a healthy salad.

1 Why does Kat want to grow vegetables? Do you know that

tomatoes are fruit?
good! 2 Why does Mr Booth like the idea? Are olives fruit or
vegetables? Look
3 What vegetables would you like to grow? online and find out.

43

9781380052698_text_P36-45.indd 43 27/06/22 5:00 PM

1 for healthy school meals / to use them to

Activity Book
help improve the school meals Curiosity Corner:
2 (the class can) learn about growing plants Olives are fruit.
and healthy food
3 Pupil’s own answers
116
 Lesson 8 Review 4
Objectives and Competences
- Review vocabulary and language from Recycled vocabulary: celery, chicken, Materials: flashcards & word cards (57–66)
Unit 4. corn, fruit, honey, lentils, nuts, olives,
- Watch the quiz video and do the pasta, peanuts, prawns, tomatoes, tuna,
Kids Can! Quiz. vegetables, wheat, yoghurt
Recycled language: He/She likes (chicken).
He/She doesn’t like (tuna). Does he/she like
(strawberries)? Yes, he/she does. No, he/
she doesn’t.

Opening routine Activity Book, page 43, Kids Can …

• Choose a routine from the Classroom Routines and Games
grow food.
(pp. 26–31) to start the lesson:
- Mindfulness: Silent ball.
Answer the questions. Critical Thinking

- Dynamic: Put them in order! with food flashcards. • Read the title and ask the class what they think the text will be
about. Ask Do you know anyone who grows vegetables? Which
- Communication: Chit-chat dialogue with food flashcards. vegetables do you like?
Lesson introduction • Pupils read the text and answer the questions.
• If you did the Secret password closing routine at the end of the • Check answers as a whole class.
last lesson, ask pupils to say the sentence they memorised before Support: As a class, read the text one frame at a time. Check
they enter the classroom. comprehension before continuing.
• Draw attention to the speech bubble on the top right of the Consolidate: Pupils read the text in pairs, alternating lines.
page. Explain to the class that before they do the Kids Can! Quiz,
they are going to review the unit. • Mediation Ask pupils to explain these words to a friend:
healthy, tasty.

Curious Kids 3 © Macmillan Education Limited 2023

Pupil’s Book, page 48 Creativity tip
1 Let’s review. Who says it? What is it? What page is Put the class into groups and encourage them to act out the
it on? story using different props.
• In pairs, pupils read speech bubbles 1–3 and decide who says
each. Then they find them in the unit to check. They do the same
with pictures 4–6.
• Check answers as a class.
Support: Do as a class, zooming in on the pages to help find the
speech bubbles and the pictures.
Reach higher: Do it as a race.

2 Watch. Do the quiz.  Critical Thinking

• Tell the pupils that it’s time for the next Kids Can! Quiz.
• Remind them of the points system, if necessary.
• Draw attention to the Remember! box and tell them to guess if
they don’t know the answer.
• Remind them that they should work with their teams to agree on
the answer.
• Play the video. Pause after each question appears on the screen
to give the teams time to discuss and write their answers. Use a
quiet signal to indicate that their discussion time is up and you
are going to play the next question.
• Draw attention to the bonus question, which also appears on the
Pupil’s Book page.
• If you would like to extend the quiz, teams can write extra
questions using the My quiz questions page in the Activity Book
(page 67).

3 Watch. Check your answers.

• Take the answer papers in from each team and explain that they
will watch the video now to see the answers but will receive their
scores in the next lesson.
• Play the video for the pupils to check their answers.

Think of one more question and ask the other quiz Curiosity Corner
teams. (PB) Tomatoes and olives (AB)
• Pupils work together in their teams to write another question for • Ask pupils if they knew that tomatoes are fruit. They look
the other teams to answer. online to find out about olives.
Support: Brainstorm all the vocabulary from the unit and write
the words on the board for reference. 117
 4

Lesson 8
Rev iew 4
1 Do the crossword. 4 Read and write.
1 6 1 2 3
1
o 2l i v e s I’m allergic to I’m allergic to I’m allergic to
e v
3 4
f corn . tomatoes . prawns .
5
h o n e y e r
2 7
t 6
y o g h u r t 4 I’m allergic to 5 I’m allergic to 6 I’m allergic to
7
c h i c k e n
8
e i celery . wheat . nuts .
3 l u t t 8
9
p a s t a 10
t u n a 5 4:23 Read and circle. Listen and check.
s b
4 5 l 9 10 1 Let’s prepare breakfast for your mum. 2 Yes, she does. She likes / like oranges.
e Do / Does she like fruit for breakfast?

s
3 Does she like / 4 No, she do / doesn’t.
2 Look and write. likes fruit juice? She likes water.

Ana 1 Ana likes pie. 5 She love / loves yoghurt.

What about yoghurt?
2 She doesn’t like tuna.
3 She doesn’t like nuts. 6 And what about you? Do / Does you 7 No, I doesn’t / don’t. I like milk and biscuits.
4 She likes fruit. like fruit and yoghurt for breakfast?

5 She likes yoghurt.

ink abo
6 She doesn’t like ice lollies. 6 Complete the Picture dictionary for Unit 4. Th
Unit 4

ut
Read and reflect. Colour the stars. Tick or cross .
3 Look and write. Answer Yes, he does or No, he doesn’t. I can remember the words in Unit 4.

Does Joe like chicken?

Joe
1 I can sing Delicious pies.
Yes, he does.
I can read The secret ingredient.
2 Does he like olives ?
No, he doesn’t. I can talk, read and write about food.

3 Does he like ice lollies ? I plan to …

sing the song again. play another game with the cards.
Yes, he does.
read the story again. watch the videos again.
4 Does he like carrots ?
No, he doesn’t.
44 Think! What are your five favourite words in this unit? 45

Activity Book

118 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 8 Review 4

Activity Book, pages 44–45

1 Do the crossword.
• Focus attention on the pictures. Pupils write the word for each
item in the crossword.
Support: Create a picture dictionary on the board/wall with the
flashcards and word cards for pupils to use for reference.
Consolidate: Play a matching game with flashcards and word
cards before asking pupils to complete the crossword.
Reach higher: After completing the crossword, pupils check
spelling in pairs, e.g. How do you spell olives? O-L-I-V-E-S.

2 Look and write.

• Pupils look at the picture and identify which foods Ana likes and
which she doesn’t like. Then they write sentences about her.
Support: Ask questions about Ana, e.g. Does Ana like tuna? (No,
she doesn’t.) Does she like fruit? (Yes, she does.)
Consolidate: Model the sentence structure on the board: She
likes____. She doesn’t like _____.

If you have time … Draw your own picture

Curious Kids 3 © Macmillan Education Limited 2023

Pupils draw a similar picture with their likes and dislikes. They
exchange pictures with their partner and then mingle, telling
each other about their partner’s likes and dislikes.

3 Look and write. Answer Yes, he does or No, he doesn’t.

• Ask pupils to look at the information about Joe. They use the
information to write questions and answers about him.

4 Read and write.

• Pupils look at the stickers and complete them with the
correct foods.

5 Read and circle. Listen and check. 

• Pupils read and circle the correct words.
• Play the audio (track 4:23) for pupils to check their answers.

6 Complete the Picture dictionary for Unit 4.

• Pupils turn to page 75 in their Activity Books. Tell them to use the
stickers to complete the Picture dictionary.
• Pupils can now complete the Grammar reference and practice
section for the unit at the back of the Activity Book.

Self-assessment Reflect
Read and reflect. Colour the stars. Tick or cross .
• Ask pupils to read the statements and reflect on their learning by
colouring the corresponding number of stars.
• They then complete the learning action plan with ticks or crosses.
• If you wish to evaluate pupils’ progress, Unit tests are available in
the Teacher’s Resource Centre. You can also create your own tests
using the Test Generator.
Closing routine
• Do one of the closing routines:
- Mindfulness: Three good things.
- Dynamic: Change places! with food allergies or likes
and dislikes.

Think! What are your five favourite words in

this unit?
• In pairs, pupils say their five favourite words from the unit. 119
 4

Kids Can! Project 4

What’s in the
food we eat?
1 Look. Say what’s in this crazy sandwich.

Activity 2:
cheese / fruit, football /
2 4:24 Read. Listen and find the differences. Say. basketball, tuna / chicken,
computer / headphones
Would you like a cheese, chocolate
and football sandwich?

Mmm. Yes, please. Would

you like a tuna and
computer sandwich?

Mmm. Yes, please.

3 Be crea t ive Create and write about a crazy sandwich.

nk ke ise e
ite ct ar
Ma
i

Wr

Pra
Th

Sh

Teacher Resource Centre: Unit 4

Tell your family about your crazy sandwich. 49

Pupil’s Book

Choose your favourite endin

What’s in the food “Waiter, Waiter! There’s a
g for this
little worm in my soup!”
joke.

we eat?
1 “Don’t worry, it’s dead. The waiter replies:
It can’t swim.”
2 “Oh, I’m sorry. Are you
a vegetarian?”
3 “I’m sorry. Would you like
me to get you a bigger one?”

ch i c ken
e lolly
ie.
ple p
Find the ap
wh t
p nuts
Find the
secret
Find out!
ingredient. vegetab s
Complete the puzzle.
Do you know the answers to these curious questions? Make two words in each pair with the samece ry letters.
two missing
Write your own curious food question. Find the answer!
1 What kind of nut doesn’t grow 3 When did people first make soup? ch i c ken cho late
on trees? g
What’s wron 4
e lolly rn
2 Which
with country
the does pasta
originally
re?come from?
pictu
wh t tom o
16 | Unit 4
Find eight
things. Guess! Unit 4 | 17
Which food inventions are these cartoons about?
p nuts w ermelon
The Earl likes to play cards and eat
at the same time. What quick snack
can I make with bread and meat? These are too thick.
I like thin slices.
vegetab s
ce ry Follow the noodles.
Who likes what?
cho late Then draw your face and your
favourite food. Draw a noodle to
Share the pie!
rn join them!

Can you cut this pie into

a
eight equal pieces, using
Which of these cartoons is true? Look them up! only threetom o
cuts of a knife?

w ermelon b
Match the traditional foods to their descriptions.
1 Baklava is a dessert. It’s popular in
2
many countries, including Lebanon,
Greece and Turkey. The ingredients c
include sugar, honey and nuts.
Gulyás (goulash) is a traditional meat
3 and vegetable stew from Hungary.
Koshari is a traditional Egyptian dish d
of lentils, onions, tomatoes and rice, Describe a traditional
with chickpeas and pasta. food from your country.

18 | Unit 4 Unit 4 | 19

Extra Fun!

120 Curious Kids 3 © Macmillan Education Limited 2023

 Kids Can! Projec
t
4
Objectives and Competences
- Review and personalise language from Recycled vocabulary: bread, cheese, Materials: flashcards & word cards (57–66),
Unit 4. chocolate, computer, football, Teacher’s Resource Centre project
- Develop creativity and imagination. sandwich, tuna template (optional), scissors, coloured
- Work collaboratively to create and write Recycled language: Would you like (a tuna pens or pencils
about a crazy sandwich. and computer) sandwich? Yes, please.

Opening routine
Extra Fun! pages 16 and 17
• Choose a routine from the Classroom Routines and Games
Answers: Find the apple pie. The apple pie is one of the wheels on
(pp. 26–31) to start the lesson:
- Mindfulness: Back to back breathing. the fruit cart.
Find the secret ingredient The secret ingredient is honey.
- Dynamic: Mediated running dictation with food What’s wrong with the picture? Find eight things.
vocabulary. 1 onions are not fruit
- Communication: Quick flash with food vocabulary. 2 chicken being served is not tuna
3 fish is not stew
Lesson introduction
4 olives are not pasta
• Hand out the results of the Kids Can! Quiz and record the marks
5 pasta is not nuts
on the classroom league table.
6 the person buying the yoghurt has got olives in the yoghurt
• Explain to the class that they will be working collaboratively to instead of nuts
create and write about a crazy sandwich. 7 the lentils sign is backwards and the letters are in the
wrong order
Pupil’s Book, page 49 8 there is an ear of corn mixed in with the ice lollies
1 Look. Say what’s in this crazy sandwich. Communicate Question mark: behind table leg on page 17
• Ask pupils to look at the crazy sandwich and describe it with a

Curious Kids 3 © Macmillan Education Limited 2023

partner. Ask questions to elicit the description if necessary, e.g. Extra Fun! pages 18 and 19
What can you see in the sandwich? (cheese, chocolate, a football). Answers: Find out! 1 Peanuts don’t grow on trees. 2 Pasta
originally comes from China. 3 People first made soup around
2 Read. Listen and find the differences. Say. 20,000 CE.
• Read the text together. Guess! the sandwich; crisps (potato chips)
• Then play the audio (track 4:24). Pupils listen for the differences Match the traditional foods to their descriptions. 1 gulyás;
between the text and what they hear on the audio. At the end 2 koshari; 3 baklava
of the audio, ask pupils to tell you the differences. Encourage Complete the puzzle. ic (chicken, ice lolly) ea (wheat, peanuts) le
them to use full sentences, e.g. The text says cheese, but the audio (vegetables, celery) co (chocolate, corn) at (tomato, watermelon)
says fruit. Share the pie!
3 Be creative. Create and write about a crazy
sandwich.
• Use the flow chart to help guide pupils through the process of
doing the project.
• First, the pairs discuss their ideas for their sandwich. They think
about and decide what ingredients to include.
• Hand out copies of the Unit 4 project template if you wish to use
it. Pupils cut and stick the sandwich fillings and then cut out and      
fold the sandwich. Alternatively, they can draw a picture of it. Follow the noodles. Who likes what? a tuna and salad; b rice and
• Next they write a short dialogue about their sandwich, using the lentils; c pasta with tomatoes; d chicken and chips
Question mark: behind tree in right-hand Guess! Cartoon on
model in the Pupil’s Book to help them.
page 18
• Allow them time to practise their dialogue with another pair. Then
call on different groups to act out their dialogue for the class.
Support: Pair higher-level pupils with those who need more   Learning situation
support for the writing task. Why do we have to eat healthy food?
Consolidate: Create a sandwich together as a class first. Review
food vocabulary using the flashcards. Encourage pupils to
suggest ideas for fillings. Draw their suggestions. Build the
dialogue together, writing their ideas on the board.
Reach higher: Have pupils write different or extended versions
of the dialogue, e.g. A: Would you like a cheese and crocodile
sandwich? B: No, thanks. I don’t like crocodiles. Have you got a
carrot and feather sandwich?, etc.
Closing routine
• Do one of the closing routines:
- Mindfulness: The five senses exercise.
- Communication: Find the difference.

Tell your family about your crazy sandwich.

• Encourage pupils to describe their sandwich to their family.
The pupils in each pair could take turns to take their sandwich
home to show their family. 121
 R Review 2
UNIT

Activity 1:
They use it to listen to music and to chat to Grandpa
Bob’s friends in Australia.

R
5 Review 2 io u 4 Can You …? Board game
CurKK s s s
Play.
UNIT

i ti t teenn
GO BACK 29 38 47 56
1 Listen and read. How do the kittens use their tablet? Can you
TO THE
4:25
Can you
name 5
Grandpa Bob’s birthday START say these
numbers?
ice cream
flavours?
It’s Grandpa Bob’s birthday tomorrow. We don’t like fruit. We don’t like 64 73 82 91
1 We need food for a birthday party.
2 vegetables.
Do you use a computer Write your next
Can you name
four types of
or tablet? Why? two letters. Ww Xx
pie? Can you say
these letters?
But we love chicken!
Yy Ii
Come on, Ginger. We can look for food outside.

Grandpa Bob doesn’t like chicken. Look! Milk! Can you say
3 4 three things
But he loves tuna. people can’t do
on a computer?

And an old tablet! What food does

Can you say your family like?
four things

The next day. Happy Birthday,

people can do MISS A
TURN
5 We can’t eat a tablet. 6 on a computer?
Grandpa Bob!

Ff
Can you
Uu Say:
Can you
say these ‘Fish and
OW
THR AIN
name four
letters? chips is a
parts of a
But we can listen to music and Grandpa
Ss traditional
Bob can chat to his friends in Australia! Wow! My favourite food. My Nn dish in the AG computer
or tablet?
favourite music. This is amazing! UK.’
7 Happy Birthday from What type of
your friends in Australia. sandwiches do you like?
2 Act out the story. How to play
T
AR
3 Find. Play Mime or spell. You need a dice , a pencil , a piece of paper

I can’t believe it!

1 a banana • a touchscreen • a bike
2 a keyboard • a carrot • a pie S T and counters .
Answer a question to write a letter. The winner is the first
player to write I can sing in English.
I’m very happy. Thank you for 3 a mouse • pizza • headphones
a wonderful party, everyone.
50 Think and share. What’s your favourite activity in Units 3 and 4? 51

Pupil’s Book
Activity 3:
1 a banana: Frame 2, a touchscreen: Frames
4, 6 & 7, a bike: Frame 5
2 a keyboard: Frame 4, a carrot: Frame 2, a
pie: Frames 3 & 6
3 a mouse: Frame 4 (a computer mouse),
pizza: Frame 3, headphones: Frame 4

122 Curious Kids 3 © Macmillan Education Limited 2023

 Review 2 R
Objectives and Competences
- Review the key vocabulary and Recycled vocabulary: activities, Materials: flashcards & word cards (41–72),
language from Units 3 and 4. technology, food dice, counters
- Read, listen to and act out the Curious Recycled language: He/She can (watch TV).
Kittens cartoon. He/She can’t (ride a bike). He/She likes
- Play a Mime or spell game. (chicken). He/She doesn’t like (tuna).
- Play the Can you …? board game.

Opening routine 4 Play.

• Choose a routine from the Classroom Routines and Games
• Focus attention on the game and elicit the materials needed to
(pp. 26–31) to start the lesson: play (a dice, a counter, a pencil and a piece of paper). Point out
- Mindfulness: 10-second stretch. that for every question pupils answer, they can write one letter
- Dynamic: Classify me! with activities and food. of the sentence: I can sing in English. The first player to do so is
the winner.
- Communication: Definitions with vocabulary from
Units 3 and 4. • Pupils play the game in pairs or small groups.
Support: Choose a volunteer and demonstrate playing the
Lesson introduction Critical Thinking game for a few turns. Write a letter of the sentence on the board
• Create interest in the story by focusing attention on the every time you answer a question and draw attention to the Miss
Curious Kittens logo and reading the title of the story. Check a turn and Throw again squares.
comprehension. Reach higher: Assign roles to each player in the group, e.g.
• Ask the class to name things they think the kittens do for timekeeper, reader, helper, silence monitor, etc.
Grandpa Bob’s birthday. • If you wish to evaluate pupils’ progress, Unit tests, Term tests and
End of year tests are available in the Teacher’s Resource Centre.
Pupil’s Book, pages 50–51 You can also create your own tests using the Test Generator.

Curious Kids 3 © Macmillan Education Limited 2023

1 L
 isten and read. How do the kittens use
their tablet?  Closing routine
• Play the audio (track 4:25) for pupils to listen and follow along in • Do one of the closing routines:
their books. Elicit the answer to the question. - Dynamic: Quiz, quiz, trade with the Unit 3 and 4 flashcards.
Consolidate: Ask questions about the story to check - Communication: Odd one out.
comprehension, e.g. What foods do the kittens like? Does
Grandpa Bob like chicken? Does he like tuna? What do they find in Learning situation
the bin?, etc. Problem: The lunch menu for school is boring and it doesn’t
Reach higher: In pairs, pupils think of an alternative ending for make healthy eating fun for younger children. Your class
the story. wants to help.
• Mediation Have children explain the story in their Tasks:
first language.
1. Find out what’s on the lunch menu this week and
investigate what’s healthy and not healthy. (Interview the
2 Act out the story. Communicate
chef if possible.)
• Put pupils in groups and assign roles (Narrator/Mum, Fluffy, 2. Brainstorm how to show the healthy food, and to make
Ginger, Grandpa, Grandpa’s friends). Play the audio (track 4:25) it more attractive.
and have pupils act out the story in their groups. 3. Design a new menu.
• Invite a few groups to act out the story in front of the class. 4. Make an advert to encourage children in your school to eat
healthy food at lunchtime
Creativity tip
Bring in props for the pupils to use as they act out the story.
For example, you can hand out toy food and play music while
they act out the scene for Grandpa Bob’s birthday.

3 Find. Play Mime or spell.

• Tell pupils that they need to find the items listed in the story
pictures. Give them a few minutes to find them.
• Then, in pairs, pupils take turns to mime or spell one of the words
for their partner to guess.
Consolidate: Review the alphabet before playing the
spelling game.
Reach higher: Encourage pupils to choose additional words
from Units 3 or 4 to spell for their partner.

Think and share. What’s your favourite activity in

Units 3 and 4?
• Pupils look back through Units 3 and 4 to find their favourite
activity and discuss it with a partner. Encourage them to explain
why they liked it, e.g. I liked the Kids Can! Quiz about technology
because I know a lot about computers. 123
 5 Are our routines the same?
UNIT

• This unit teaches pupils about time and routines.

• It encourages them to be grateful about what they have.
Activity 1: • Pupils also learn to notice different time zones and say the time when we do things.
time and
routines

Lesson 2 Song a
Are our routines
5
nd Gramm
ar

the same?
UNIT

1 5:04 Listen. What routines

can you hear?
Every day
Lesson 1 Vocabulary Anna gets up. She gets dressed.
She feeds the dog. She has breakfast.
1 Watch. What’s the theme of the quiz? She doesn’t go to school by car.
She goes to school by bus.
1 3
2 5:02 Listen, find and say.
2
Every day, she does the same.

3 5:03 Listen and say the chant. What about you? Do you do the same?
What do you do every day?
4 Play The instruction game.
Olly gets up. He gets dressed.
He feeds the cat. He has breakfast.
1 get up He doesn’t go to school by bus.
2 get dressed He goes to school by car.
5 Every day, he does the same.
3 clean your teeth 4
4 have breakfast Chorus
5 go to school
6 go home 2 Watch and sing.
7 play with friends
3 5:06 Read, listen and say.
8 feed the dog
9 have a shower Curious about grammar
9
10 go to bed 6 She gets up at 7:00.

She doesn’t get up at 7:30.

He goes to school by car.

He doesn’t go to school by bus.

7 10

4 Play Mime a line.

Is it He feeds
the cat? No, it isn’t.
C u r i os i t
yC
8 Is it He has
Find.
breakfast?
or

What’s the time

ne

on the six Yes, it is.

r

clocks?

52 Make a list of routine words you know in English. 53

Pupil’s Book

Are our routines

5
UNIT

the same?
Lesson 1 Vocabulary

1 Read and write. Number.

bed breakfast dog dressed friends home to school shower teeth up

1 get up 6 go to bed
2 get dressed 7 play with friends
3 feed the dog 8 go home
4 have breakfast 9 have a shower
5 clean your teeth 10 go to school

9 3 5 1 10

4 7 8 2 6

2 Look, read and write.

Can you clean your Can you feed the Can you go to
teeth, please? dog, please? bed, please?

3 Break the code.

C a n y o u p l a y i n t h e

p l a y g r o u n d , p l e a s e ?

46 Write a routine in code. Ask a friend to break the code.

Activity Book

124 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 1 Vocabula
ry
5
Objectives and Competences
- Watch and understand a video New vocabulary: clean your teeth, feed the Recycled language: This is my (dog). He’s
introducing the unit. dog, get dressed, get up, go home, go to called (Tiger). We can (talk to people).
- Identify and name daily routines. bed, go to school, have breakfast, have a Can you (go to bed), please?
- Listen to and say a chant. shower, play with friends Materials: flashcards & word cards
- Play a game. Recycled vocabulary: computer, do my (73–82), Something for Everyone
homework, walk Vocabulary worksheets (Unit 5)

Opening routine 4 Play The instruction game. Communicate

• Choose a routine from the Classroom Routines and Games
• Introduce a mime for each one of the vocabulary items.
(pp. 26–31) to start the lesson: Give an instruction, e.g. Feed the dog. and have pupils do the
- Mindfulness: Mindful safari. corresponding mime. When you give a negative instruction,
- Dynamic: One potato with food vocabulary from Unit 4. e.g. Don’t go home., pupils fold their arms and stand still.
- Communication: Three-step interview with Do you like (olives)? • For further practice, use the Something for Everyone Vocabulary
and He/She likes / doesn’t like (olives). worksheets at the relevant level.
Support: Practise the mimes with the class before they play
Lesson introduction Reflect
the game.
• Tell the class it’s time to find out the theme for the next quiz.
• Plurilingualism Ask pupils how to say the new words in their
Ask What would you like to learn about? In pairs, pupils think of
different themes for the quiz and make suggestions. Write them first language. Ask if any are similar.
on the board.
Creativity tip
Pupil’s Book, page 52 Divide the class in small groups and assign each a flashcard.
Pupils make up a mime for their flashcard and share it with
1 Watch. What’s the theme of the quiz?

Curious Kids 3 © Macmillan Education Limited 2023

the class.
• Keeping books closed, play the video. Pupils watch and tell you
the theme of the quiz.
• Pause the video at the end, leaving the questions on the screen. Activity Book, page 46
• Pupils recall the ideas suggested by the course characters and
1 Read and write. Number.
then suggest ideas of their own. Allow use of L1.
• Play a matching game with the flashcards and word cards before
2 Listen, find and say.  pupils do the task.
Support: Complete the routine words together as a class.
• Display the flashcards on the board in random order and have
pupils say the words. Repeat several times. Then remove a
flashcard, point to the place where it was and have pupils say the
2 Look, read and write.
word. Remove other flashcards and repeat. • Display the flashcards on the board and ask Can you clean your
teeth, please? while you point to the relevant flashcard. Drill more
• Focus attention on the scene in the Pupil’s Book. Ask pupils what
examples with the class.
they can see. Elicit ideas.
• Play the audio (track 5:02) twice. The first time, pupils find and 3 Break the code. Critical Thinking
point to the routines in the scene. The second time, they repeat
the words. • Pupils write the first letter of each picture to break the code and
write the activity.
Support: Zoom in on the different routines as they are mentioned.
Support: Break the code as a class.
Reach higher: Pupils invent their own code and write an
If you have time… Play a guessing game
instruction using it.
In pairs, pupils mime an action for their partner to guess the
routine. Then they exchange roles. Closing routine
• Do one of the closing routines:
- Dynamic: Mime game with Can you (clean your teeth), please?
3 Listen and say the chant.  - Communication: What’s missing? with routine flashcards.
• Display the flashcards in random order for the chant. Then play
the audio (track 5:03) twice. The first time, pupils listen and
point to the flashcard. The second time, they say the chant. They
can follow the order of the words in the word box, rather than
memorising the order.

Make a list of routine words you know in Curiosity Corner

English. (PB) Find. (PB)
• Elicit ideas as a class and write them on the board.
• Challenge the pupils to find the six clocks in the picture and say
Reach higher: Pupils classify their routines according to whether the times.
they do them in the morning, the afternoon or the evening. Support: Zoom in on the clocks and ask What time is it? for
Write a routine in code. Ask a friend to break the each one.
code. (AB) Consolidate: In pairs, pupils race against other pairs to be the
• Pupils can use their own code to write the routine. first to find all the clocks and say the times. 125
 5

Activity 1:
get up, get dressed, feed the dog, have breakfast,
go to school (by bus / car), feed the cat

Lesson 2 Song a
Are our routines
5
nd Gramm
ar

the same?
UNIT

1 5:04 Listen. What routines

can you hear?
Every day
Lesson 1 Vocabulary Anna gets up. She gets dressed.
She feeds the dog. She has breakfast.
1 Watch. What’s the theme of the quiz? She doesn’t go to school by car.
She goes to school by bus.
1 3
2 5:02 Listen, find and say.
2
Every day, she does the same.

3 5:03 Listen and say the chant. What about you? Do you do the same?
What do you do every day?
4 Play The instruction game.
Olly gets up. He gets dressed.
He feeds the cat. He has breakfast.
1 get up He doesn’t go to school by bus.
2 get dressed He goes to school by car.
5 Every day, he does the same.
3 clean your teeth 4
4 have breakfast Chorus
5 go to school
6 go home 2 Watch and sing.
7 play with friends
3 5:06 Read, listen and say.
8 feed the dog
9 have a shower Curious about grammar
9
10 go to bed 6 She gets up at 7:00.

She doesn’t get up at 7:30.

He goes to school by car.

He doesn’t go to school by bus.

7 10

4 Play Mime a line.

Is it He feeds
the cat? No, it isn’t.
C u r i os i t
yC
8 Is it He has
Find.
breakfast?
or

What’s the time

ne

on the six Yes, it is.

r

clocks?

52 Make a list of routine words you know in English. 53

Pupil’s Book

Lesson 2 Song a
nd G rammar
1 Complete the sentences in the table.
Curious about grammar
1 Olly goes to school by car. 2 He doesn’t go to school by bus.

3 Anna gets up at 7:00. 4 She doesn’t get up at 7:30.

2 5:07 Order and write. Listen and check.

1 She / dog. / feeds / the
She feeds the dog.
2 doesn’t / school / by / go / She / to / car.
She doesn’t go to school by car.
3 same. / Every day / she / the / does
Every day she does the same.
4 bus. / He / doesn’t / school / by / go / to
He doesn’t go to school by bus.
3 Read. Write about you and your family. Draw.

I get up at 7:30.
My sister gets up I go to school by
at 8:00. We go to bus. My dad goes
school by bus. to work by car.

Tell a friend about you and your family. 47

Activity Book

126 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 2 Song and Gram
mar 5
Objectives and Competences
- Sing and act out a song about New language: She (gets up) at (seven Materials: flashcards & word cards (73–82),
daily routines. o’clock). She doesn’t (go to school by bus). Something for Everyone Grammar
- Talk about daily routines and times. Recycled vocabulary: clean your teeth, feed worksheets (Unit 5)
- Play a miming game. the dog, get dressed, get up, go home, go
to bed, go to school, have breakfast, have
a shower, play with friends; bus, car

Opening routine
Activity Book, page 47
• Choose a routine from the Classroom Routines and Games
(pp. 26–31) to start the lesson: 1 Complete the sentences in the table.
- Mindfulness: Heartbeat. • Draw attention to the green and red frames, which indicate
- Dynamic: Say please! with routines. if the sentence is affirmative or negative. Check answers as a
- Communication: Time’s up! with routines. whole class.
Support: Write the missing words on the board for visual support.
Lesson introduction  Reflect Reach higher: In pairs, pupils take turns to make affirmative and
• Tell the class that you are going to listen to a song about Anna’s negative sentences about friends or family members, e.g. My
and Olly’s routines. Ask pupils to tell you the routines they sister goes to school by car. She doesn’t go to school by bus.
remember. Display the flashcards as they name each routine.
• Plurilingualism Ask pupils to look at the grammar table and
say what’s similar or different about the grammar structure in
Pupil’s Book, page 53 their first language.
1 Listen. What routines can you hear? 
2 Order and write. Listen and check.  Critical Thinking
• With books closed, ask pupils to listen carefully to the song and
write down all the routines they hear. • Pupils unscramble the sentences and write them in the correct

Curious Kids 3 © Macmillan Education Limited 2023

order. Play the song (track 5:07) so they can check their answers.
• Play the audio (track 5:04) and check as a class.
Support: To help pupils notice the sentence structure, write the
Support: Display the routine flashcards to give visual support
words from the sentences on separate pieces of paper and order
while pupils listen.
them on the board together.
2 Watch and sing. Reach higher: Pupils make new jumbled sentences for their
partner to unscramble.
• Play the grammar song video three times. The first time, pupils
watch and enjoy the video. The second time, in pairs pupils take
turns to sing alternate lines, using the lyrics in Activity 1. The
3 Read. Write about you and your family. Draw.
third time, the whole class sing along. • Read the speech bubbles as a class. Pupils talk about their own
routine and then describe a family member’s routine. They then
• You may use the karaoke version of this song (track 5:05).
use the speech bubbles as a model to write about themselves
Engage: Pupils mime each routine as they hear it in the song. and their family and draw a picture.
Consolidate: Brainstorm family members, routines and times.
3 Read, listen and say. 
Write them on the board for pupils to refer to.
• Write She gets up at 7:00 and She doesn’t get up at 7:30 on the
Reach higher: Encourage pupils to write additional sentences
board and read the sentences. Use gesture to convey meaning.
about other family members.
Elicit that we add -s/-es to the verbs in affirmative sentences and
that we use doesn’t in negative sentences. Closing routine
• Play the audio (track 5:06). Pupils listen and repeat the sentences. • Do one of the closing routines:
- Dynamic: Sing the song in groups.
4 Play Mime a line. Communicate
- Communication: Whisper chain with family members’ routines.
• Pupils take turns to mime lines from the song for the others to
guess. Explain and model the activity, using the speech bubbles
in the book.
Support: Play the song (track 5:04) again, stopping after each
line for pupils to repeat and do the corresponding mime.
Consolidate: Play the game as a class, choosing volunteers to
come to the front and mime lines from the song.

Tell a friend about you and your family. (AB)

• Pupils tell a partner about their and a family member’s routines. 127
 5
Activity 1: on a bus, in a jungle Activity 4:
Activity 2: He walks through 1 She doesn’t like the bus because it’s boring. 3 He has soup for breakfast.
the jungle, crosses a river and It’s the same every day. 4 Juan’s school starts at 8:30.
climbs some rocks. 2 Juan gets up at 5 o’clock in the morning.

Lesson 3
Story This is an unusual story
about school routines.
5 Juan crosses a river but the bridge
is broken. It’s very dangerous.
6 Hi, Juan! 5
1 5:08 Listen and predict. Where does the story happen?

2 Watch. How does Juan go to school?

3 Listen and read.

Julia and Juan
5:09

On the other side of the river, Juan

climbs some rocks. Today Juan gets
to school at eight o’clock. School
1 In the afternoon, after school. 2 Later. starts at 8:30, so he can play with
Oh, no! Don’t fall. his friends for 30 minutes.
Hello, Julia. What’s
the matter? 7 8 The next morning, before school.

I’m very happy to

go to school today.

On the bus?
This is Juan. He lives in the My journey to school is long and
mountains of Bolivia. He gets dangerous. But school is important.
up at five o’clock every morning. I’m happy to go to school and
learn. One day I want to be an Yes. The bus is perfect!
Mum, I hate going to school engineer and make strong bridges. Lots of children can’t
Five o’clock! That’s very early. go to school by bus.
on the bus. It’s boring. It’s It’s important
the same every day. 4 5:10 Read and answer. Listen and check. to be
3 4 grateful.
Juan helps his father in the 1 Why doesn’t Julia like the school bus 3 What does Juan have for
field. At six o’clock he has in picture 1? breakfast?
breakfast. A bowl of soup.
2 What time does Juan get up? 4 What time does Juan’s school start?

5 Act out the story.

6 Read and reflect. Say.

1 My favourite character is … 3 My favourite moment is when …
2 I think this story is very interesting / 4 Julia is grateful / ungrateful in picture 1.
Then Juan goes to school. He lovely / OK / not very interesting. 5 Why is Juan grateful in picture 7?

ty Corner
walks five kilometres through
ivi
the jungle. Wild animals Are you What are you
t
ea
and snakes are everywhere. sometimes grateful for? Imagine.
Soup for breakfast! Juan doesn’t like snakes. ungrateful?
You go to school in

Cr
That’s strange. the Arctic or in the desert.
Wow, the jungle is amazing!
Is it dangerous? Why?
But I don’t like snakes.
54 Choose a picture. What can you see? Find a flower in each picture of the story. 55

Pupil’s Book

Story
Lesson 3 Julia and Juan
1 Read the story again and order.
a He walks through the jungle. 4 b He gets up at five o’clock. 1
c He gets to school at eight o’clock. 7 d School starts at 8:30. 8
e He has a bowl of soup for breakfast. 3 f He climbs some rocks. 6
g He crosses a broken bridge. 5 h He works in the field. 2
2 Read and match.

1 Juan’s journey to school is a broken.

a 2 The bridge is b long and dangerous.

c 3 Reptiles in the jungle are c dangerous.

e 4 Juan thinks that school is d happy to go to school.

d 5 At the end of the story, Julia is e important.

3 Read. Think and answer.

At school, Juan’s teacher tells People wear warm furs.
the children about the Arctic. Later, at home.

It’s very
I am very
cold. There’s
grateful, Mum.
a lot of snow.

Can you think

of reasons
Every day your family is
we see trees grateful?
There aren’t and flowers.
There aren’t any trees. any flowers.

48

Activity Book

128 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 3 Story 5
Objectives and Competences
- Read and understand a story about an Recycled vocabulary: climb, get up, go to Receptive vocabulary: bridge, engineer,
unusual school routine. school, have breakfast, play with friends, journey, jungle
- Develop the SEL competence of Self- walk; bus, dangerous, snake, soup
awareness by exploring the value of Recycled language: He (gets up) at (five
identifying emotions and the message ‘It’s o’clock in the morning).
important to be grateful’.
- Act out the story.

Opening routine 6 Read and reflect. Say. Reflect SEL

• Choose a routine from the Classroom Routines and Games • Pupils reflect on the story and answer questions 1–4. Then
(pp. 26–31) to start the lesson: discuss the final question as a class. Ask them to give reasons for
- Mindfulness: Bear breath. their answers.
- Dynamic: Freeze! with routines. • Draw pupils’ attention to the SEL message in the heart. This story
- Communication: Two truths and a lie with routines. helps pupils develop the SEL competence of Self-awareness. It
focuses on the value of identifying one’s emotions, by exploring
Lesson introduction Critical Thinking
the message ‘It’s important to be grateful’. Read the sentence and
• Create interest in the story by focusing attention on the speech elicit what the children are grateful for in the story.
bubble and reading the title of the story. Ask pupils to tell you
what they think might happen in the story.
• Read the speech bubbles at the bottom of the page. Give pupils
some time to reflect on the questions, individually or in pairs.
• Ask Who are Julia and Juan? Do you think their routines are the Then ask them to share their ideas with the class. Allow use of L1.
same or different? Elicit ideas. Tell the pupils that this is a story Engage: Do a short survey to find out pupils’ favourite character.
about two children with very different routines.
Activity Book, page 48
Pupil’s Book, pages 54–55

Curious Kids 3 © Macmillan Education Limited 2023

1 Read the story again and order. Critical Thinking
1 L
 isten and predict. Where does the story
happen? Critical Thinking • Pupils number the sentences in the order that they happen in
the story. Check answers as a class.
• Ask pupils to close their books and play the audio (track 5:08). Support: Allow pupils to refer to the Pupil’s Book story to find
Pupils listen to the sounds and predict where the story the information in the sentences.
takes place.
If you have time … Acting out
2 Watch. How does Juan go to school?
In pairs, pupils take turns to read the sentences and act out
• Read the question with the class before watching. Ask them to
Juan’s journey to school.
predict how Juan goes to school.
• Play the story video and have pupils follow along in their books.
Check answers as a class. 2 Read and match.
3 Listen and read.  • Pair higher-level pupils with lower-lever pupils to do the task.

• Play the audio (track 5:09) for pupils to follow along in their
3 Read. Think and answer. SEL
books. Pause after a few frames to check comprehension.
• Pupils read the short story and reflect on the question in
4 Read and answer. Listen and check.  the heart. Discuss as a class. Allow use of L1.
Support: Act out the short story as a class.
• Give pupils time to read the questions and discuss the answers
Reach higher: Pupils extend the dialogue to include different
with their partners or groups. Play the audio (track 5:10) for
pupils to check their answers. things they are grateful for, e.g. having a home, having friends
and family, etc.
• Mediation Write these summaries on the board. Have pupils
choose the best one for the story. Closing routine
1. When a girl learns about a boy’s long walk to school, she’s happy • Do one of the closing routines:
to go to school on the bus. - Dynamic: Follow the leader acting out Juan’s journey to school.
2. A girl doesn’t want to go to school by bus. She wants to walk - Communication: Chain game with In the morning, I get up,
to school. clean my teeth, have breakfast, etc.
3. A boy doesn’t like walking to school - he wants to play with
his friends.

5 Act out the story.

• Put pupils in groups of five and assign roles (Narrator, Julia, Julia’s
mum, Juan, Juan’s friend). Play the audio (track 5:09) one frame
at a time. Pupils act out the story in their groups.
• Invite a few groups to act out the story in front of the class.

Choose a picture. What can you see? (PB) Creativity Corner

• In pairs, pupils choose a picture and describe what they can see. Imagine. (PB)
Support: Choose and describe a picture for the class. Pupils say • Encourage pupils to use their imagination.
the picture number. Support: Elicit ideas as a class.
Find a flower in each picture of the story. (PB) Reach higher: Encourage pupils to discuss the difficulties of
• Pupils do the task individually or in small groups. each place with a partner. They choose one and draw a map
showing their journey to school. 129
 5

cular
and Cross-curri
Vocabulary
Lesson 4
ce
Social scien Activity 1:
1
The world has got 24
Natalie’s
Watch. How many time zones has the world got?
time zones.
2 Read and listen.
blog
5:11

My family and friends in different time zones!

Hi. I’m Natalie. I live in London with my parents. My older brother LONDON
lives in Los Angeles, in the USA. I’ve got an aunt who lives in Sydney, 17:30 in the afternoon
in Australia. And my friend Pablo lives in Madrid, in Spain. When I
want to speak to one of them on my tablet, I think …

What’s the time in their country?

Is it daytime or night time?
LOS ANGELES MADRID SYDNEY
9:30 in the morning 18:30 in the evening 3:30 at night

It’s half past five

in the afternoon.
In Los Angeles, at In Madrid, at half past At half past three at
I think I can call
half past nine in the six in the evening, night, Natalie’s aunt
my friend Pablo,
morning, Natalie’s Natalie’s friend Pablo is asleep in bed.
Activity 3: brother is at work. is at home after school.
in Madrid.

in the morning 4 The world has got 24 time zones. What time is it where you are?

in the afternoon 1 3 5:12 Read and say the number. Listen and check.
in the evening 2 at night in the afternoon in the evening in the morning

at night 3 1 2 3 4
Activity 4:
1 She lives in Sydney,
4 Answer the questions.
C u r i os i t y 1 Where does Natalie’s aunt live?
Australia.
Co
Think r 2 When it’s half past five in the afternoon in London, 2 It’s half past six in the
and find out!
evening.
ne

what time is it in Madrid?

How many time zones
r

have Russia and 3 Where is Natalie’s brother at half past nine in the morning? 3 He’s at work.
Australia got?
5 Find out about your friends. Ask and answer.
Have you got family and Yes, my uncle
friends in other countries? lives in Scotland.
56

Pupil’s Book

Lesson 4 Vocabulary a
nd Cross-curricu
lar 5
Social scienc
1 Read and match. e

1 I go home 2 I have breakfast 3 I am asleep 4 I go to bed

in the morning. in the afternoon. 1 in the evening. 4 at night. 3

2 Look, read and write.
at night half past four half past eleven half past seven
half past six in the afternoon in the evening in the morning

1 2 3 4

7:30 16:30 18:30 11:30

1 It’s half past seven in the morning.

2 It’s half past four in the afternoon.
3 It’s half past six in the evening.
4 It’s half past eleven at night.
3 Read and write.
NEW YORK 11:30 LONDON 16:30 MADRID 17:30 SYDNEY 2:30

ity Corner
1 What’s the time in New York?
rios
It’s half past eleven in the morning. Cu
Russia is a very big
2 What’s the time in London? country. It’s got eleven
It’s half past four in the afternoon.
different time zones!
Australia’s got three.
3 What’s the time in Madrid ?
It’s half past five in the afternoon.
4 What’s the time in Sydney ?
It’s half past two at night.

What time is it in New York, London and Sydney right now? 49

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130 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 4 Vocabulary and Cr
oss-curricular 5
Objectives and Competences
- Watch and understand a video about New vocabulary: in the morning, in the Receptive vocabulary: asleep, daytime,
different time zones. afternoon, in the evening, at night; (two) night time, work
- Identify and name expressions of time. o’clock, half past (nine) Materials: flashcards & word cards (73–86),
Recycled vocabulary: aunt, brother, Something for Everyone Vocabulary
friend, grandad, sister; get up, go home, worksheets (Unit 5)
have breakfast

Opening routine 3 Read and say the number. Listen and check. 
• Choose a routine from the Classroom Routines and Games
• Pupils read the words and say the number of the
(pp. 26–31) to start the lesson: corresponding picture.
- Mindfulness: Slow motion with routines.
- Dynamic: Mirror me with routines.
• Play the audio (track 5:12) to check answers.
Consolidate: Play Memory (see the Classroom Routines and
- Communication: Round robin with routines. Games pp. 26–31) with the flashcards and word cards before
doing the activity.
Lesson introduction Reflect
• Tell the pupils they are going to watch a video about time zones. • Plurilingualism Ask pupils how to say the new words in
Ask the pupils if they know what time zones are. their first language.
• Use the flashcards to present the vocabulary. Elicit sentences
4 Answer the questions. Communicate
from the pupils about routines they do at each time of day, e.g. In
the (morning), I (have breakfast). • Pupils ask and answer the questions in pairs. Encourage them to
look back at the text to find the answers.
Pupil’s Book, page 56 Support: Play the audio (track 5:11), pausing after the relevant
parts to point pupils towards the correct answer.
1 Watch. How many time zones has the world got?

Curious Kids 3 © Macmillan Education Limited 2023

• Keeping books closed, play the video and check the answer 5  Find out about your friends.
as a class. Ask and answer. Communicate
• Leave the final question on screen and encourage pupils to share
• Drill the question and answer with a few pupils before they do
their experiences. the task in pairs.
Support: Ask Where does Pablo live? Where does his sister /
grandpa / friend live? Play the video again, pausing after you hear
• Ask volunteers to share their answers with the class.

the relevant information. • For further practice, use the Something for Everyone Vocabulary
worksheets at the relevant level.
Reach higher: Ask the pupils to tell you everything they
remember about Pablo and his family. Activity Book, page 49
2 Read and listen. 1 Read and match.
• Display the four flashcards and elicit the time expressions. Show • Pupils read and match to make sentences.
some of the routine flashcards and ask pupils to match each Support: Elicit activities we do in the morning, afternoon,
one to the time of the day we usually do that routine, e.g. go to evening and at night as a class.
bed – at night. Reach higher: Pupils write more examples about the activities
• Play the audio (track 5:11) for pupils to read and listen. Then they do at different times of the day.
check comprehension by asking questions, e.g. Where does
Natalie live? Where does her brother / aunt / friend live? Who’s 2 Look, read and write.
her friend?
• Encourage pupils to cross out the words in the word pool as they
• Pupils read the text aloud in pairs, alternating lines. do the task.

Curious about … Midnight sun 3 Read and write.

During the summer, the sun is visible 24 hours a day in • Pupils look at the chart and complete the questions and answers.
some northern destinations like Fairbanks (Alaska), Helsinki
Closing routine
(Finland) and St. Petersburg (Russia). In Orkney (Scotland), the
longest day of the year has 18 hours of daylight. • Do one of the closing routines:
- Mindfulness: Silence with the time expressions word cards.
- Dynamic: Four corners with routine flashcards and the four
time expressions.

What time is it in New York, London and Sydney Curiosity Corner

right now? (AB) Think and find out! (PB)
• Pupils look at the time now and work out what time it is in New • Encourage pupils to use the internet or investigate at home to
York, London and Sydney. Encourage them to use the chart in find out how many time zones Russia and Australia have got.
Activity 3 to help them.
• Explain that they will find out the answers when they do the
Activity Book page.
Time zones (AB)
• Encourage pupils to find out about other countries with
multiple time zones. 131
 5

Lesson 5 Grammar and C

o mmunicatio
n 5
1 5:13 Listen and read. Where does Jane’s dad work?
Today, Harry is talking to Jane about her
dad’s daily routine.

JANE: My dad is a security guard

at the museum.
.
HARRY: That’s an interesting job.
Does he work there every day?
JANE: No, he doesn’t. He works from
Sunday to Thursday from
eleven o’clock at night to
six o’clock in the morning.
HARRY: So, does he go to bed in
the morning?
JANE: Yes, he does.
HARRY: What about your mum?
Does she work at night, too?
JANE: No, she doesn’t. She works
in the daytime.

2 Act out the dialogue.

3 5:14 Read, listen and say.

Curious about grammar
Does Jane’s dad work at night? Yes, he does. Remember!
in the morning
Does he go to bed in the evening? No, he doesn’t. at night

4 Make your people cards. AB page 93

5 Play Guess who I am.

Is it a man or a woman? A woman.
Does she work at night?
No, she doesn’t.
Does she go to work at
ten o’clock in the morning? Yes, she does.

I think she’s Taxi driver B.

What other jobs do people do at night time? 57

Pupil’s Book

ommunication
rammar and C
Lesson 5 G My mum
works at night.
1 Complete the sentences in the table.
Does Does does doesn’t go No work Yes

Curious about grammar

1 Does Jane’s dad work at night? 2 Yes, he does .

3 Does he go to bed at night? 4 No, he doesn’t .

5 Does Jane’s mum work? 6 Yes , she does.

7 Does her mum work at night? 8 No , she doesn’t.

2 Look and write. Act out.

1 Does she get up at 7 o’clock in the morning? 2 Yes, she does .

3 Does she go home at 5 o’clock in the afternoon?

4 No, she doesn’t .

I think it’s Taxi driver B.

3 5:15 Read the questions. Listen to Harry’s answers and write.

Five Quick Questions

Harry Me My friend
1 What time do you get up on a school day? 7 o’clock
2 What time do you get up on Saturday? 9 o’clock
3 Where do you go at the weekend? To the park / to art club
4 Do you do any sport at the weekend? No, I don’t.
5 What time do you go to bed on Sunday? Half past nine

4 Answer for you. Ask a friend.

50 Write another question. Ask a friend.

Activity Book

132 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 5 Grammar and Commu
nication 5
Objectives and Competences
- Read, listen and act out a dialogue New vocabulary: baker, doctor, security Recycled language: He (works from
about a security guard’s daily routine. guard, taxi driver, teacher; job, work Sunday to Thursday).
- Ask and answer about people’s routines. New language: Does he/she (have breakfast Receptive vocabulary: daytime, night time
- Play a speaking game using in the morning)? Yes, he/she does. No, he/ Materials: flashcards & word cards (73–86),
people cards. she doesn’t. scissors, Something for Everyone
Recycled vocabulary: get up, go home, go Grammar worksheets (Unit 5)
to bed, go to work; in the morning, in the
afternoon, in the evening, at night (11)
o’clock; days of the week

Opening routine 5 Play Guess who I am. Communicate

• Choose a routine from the Classroom Routines and Games
• Elicit the jobs on the cards and briefly explain what each
(pp. 26–31) to start the lesson: person does.
- Mindfulness: Read my lips with routines word cards.
- Dynamic: Get in order with time expressions flashcards.
• Invite two pupils to model the game by reading the speech
bubbles aloud.
- Communication: Numbered heads together with What time is it • Pupils play the game in pairs. Then they swap roles and play again.
now in (New York)?
• For further practice, use the Something for Everyone Grammar
Lesson introduction Critical Thinking worksheets at the relevant level.
• Tell the class that they are going to listen to a dialogue about
Activity Book, page 50
Jane’s dad’s daily routine. Focus attention on the photo of Jane’s
dad and ask pupils to predict his job. 1 Complete the sentences in the table. Critical Thinking
• Read the speech bubble aloud and ask: Does his mum work

Curious Kids 3 © Macmillan Education Limited 2023

Pupil’s Book, page 57 at night?
1 Listen and read. Where does Jane’s dad work?  • Remind pupils of the colour coding before they do the task.
• Read the introduction together. Check comprehension.
2 Look and write. Act out. Communicate
• Before you play the audio, draw attention to the hidden word at
• Check answers as a class. Then ask pupils to act out the dialogue
the beginning of the dialogue and remind pupils they need to
with a partner.
listen for it.
• Play the audio (track 5:13). Pupils listen and read. Then ask Where • Mediation Have children work in groups to role-play the
does Jane’s dad work? (at the museum) What’s his job? (security dialogue with one child acting as translator. (see TB p. 43)
guard) Does he work every day? (No, he works from Sunday to
Thursday.) When does he go to bed? (in the morning) When does 3 R
 ead the questions. Listen to Harry’s answers
Jane’s mum work? (in the daytime), etc. and write. 
• Give pupils a few minutes to read the questions and play the
2 Act out the dialogue. Communicate audio (track 5:15). Pupils complete the first column.
• In pairs, pupils read the dialogue aloud and act it out. Then they
4 Answer for you. Ask a friend. Communicate
change roles and repeat.
• Pupils answer the questions in the chart themselves and
If you have time … Make it real complete the second column. Then they ask and answer with a
partner and complete the third column.
Pupils adapt the dialogue so it’s true about their parents or
caregivers. Elicit jobs and suggest ideas for changing the • Ask different pupils questions about their friends, e.g. What time
dialogue. does (Olivia) go to bed on Sunday?, etc.
Support: Pair higher and lower-level pupils together.
Reach higher: Pupils write three further questions in a notebook
3 Read, listen and say.  to ask their partner.
• Focus attention on the grammar box. Play the audio (track 5:14),
Closing routine
pausing after each question and answer for pupils to repeat.
• Focus attention on the Remember! box and remind pupils that • Do one of the closing routines:
we say in the morning, afternoon and evening, but at night. - Mindfulness: Shake it off.
- Communication: Three-step interview with routines.
• Plurilingualism Ask pupils to look at the grammar table and
say what’s similar or different about the grammar structure in
their first language.

4 Make your people cards.

• Pupils turn to page 93 in their Activity Book and cut out the
people cards.

What other jobs do people do at night time? (PB)

• Elicit ideas as a class.
Support: Suggest different jobs and pupils say if people do them
in the day or at night.
Write another question. Ask a friend. (AB)
• Pupils ask and answer their questions in pairs. Then they find
a new partner and tell them about their friend, e.g. She goes to
school by bus. She doesn’t walk. 133
 5

Culture
Lesson 6

Q uiz Chat
1 5:16 Listen and read.

How do children go to school

in your country?
Hi! Here in Canada, many children
go to school by bus. The school buses
are bright yellow. I walk to the bus
stop with my older sister and then
Ellie
take the bus. I’m lucky. My journey
Maple Tree School
Canada to school only takes 20 minutes.

Hi! I go to the same school as Ellie and I go by mini-bus . It’s a

special mini-bus for people who use wheelchairs . It comes to
my house at 8:30 in the morning. It picks me up from school at
four o’clock in the afternoon. I’m very lucky. Many children can’t
Justin
go to school by bus or mini-bus.
Maple Tree School
Canada

Hi! I live on Mackinac Island in

the USA. In spring and autumn,
I go to school by bike. But in winter,
it snows a lot. So, my brother and I
Albert go to school by snowmobile .
Lakeside School Activity 2:
It’s fun but it’s also very cold!
USA
1 Albert
2 Answer the questions. 2 Albert
C u r ios i t y C 1 Who lives on an island? 4 How long does Ellie’s 3 Ellie and Justin
or
These children,
n e 2 Who goes to school by bike? journey to school take? 4 20 minutes
in Peru, go to school 5 Who goes to school in a
r

by boat.
3 Who goes to the same school? 5 Justin
Wow! special bus?

3 Compare cul tures How do children go to

school in your country? How long is your journey?

58

Pupil’s Book

Lesson 6 Cultu
re 5
1 5:17 Read. Listen and circle.
Today, we’re talking
Welcome to Kids Can Talk, about unusual daily
the radio station for kids. routines.

1 Troy lives in Canada / Australia.

2 Troy gets up at 5:30 / 6:30 / 7:30.

3 Before school, he goes to a swimming pool / running track.

4 After school, he goes to a sports centre / gym.

5 He goes to bed at 20:30 / 21:30 / 22:00

2 Read and write about what you do at the weekend.

My weekend
My name’s Grace. I don’t go to school at the weekend.
I get up late. I play the guitar. I see my friends. On
Sunday, I visit my grandparents with my brother. I ride
my grandma’s horse. My brother helps my grandad on
the farm.

Yo
u r tur n
!

ity Corner
tiv
ea Imagine you’re a
r
C

famous person. What’s

your daily routine?

51

Activity Book

134 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 6 Culture 5
Objectives and Competences
- Learn about how children go to school New vocabulary: mini-bus, snowmobile, Recycled language: I (go to school
in other countries. wheelchair by bike).
- Talk and write about how children go to Recycled vocabulary: go to school, walk; Materials: flashcards & word cards
school in your country. bike, bus; in the morning, in the afternoon; (73–82), Something for Everyone Skills
spring, autumn, winter worksheets (Unit 5)

Opening routine 3 Compare cultures. How do children go to school in

• Choose a routine from the Classroom Routines and Games
your country? How long is your journey? Reflect
(pp. 26–31) to start the lesson:
- Mindfulness: Snake breathing. • Read the questions together. Encourage pupils to share their
ideas freely in English or in L1.
- Dynamic: Stand up, sit down game – Variation with He/She (goes
to school by car). • For further practice, use the Something for Everyone Skills
worksheets at the relevant level.
- Communication: Alien with Does she (get up at seven o’clock)?
Engage: Do a class survey to find out the most popular way of
Lesson introduction Critical Thinking getting to school.
• Focus attention on the Pupil’s Book page and ask pupils what
Activity Book, page 51
they think the chat is about (means of transport). Write their
ideas on the board. If necessary, remind them that the chat is
1 Read. Listen and circle. 
between children participating in the Kids Can! Quiz from around
the world. • Draw attention to the speech bubbles and explain that pupils are
going to listen to a radio show about unusual daily routines.
Pupil’s Book, page 58 • Pupils read the text in the chart.

1 Listen and read.

• Play the audio (track 5:17). Pupils listen and circle the correct words.

Curious Kids 3 © Macmillan Education Limited 2023

• Draw pupils’ attention to the question at the top of the chat. 2 R
 ead and write about what you do at the
• Play the audio (track 5:16). Pupils listen and read. weekend.
Support: Pause after each post to check comprehension, • Pupils read the text about Grace’s weekend. They then use it as a
e.g. Who is the post from? Where is he/she from? How does (Ellie) model to write about what they do at the weekend.
go to school? Support: Display the flashcards and word cards for routines and
Consolidate: After listening, pupils read the text aloud in pairs, activities for pupils to refer to.
alternating lines. Reach higher: After the activity, pupils exchange Activity Books
• Mediation Have children explain about travelling to school with a friend. They then form a group with another pair and
answer questions about their friend’s weekend, e.g. Does (Clara)
in Canada and the USA in their first language.
go swimming at the weekend? No, she doesn’t.
2 Answer the questions. Communicate
Closing routine
• Pupils read and answer the questions in pairs.
• Do one of the closing routines:
• Check answers as a whole class.
- Dynamic: Change places! with routines.
- Communication: Chain game with At the weekend, I get up late,
Sustainable Development Goals
have breakfast, etc.
Goal 11: Sustainable cities and
communities
Introduce pupils to Sustainable Development Goal 11:
Make cities and human settlements inclusive, safe, resilient and
sustainable.
Focus on accessibility and what we can do to make our
cities more inclusive for people with disabilities. Ask pupils
to imagine they are blind or wheelchair users and ask How
do you come to school every day? If you want to walk/use your
wheelchair to come to school, is it safe? How can we make the
city more inclusive for people with disabilities?
Possible answers: My parents can take me to school or I can
come by bus. It isn’t safe because there are many physical
barriers. We have to make the cities more accessible for
people with disabilities.

Curiosity Corner
Unusual school journeys (PB)
• Ask pupils to find Peru on a world map. Encourage them to
use the internet to find out about other unusual ways of going
to school.

Creativity Corner
A famous person’s daily routine (AB)
• Pupils imagine they’re a famous person and think of their daily
routine. Encourage them to share their ideas with the class. 135
 5

Lesson 7 Communication an
d Pronunciatio
n 5 Activity 1:
1 Watch. What does Ed do after school? judo club and football
2 5:18 Listen, read and say. practice
Hi, Ed! How are you?
Fine, thanks.

What’s the time?

It’s half past five.

Oh, no! I’m late for chess OK. Don’t forget! It’s Friday
club. I’ve got to go. tomorrow. We’ve got football
practice at six o’clock.

Useful expressions
I know! See you tomorrow. What’s the time?
I’m late.
I’ve got to go.
See you tomorrow.

3 Chit - ch a t Talk to your friend. Change the words in blue.

4 5:19 Read Ed’s timetable. Guess the hidden words. Listen and check.

Thursday
In the morning: In the afternoon :
9:00 school starts 13:00 lunch
9:30 science 14:30 art
10:30 PE 15:30 school finishes
11:30 break 16:00 judo club
12:00 English 17:30 go home by bus

Soungdoso
5 5:20Read, listen and identify the sounds.
This afternoon the maths
d!
Practise. class starts at three o’clock.

What clubs can you go to at your school? 59

Pupil’s Book

and Writing
ommunication
Lesson 7 C

1 Number the sentences. Act out.

3 What time is it?

1 Hi. How are you? It’s half 4

past four.

5 Oh, no! I’m late

for robotics club. Fine, thanks. 2
I’ve got to go.

Don’t forget! It’s Tuesday tomorrow. 6

7 I know! See you tomorrow. We’ve got hockey practice at six o’clock.

Writing tip!
2 Read and write your own timetable. Check your spelling!

Ed’s timetable: Friday My timetable:

In the morning In the morning
8:30 go to school with Dad go to school
9:00 school starts
9:30 PE
10:30 Spanish
11:30 break
In the afternoon In the afternoon
12:00 science 12:00
13:00 have lunch
14:30 art
15:30 school ends
16:00 afterschool football club
17:30 go home by bus

3 5:21 Listen. Circle the words that have a sound like th in the Soungdoso
and th in maths. Say.
d!
th as in the,
these teeth feathers through th as in
maths.
there think thanks brother

52 Write or say words which have the same sounds as the and maths.

Activity Book

136 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 7 Communication, Pronunciation
and Writing 5
Objectives and Competences
- Watch a video about afterschool clubs Functional language: What’s the time? I’m Materials: flashcards & word cards
in the UK. late. I’ve got to go. See you tomorrow. (83–86), Something for Everyone Skills
- Listen, read and act out a dialogue Recycled vocabulary: chess, football, judo; worksheets (Unit 5)
about afterschool clubs in the UK. art, English, PE, science; (six) o’clock, half
- Learn useful expressions for talking past (five)
about time. Recycled language: How are you?
- Read and write a school timetable. Fine, thanks.
- Identify and practise the /ð/ and
/θ/ sounds.

Opening routine 4 R
 ead Ed’s timetable. Guess the hidden words.
• Choose a routine from the Classroom Routines and Games Listen and check. 
(pp. 26–31) to start the lesson: • In pairs, pupils read the timetable and try to guess the hidden
- Mindfulness: Mindful safari with an unusual journey words. Ask them to note down their guesses.
to school. • Play the audio (track 5:19). Pupils check their guesses.
- Dynamic: Cross the river with Do you (clean your teeth in the
morning)? If you have time … Comparing cultures
- Communication: Hot seat with Do you (go to school by car)? In the UK, greetings change depending on the time of the
day. We say Good morning until 12 o’clock; Good afternoon
Lesson introduction Reflect
from 12:00 to 18:00; after 18:00 we say Good evening and we
• Review the previous lesson by naming different ways of usually say Good night after dinner or when we go to bed. Ask
getting to school and asking pupils to recall the correct pupils if it is the same in their country.
person and country.

Curious Kids 3 © Macmillan Education Limited 2023

• Explain that they are going to watch a video about
afterschool clubs. 5 Read, listen and identify the sounds. Practise. 
Pupil’s Book, page 59 • Read the sentence in the Sounds good! box and play the audio
(track 5:20). Then draw attention to the letters in blue and green.
1 Watch. What does Ed do after school? Ask how they are pronounced. /ð/ and /θ/
• Before watching, ask the class to predict what Ed does • Drill the words containing the sounds with the pupils. Then
after school. challenge them to say the sentence quickly.
• Watch the video and check the answer against predictions. • For further practice, use the Something for Everyone Skills
worksheets at the relevant level.
• Ask What do you do after school? What clubs or activities would you
like to do?
Activity Book, page 52
2 Listen, read and say.  1 Number the sentences. Act out. Critical Thinking
• Play the audio (track 5.18) twice. The first time pupils listen and
• Pupils read the speech bubbles and number them in the
read the dialogue. The second time, pause the audio after each correct order. Then they act out the dialogue in pairs.
line for pupils to repeat and practise pronunciation.
Support: Allow pupils to refer to the dialogue in the Pupil’s Book
• Draw attention to the Useful expressions box. Elicit ways of saying as they do the activity.
the same expressions in the pupils’ L1.
• Pupils role-play the dialogue in pairs. 2 Read and write your own timetable.
Support: Check comprehension by asking questions, e.g. What’s • Pupils read Ed’s timetable and then write their own.
the time? (half past five) What is Jane late for? (chess club) When is
football practice? (tomorrow/Friday at six o’clock), etc.
• Draw attention to the Writing tip! and remind them to check
their spelling.
Support: Elicit ideas as a class.
3  Chit-chat. Talk to your friend. Change
Reach higher: Pupils write a timetable for another day and
the words in blue. Communicate
compare the two timetables, e.g. At half past nine on Monday,
• Focus on the words in blue and elicit ways of changing the words we have English, but on Wednesday, we have science, etc.
as a class. Write their ideas on the board.
• Pupils practise their new dialogues in pairs. 3 L
 isten. Circle the words that have a sound like
Reach higher: Encourage pupils to extend the dialogue to th in the and th in maths. Say.
include another afterschool club.
• Play the audio (track 5:21). Pupils use blue to circle the words with
• Mediation Have children work in groups to role-play the the /ð/ sound and green to circle the words with the /θ/ sound.
conversation with one child acting as translator. (see TB p. 43) Then, they say the circled words.
Closing routine
• Do one of the closing routines:
- Mindfulness: Secret password with the Sounds good! sentence.
- Dynamic: Get in order! with the time expressions flashcards.

What clubs can you go to at your school? (PB)

• Do as a class activity. Write pupils’ ideas on the board.
Write or say words that have the same sounds as
the and maths. (AB)
• Write words containing th on the board, e.g. this, with, bath, etc.
Pupils say if they sound like the or maths. 137
 5

Lesson 8
Review
Kids Can! Q uiz Activity 1:
It’s time for the Routines quiz! 1 Ellie says it on page 58.
1 Let ’s review Who says it? What is it?Thursday
What page is it on? 2 Natalie says it on page 56.
In4 the morning: 5 In6the : 3 Juan says it on page 55.
1 The school buses are bright yellow.
9:00 school 13:00 lunch 4 It’s Ed’s timetable on page 59.
2 My older brother 9:30 science 14:30 art
lives in Los Angeles. 5 It’s Jane’s dad on page 57.
10:30 PE 15:30 finishes
One day I want to be an engineer 11:30 break 16:00 judo club 6 It’s the bridge on page 55.
3 and make strong bridges. 12:00 English 17:30 go home by
Remember!
2 Watch. Do the quiz. Make decisions together as a team.

Argentina
9:00
Q
2 Q
1
BONUS
in the morning
+5
Spain

Q Q
QUESTION
Q3 What time
is it in Spain
6 ??:??
in the afternoon
+7
and Japan? Japan
Q
4 Q
5 ??:??
Curious Kids 3 © Macmillan Education Limited 2023

at night

3 points for a 2 points for a correct 1 point for a Maximum score

correct answer answer in English with correct answer for this quiz:
in English. a spelling mistake. in your language. 45 points

3 Watch. Check your answers. AB page 54 Do the language review.

60 Think of one more question and ask the other quiz teams.

Pupil’s Book

Kids Can … perform in a circus. 5

A day in the
life of a circus Tara does gymnastics in
performer the circus, twice a week.

This is Tara Gonzalez. She

doesn’t live in one place.
She travels with a circus.

Every day, Tara gets up at Our lessons this morning are

Natural Science and English. Tara doesn’t go to a school.
seven o’clock. She eats a small
She and the other circus
piece of fruit and drinks some
children have got a private
water. Then she trains with a
teacher. Lessons begin
coach. She stretches and bends
at 9:30. She has lunch at
her body. She does exercises
one o’clock and then more
to be strong. At 8:30 she has a
lessons in the afternoon.
shower and a big breakfast.

My daily routine is normal for me. I do

a lot of physical exercise, but I like it.
After lessons, Tara
does her homework.
Then she practises her
performance with the
other gymnasts for
two hours.
Hold the position. Breathe When you perform in a circus, it’s
in. Breathe out. Good. important to practise every day.

ity Corner
rios
Cu
Answer the questions.
1 Does Tara go to school? Can you juggle?
The jugglers at the
2 What does she do after lessons?
Cirque du Soleil© are
3 How is your daily routine different to Tara’s? amazing. Find a video
online and be amazed!

53

Activity Book
1 No, she doesn’t. She has lessons with a
private teacher.
2 She walks her dog. She does her homework.
(Then) she practises her performance.
3 Pupil’s own answers.
138
 Lesson 8 Review 5
Objectives and Competences
- Review vocabulary and language Recycled vocabulary: clean your teeth, feed Recycled language: She (gets up) at (7:00).
from Unit 5. the dog, get dressed, get up, go home, She doesn’t (go to school by bus). Does he/
- Watch the quiz video and do the go to bed, go to school, have breakfast, she (have breakfast in the morning)? Yes,
Kids Can! Quiz. have a shower, play with friends; in the he/she does. No, he/she doesn’t.
morning, in the afternoon, in the evening, Materials: flashcards & word cards (73–82),
at night; (two) o’clock, half past (nine) world map (optional)

Opening routine 3 Watch. Check your answers. 

• Choose a routine from the Classroom Routines and Games • Take the answer papers in from each team and explain that they
(pp. 26–31) to start the lesson: will watch the video now to see the answers but will receive their
- Mindfulness: Counting our breath. scores in the next lesson.
- Dynamic: Put them in order! with routine flashcards. • Play the video for the pupils to check their answers.
- Communication: Chit-chat dialogue with routine flashcards.
Activity Book, page 53, Kids Can …
Lesson introduction
perform in a circus.
• If you did the Secret password closing routine at the end of the
Answer the questions. Critical Thinking
last lesson, ask pupils to say the sentence they memorised before
they enter the classroom. • Read the title and ask the class what they think the text will be
about. Ask Do you like the circus? Have you been to a circus? What
• Draw attention to the speech bubble on the top right of the
are your favourite things to see at the circus?
page. Explain to the class that before they do the Kids Can! Quiz,
they are going to review the unit. • Pupils read the text and answer the questions.
• Check answers as a whole class.
Pupil’s Book, page 60 Support: As a class, read the text one frame at a time. Check

Curious Kids 3 © Macmillan Education Limited 2023

comprehension before continuing.
1 Let’s review. Who says it? What is it? What page
Consolidate: Pupils read the text in pairs, alternating lines.
is it on?
• In pairs, pupils read speech bubbles 1–3 and decide who says • Mediation Ask pupils to explain these words to a friend:
circus, coach.
each. Then they find them in the unit to check. They do the same
with pictures 4–6.
Creativity tip
• Check answers as a class.
Ask pupils to imagine they work in a circus. Elicit relevant
Support: Do as a class, zooming in on the pages to help find the
speech bubbles and the pictures. words e.g. juggler, clown, trapeze artist, acrobat. Pupils write
their routine as a circus performer.
Reach higher: Do it as a race.

2 Watch. Do the quiz. Critical Thinking

• Tell the pupils that it’s time for the next Kids Can! Quiz.
• Remind them of the points system, if necessary.
• Draw attention to the Remember! box and tell them to make
decisions together as a team.
• Play the video. Pause after each question appears on the screen
to give the teams time to discuss and write their answers. Use a
quiet signal to indicate that their discussion time is up and you
are going to play the next question.
• Draw attention to the bonus question, which also appears on the
Pupil’s Book page.
• If you would like to extend the quiz, teams can write extra
questions using the My quiz questions page in the Activity Book
(page 68).

Think of one more question and ask the other quiz Curiosity Corner
teams. (PB) Amazing jugglers (AB)
• Pupils work together in their teams to write another question for • Pupils say if they can juggle. Then they look for videos of
the other teams to answer. amazing jugglers online. Encourage a few pupils to show the
Support: Elicit all the vocabulary from the unit and write the videos to the class.
words on the board for reference. 139
 5

Lesson 8
Rev iew 5
1 Order the letters and write. Number. 4 Read and write.
1 ancle yuro theet clean your teeth 6 og mohe go home Brasilia, Brazil London, UK Madrid, Spain Tokyo, Japan
2 teg pu get up 7 og ot cholos go to school 11:30 15:30 16:30 23:30
3 deef het ogd feed the dog 8 vahe fastbreak have breakfast
1 It’s half past eleven in the morning in Brasilia.
4 og ot deb go to bed 9 vahe a wosher have a shower
2 It’s half past three in the afternoon in London.
5 yalp thwi drienfs play with friends 10 teg serdsed get dressed
3 It’s half past four in the afternoon in Madrid.
4 It’s half past eleven at night in Tokyo.
8 2 3 1 10 5 5:23 Read and write. Listen and check.
by Do Does go goes he
1 Does your dad
5 6 9 7 4 work at your school? 2 Yes, he does. He’s a teacher.

2 Look and write. 3 Do you go 4 No. He goes to school

1 2 3 to school together? by car at half past seven.

1 He gets up at half past seven.
2 He eats breakfast. 5 What time do you go to school?
7:30 3 He cleans his teeth.
4 5 6 He goes to school at half past eight. 6 I go to school by bus at half past eight.
4
5 He doesn’t have a shower. ink abo
6 Complete the Picture dictionary for Unit 5. Th
8:30 9:30 6 He goes to bed at half past nine. Unit 5

ut
Read and reflect. Colour the stars. Tick or cross .
3 Look and write. Answer Yes, she does or No, she doesn’t.
I can remember the words in Unit 5.
1 (get up / eight) Does she get up at 1 2
eight o’clock? No, she doesn’t. I can sing Every day.
2 (clean her teeth) Does she clean her I can read Julia and Juan.
teeth 9:00
? Yes, she does.
3 4 I can talk, read and write about time and routines.
3 (feed the cat) Does she feed
the cat ? No, she doesn’t. I plan to …
sing the song again. play another game with the cards.
4 (go to bed / 9:30) Does she go to bed at
9:30 read the story again. watch the videos again.
half past nine ? Yes, she does.

54 Think! What are your five favourite words in this unit? 55

Activity Book

140 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 8 Review 5

Closing routine
Activity Book, pages 54–55
• Do one of the closing routines:
1 Order the letters and write. Number. - Mindfulness: Three good things.
• Pupils unscramble the letters and write the words. Then they - Communication: Round robin with routines.
match the words to the pictures and number the pictures.
Support: Elicit the words and the corresponding actions before
doing the activity.
Consolidate: Write some of the jumbled words on the board and
unscramble them together.
Reach higher: Pupils work in pairs to unscramble the words. If
their partner needs help, they give clues by miming the action.

2 Look and write.

• Pupils look at the pictures and write sentences about the
boy’s routine.
Support: Play a matching game with the flashcards and word
cards first. Leave them on the board for support with spelling.
Consolidate: Ask the pupils to look at the pictures and describe
his routine orally first.
Reach higher: Pupils write three sentences about their own
routine, e.g. I get up at seven o’clock. They exchange papers with

Curious Kids 3 © Macmillan Education Limited 2023

a friend and then mingle and describe their friend’s routine,
e.g. Ana gets up at seven o’clock.

3 L
 ook and write. Answer Yes, she does or
No, she doesn’t.
• Do the first one as a class. Drill questions and answers with the
class if necessary.

4 Read and write.

• Focus attention on the chart and read the names of the four
places. If you wish, ask pupils to locate each place on a world map.
• Pupils then write a sentence about the time in each place.

5 Read and write. Listen and check. 

• Pupils read and complete the dialogue using words from the
word pool.
• Play the audio (track 5:23). Pupils check their answers.

Expert tip
Use the Pairs-Check strategy to review learning in the
unit. Pupils work in pairs and take turns to check the learning
of their partner, for example by pointing at an item of
vocabulary and asking What is it?

6 Complete the Picture dictionary for Unit 5.

• Pupils turn to page 76 in their Activity Books. Tell them to use the
stickers to complete the Picture dictionary.
• Pupils can now complete the Grammar reference and practice
section for the unit at the back of the Activity Book.

Self-assessment Reflect

Read and reflect. Colour the stars. Tick or cross .

• Ask pupils to read the statements and reflect on their learning by
colouring the corresponding number of stars.
• They then complete the learning action plan with ticks or crosses.
• If you wish to evaluate pupils’ progress, Unit tests are available in
the Teacher’s Resource Centre. You can also create your own tests
using the Test Generator.

Think! What are your five favourite words in

this unit?
• In pairs, pupils say their five favourite words from the unit. 141
 5

Kids Can! Project 5

Are our routines
the same?
1 Look. Say what routines the friend from Mars does.

Activity 2:
spaghetti / bananas,
2 5:24 Read. Listen and find the differences. Say.
nine o’clock / nine
Our mini-book is about a friend
thirty, four o’clock / from Mars. She gets up at eight
one o’clock, She’s thirty. She has spaghetti for
breakfast. School starts at
very hungry. / She nine o’clock. She’s late!

isn’t hungry.
Lunch is at four o’clock.
She’s very hungry!

3 Be crea t ive Make and write your mini-book.

se
nk ke ite cti ar
e
Pra
Ma
i

Wr
Th

Sh

Teacher Resource Centre: Unit 5

Tell your family about your mini-book. 61

Pupil’s Book

Are our routines

the same? Can you find:
●
●
a red toothbrush
a broken shower
● Rufus
● a bird
● a security guard
● a cat asleep
● headphones
● a spider
● a glass of orange
juice

4
What can’t you have for breakfast?
Lunch and dinner.

Sleepy cat

5
What has got a
face and two hands,
but no arms
or legs?

What’s wrong?
A clock.
Complete the crossword
6
with routines. Break the
Use the shaded letters to discover the name of the dog.
1
Some clocks use Roman numerals (I–XII)
instead of numbers 1–12. But something is code!
Across Down wrong with one of these clocks.
+ + = 12
Can you find the mistake?
2
2 clean my … 1 have a …
3
4 get … 3 have …
5 play with my … 5 … the dog XII XII +XII + = 18
XI I IX I XI I
Write the times on the clocks.
How many 4 6 go to …
X II X II X II
15:30 7:30 20:30 + + = 22
clocks are IX III XI III IX III
20 | Unit 5 there? Unit 5 | 21 VIII IV VIII IV VIII
+
IV
+ = ?
VII VI V VII VI V VII VI V
XII XII XII
5 XI I IX I XI I
X II X II X II Do you know? Guess!
IX III XI III IX III 1 More people brush their teeth with
6
red toothbrushes than blue ones. True / False
VIII IV VIII IV VIII IV
2 Three out of five people sing
Across Down VII VI V VII VI V VII VI V when they have a shower. True / False
2 clean my …
4 get …
Where do they live?
1 have a …
3 have …
3 James Jackson made the world’s
first breakfast cereal in 1863. True / False
5 play with my … 5 … the dog
20:30 6 go to … 12:30 10:30 08:00 15:30
age.
San Francisco, London, Dubai, Cádiz, Brisbane, Complete Mum’s mess
what’s missing.
out
USA UK UAE Spain Australia Use the pictures to work

1 Good morning, Tom!

2 your .
a and
Please
the !
Don’t forget -
?
3 Can you help Lucy get
to !
It’s Saturday - so don’t
4
with
Do your and then you can

your .
22 | Unit 5 Unit 5 | 23

Extra Fun!

142 Curious Kids 3 © Macmillan Education Limited 2023

 Kids Can! Projec
t
5
Objectives and Competences
- Review and personalise language Recycled vocabulary: clean your teeth, feed Recycled language: He/She (gets up)
from Unit 5. the dog, get dressed, get up, go home, at (7:00). He/She doesn’t (go to school
- Develop creativity and imagination. go to bed, go to school, have breakfast, by bus).
- Work collaboratively to create and write have a shower, play with friends; in the Materials: flashcards & word cards (73–86),
a mini-book about a friend from Mars. morning, in the afternoon, in the evening, Teacher’s Resource Centre project
at night; (two) o’clock, half past (nine) template (optional), scissors, coloured
pens or pencils

Opening routine
Extra Fun! pages 20 and 21
• Choose a routine from the Classroom Routines and Games
Answers: How many clocks are there? 7
(pp. 26–31) to start the lesson:
Write the times on the clocks. morning clock, 7:30; midday
- Mindfulness: 10-second stretch.
clock, 15:30; evening clock, 20:30
- Dynamic: Action game with routines. Can you find: a red toothbrush – boy brushing teeth in yellow
- Communication: Alien with Does (she go to bed at nine o’clock)? house on page 20; a broken shower – in blue house on
Lesson introduction page 21; a security guard – in front of cream house on page 20;
headphones – on girl waiting at bus stop on page 20; a glass
• Hand out the results of the Kids Can! Quiz and record the marks
of orange juice – next to boy eating breakfast in pink house on
on the classroom league table.
page 20; Rufus – dog on page 20; a bird – in bush on page 21;
• Explain to the class that they will be working collaboratively to a cat asleep – in blue house on page 21; a spider – in top left
write a mini-book about a friend from Mars. window of pink house on page 20
Question mark: behind roof of middle house on page 21
Pupil’s Book, page 61
1 L
 ook. Say what routines the friend Extra Fun! pages 22 and 23

Curious Kids 3 © Macmillan Education Limited 2023

from Mars does. Communicate
Answers: Complete the crossword with routines.
• Ask pupils to look at the mini-book and read the text. Ask Across: 2 teeth, 4 dressed, 5 friends, 6 bed
questions to elicit the routines the friend from Mars does, Down: 1 shower, 3 breakfast, 5 feed
e.g. What time does the alien get up? What does the alien have The dog’s name is Fred.
for breakfast?, etc. Where do they live? 1 Australia; 2 Spain; 3 UAE; 4 UK
What’s wrong? the right-hand clock has 9 (IX) and 11 (XI)
2 Read. Listen and find the differences. Say. swapped.
• Read the speech bubbles together. Break the code! star = 4, moon = 10, sun = 2. The answer is 14.
• Play the audio (track 5:24). Pupils listen for the differences Do you know? Guess! 1 False; 2 True; 3 True
between the text and what they hear on the audio. At the end of Complete Mum’s message. have a shower, clean your teeth,
the audio, ask pupils to tell you the differences. Encourage them feed the dog, dressed, go to school, homework, play with
to use full sentences, e.g. The text says spaghetti, but the audio your friends
says bananas. Question mark: behind crossword on page 22

3 Be creative. Make and write your mini-book.   Learning situation

• Use the flow chart to help guide the pupils through the process
How can we develop good habits?
of doing the project.
• First, the pairs discuss their ideas for their alien’s routine. They
think about and decide what activities to include and the times.
• Hand out copies of the Unit 5 project template, if you wish to use
it. Pupils cut and fold to make the mini-book.
• Next, they draw pictures and write sentences about their
alien’s routine.
• Allow them time to practise presenting their mini-book to
the class. Then call on different pairs to read and show their
mini-books to the class.
Support: Pair higher-level pupils with those who need more
support for the writing task.
Consolidate: Invent a routine for an alien together first. Review
routines and time expressions using the flashcards. Write
sentences on the board as an example for pupils to refer to.
Reach higher: Assign the pupils in each pair as Pupil A and Pupil
B. Pupil A takes their mini-book and pairs up with a Pupil B from
another pair. Pupil B asks Pupil A questions about their alien, e.g.
Does your alien have breakfast? What time? What does she eat?, etc.
Closing routine
• Do one of the closing routines:
- Mindfulness: Quiet time.
- Communication: Find the difference.

Tell your family about your mini-book.

• Encourage pupils to describe their mini-book to their family. The
pupils in each pair could take turns to take their mini-book home
to show their family. 143
 6 What can you do at the seaside?
UNIT

• This unit teaches pupils seaside activities and objects.

• It encourages them to take care of the environment.
Activity 1: • They also learn to notice and name different types of rubbish.
the seaside

Lesson 2 Song a

6
nd Gramm
What can you do ar
UNIT

at the seaside?
1 6:05 Listen. What beach words can you hear?
On the beach
I’m wearing sunglasses.
Lesson 1 Vocabulary She’s putting on sun cream.
He’s playing bat and ball.
We’re all eating ice cream, under a beach umbrella.
1 Watch. What’s the theme of the quiz?
We’re all having fun, in the sun, by the sea, on the beach.
2 6:02 Listen, find and say. It’s warm and sunny.

I’m not wearing sunglasses.

3 6:03 Listen and say the chant.
3 She isn’t putting on sun cream.
4 Play Spell, mime or draw. He isn’t playing bat and ball.
2 We aren’t eating ice cream, under a beach umbrella.
We aren’t having fun, in the sun, by the sea, on the beach.
1 play bat and ball It’s cold and rainy.
2 put on sun cream
3 wear sunglasses 1 2 Watch and sing.
4 look for shells
5 make a sandcastle
3 6:07 Read, listen and say.
6 beach umbrella
6 Curious about grammar
7 beach towel
I’m wearing sunglasses.
8 goggles 5
9 swimming costume I’m not looking for shells.

10 swimming shorts He’s playing bat and ball.

4 7 She isn’t putting on sun cream.

We’re eating ice cream.

We aren’t having fun.

9
8 4 Play Mime a line.
10
Is it She isn’t putting
on sun cream? No, it isn’t.
C u r i os i t
yC Is it He’s playing
Find. bat and ball?
or

Can you see three

ne

animals, three balls, Yes, it is.

r

and three types

of food?
62 Make a list of seaside words you know in English. 63

Pupil’s Book

What can you do

6
UNIT

at the seaside?
Lesson 1 Vocabulary

1 Look, read and write.

beach towel beach umbrella goggles look for shells
make a sandcastle play bat and ball put on sun cream swimming costume
swimming shorts wear sunglasses

1 1 play bat and ball 6

2 make a sandcastle
7
3 put on sun cream
2 4 look for shells
3
5 wear sunglasses 8
6 swimming shorts
7 swimming costume
4
5 8 goggles 9 10
9 beach towel
10 beach umbrella

2 6:04 Listen and number. Circle.

2 1 4 3
I’m wearing I’m wearing goggles / I’m making a I’ve got a beach towel /
swimming shorts / a swimming costume . sandcastle / looking beach umbrella.
sunglasses. for shells.

56 Play word tennis. You: beach. Your friend: umbrella.

Activity Book

144 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 1 Vocabula
ry
6
Objectives and Competences
- Watch and understand a video New vocabulary: look for shells, make a Recycled language: We can (go to the
introducing the unit. sandcastle, play bat and ball, put on sun beach). (Some countries) have / haven’t
- Identify and name objects and activities cream, wear sunglasses; beach towel, got (a seaside).
at the seaside. beach umbrella, goggles, swimming Materials: flashcards & word cards
- Listen to and say a chant. costume, swimming shorts (87–96), Something for Everyone
- Play a game. Recycled vocabulary: beach; bird, fish, Vocabulary worksheets (Unit 6)
turtle; ice cream, pie, sandwich; sit, swim,
volleyball

Opening routine 3 Listen and say the chant. 

• Choose a routine from the Classroom Routines and Games
• Display the flashcards in random order for the chant. Then play
(pp. 26–31) to start the lesson: the audio (track 6:03) twice. The first time, pupils listen and
- Mindfulness: On one foot with routines vocabulary. point to the flashcard. The second time, they say the chant. They
- Dynamic: Say please! with activities from previous units. can follow the order of the words in the word box, rather than
- Communication: Two truths and a lie with routines. memorising the order.
Lesson introduction Reflect
4 Play Spell, mime or draw. Communicate
• Tell the class it’s time to find out the theme for the next quiz.
• In pairs, pupils choose to mime, draw or spell out words for their
Ask What would you like to learn about? In pairs, pupils think of partner to guess.
different themes for the quiz and make suggestions. Write them
on the board. • For further practice, use the Something for Everyone Vocabulary
worksheets at the relevant level.
Support: Play the game as a class. You name words for the class
Pupil’s Book, pages 62–63 to mime, draw or spell.

Curious Kids 3 © Macmillan Education Limited 2023

1 Watch. What’s the theme of the quiz? Consolidate: Call out numbers from the picture. Pupils recall the
• Keeping books closed, play the video. Pupils watch and tell word and then spell, mime or draw it.
you the theme of the quiz. Elicit or explain that the seaside is Reach higher: Include additional activities that pupils already
the beach. know, e.g. catch a ball, jump, swim, take a photo, etc.
• Pause the video at the end, leaving the questions on the screen.
• Plurilingualism Ask pupils how to say the new words in
• Pupils recall the ideas suggested by the course characters and their first language. Are the words longer or shorter in English?
then suggest ideas of their own. Encourage the pupils to answer
using English or L1. Activity Book, page 56
2 Listen, find and say.  1 Look, read and write.
• Use the flashcards to present the vocabulary. • Ask pupils to name the activities and objects they can see in the
• Ask the class if they remember any of the activities or objects pictures before they do the task.
they saw at the beginning of the video. Reveal the flashcard of
any activities or objects they name. Introduce a mime for each 2 Listen and number. Circle. 
activity and encourage the class to do the same as they say the • Play the audio (track 6:04) twice. The first time pupils listen
word. Introduce the remaining items and encourage the class to and number the pictures. The second time, they circle the
do the mime (for the activities only) and say the words. correct words.
• Focus attention on the scene in the Pupil’s Book. Ask pupils what Support: Before playing the audio, elicit things the pupils can
they can see. see in each picture.
• Play the audio (track 6:02) twice. The first time, pupils find and
Closing routine
point to the activities and objects in the scene. The second time,
they repeat the words. • Do one of the closing routines:
Support: Pause the audio after each word to allow pupils to find - Mindfulness: Read my lips with seaside vocabulary.
each item. - Dynamic: Say and write it.

If you have time … Play a memory game

Display the flashcards and the word cards on the board for two
minutes, then turn them back so that pupils can’t see them.
Pupils try to remember the position of the matching pairs.

Make a list of seaside words you know in English. Curiosity Corner

(PB) Find. (PB)
• Pupils brainstorm seaside words they already know in English, • Pupils do the activity in pairs.
e.g. ice cream, play volleyball, fish, boat, sun, sky, sea, sand, swim, Support: Do as a whole class activity, zooming in on the picture.
walk, run, fly a kite, walk the dog, do yoga, shark, etc.
Reach higher: Challenge pupils to describe the location of
Support: Do as a class activity. each item, e.g. There are some fish in the sea. There’s a pie and
Reach higher: Pupils classify the words as activities or objects. a sandwich on the beach towel.
Play word tennis. You: beach. Your friend: umbrella.
(AB)
• Pupils take turns to say the first word of one of the seaside
activities or objects. Their partner says the other word(s). 145
 6

Activity 1
wearing sunglasses, putting on sun cream, playing
bat and ball, eating ice cream, beach umbrella

Lesson 2 Song a

6
nd Gramm
What can you do ar
UNIT

at the seaside?
1 6:05 Listen. What beach words can you hear?
On the beach
I’m wearing sunglasses.
Lesson 1 Vocabulary She’s putting on sun cream.
He’s playing bat and ball.
We’re all eating ice cream, under a beach umbrella.
1 Watch. What’s the theme of the quiz?
We’re all having fun, in the sun, by the sea, on the beach.
2 6:02 Listen, find and say. It’s warm and sunny.

I’m not wearing sunglasses.

3 6:03 Listen and say the chant.
3 She isn’t putting on sun cream.
4 Play Spell, mime or draw. He isn’t playing bat and ball.
2 We aren’t eating ice cream, under a beach umbrella.
We aren’t having fun, in the sun, by the sea, on the beach.
1 play bat and ball It’s cold and rainy.
2 put on sun cream
3 wear sunglasses 1 2 Watch and sing.
4 look for shells
5 make a sandcastle
3 6:07 Read, listen and say.
6 beach umbrella
6 Curious about grammar
7 beach towel
I’m wearing sunglasses.
8 goggles 5
9 swimming costume I’m not looking for shells.

10 swimming shorts He’s playing bat and ball.

4 7 She isn’t putting on sun cream.

We’re eating ice cream.

We aren’t having fun.

9
8 4 Play Mime a line.
10
Is it She isn’t putting
on sun cream? No, it isn’t.
C u r i os i t
yC Is it He’s playing
Find. bat and ball?
or

Can you see three

ne

animals, three balls, Yes, it is.

r

and three types

of food?
62 Make a list of seaside words you know in English. 63

Pupil’s Book

Lesson 2 Song a
nd G rammar
1 Complete the sentences in the table.
Curious about grammar
1 I’m wearing sunglasses. 2 I’m not wearing sunglasses.

3 He ’s playing bat and ball. 4 He isn’t playing bat and ball.

5 She ’s wearing sunglasses. 6 She isn’t putting on sun cream.

7 We ’re eating ice cream. 8 We aren’t eating ice cream.

2 6:08 Order and write. Listen and check.

1 isn’t / She / on / sun cream. / putting ball. / isn’t / He / bat / playing / and
She isn’t putting on sun cream. He isn’t playing bat and ball.
2 aren’t / ice cream / under / eating / We / beach / umbrella. / a
We aren’t eating ice cream under a beach umbrella.
3 by / in / the / the / We / having / fun / aren’t / sun, / sea.
We aren’t having fun in the sun, by the sea.
4 rainy. / It’s / cold / and
It’s cold and rainy.

3 Read. Write about you and your friends. Draw.

We aren’t eating ice cream at the beach. We’re at school.

We’re having fun. We’re reading books.

Tell a friend about your picture. 57

Activity Book

146 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 2 Song and Gram
mar 6
Objectives and Competences
- Sing and act out a song about the beach. New language: I’m (not) (putting on sun Materials: flashcards & word cards (87–96),
- Talk about activities you are / aren’t doing. cream). He’s (looking for shells). She isn’t Something for Everyone Grammar
- Play a miming game. (wearing sunglasses). We’re / We aren’t worksheets (Unit 6)
(having fun on the beach).
Recycled vocabulary: look for shells, make
a sandcastle, play bat and ball, put on
sun cream, wear sunglasses; beach towel,
beach umbrella, goggles, swimming
costume, swimming shorts; beach cold,
rainy, sea, sun, sunny, warm

Opening routine 4 Play Mime a line. Communicate

• Choose a routine from the Classroom Routines and Games
• Pupils take turns to mime lines from the song for the others to
(pp. 26–31) to start the lesson: guess. Explain and model the activity, using the speech bubbles
- Mindfulness: Mindful listening. in the book.
- Dynamic: Reading race with seaside vocabulary. Support: Play the song (track 6:05) again, stopping after each
- Communication: Chain game with At the seaside, I (put on sun line for pupils to repeat and do the corresponding mime.
cream, play bat and ball, etc.). Consolidate: Play the game as a class, choosing volunteers to
come to the front and mime lines from the song.
Lesson introduction Reflect
• Tell the class that you are going to listen to a song about the Activity Book, page 57
beach. Elicit all the beach words pupils can remember and
display the flashcards as they name the words. 1 Complete the sentences in the table.
•

Curious Kids 3 © Macmillan Education Limited 2023

Draw attention to the green and red frames, which indicate
Pupil’s Book, page 63 if the sentence is affirmative or negative. Check answers as a
whole class.
1 Listen. What beach words can you hear?
Support: Write the missing words on the board for visual support.
• With books closed, ask pupils to listen carefully to the song and
write down all the beach words they hear. • Plurilingualism Ask pupils to look at the grammar table and
say what’s similar or different about the grammar structure in
• Play the audio (track 6:05) and check as a class.
their first language.
Cooperative learning
If you have time … Play a game
Ask pupils to first compare their answers in small groups
before feeding back as a class. If necessary, play the song two In pairs, pupils take turns to make affirmative and negative
or three times. sentences about their classmates for their partner to guess.
Then they exchange roles, e.g. Pupil A: He’s wearing a blue
T-shirt, He isn’t wearing jeans. Pupil B: Is it Daniel?
2 Watch and sing.
• Play the grammar song video three times. The first time, pupils
watch and enjoy the video. The second time, in pairs pupils take 2 Order and write. Listen and check.  Critical Thinking
turns to sing alternate lines, using the lyrics in Activity 1. The
third time, the whole class sing along.
• Pupils unscramble the sentences and write them in the correct
order. Play the audio (track 6:08) for pupils to check their answers.
• You may use the karaoke version of this song (track 6:06). Support: Elicit the structure with the class using mime, e.g. I’m
Engage: Pupils mime each beach activity as they hear it in eating an ice cream.
the song. Reach higher: Pupils make new jumbled sentences for their
partner to unscramble.
3 Read, listen and say. 
• Mime an action and say, e.g. I’m playing bat and ball, I’m not 3 Read. Write about you and your friends. Draw.
putting on sun scream. Use gesture to convey meaning. Then • Read the speech bubbles as a class. Pupils talk about the
read the sentences in the grammar table together and ask Which weather and say what they are and aren’t doing at the moment.
sentences are affirmative? Which are negative? How do you know? They then use the speech bubbles as a model to write about
Praise pupils for their observations. themselves and their friends and draw a picture.
• Play the audio (track 6:07). Pupils listen and repeat the sentences. Support: Elicit weather, places and activities. Write them on the
• Explain that these sentences tell us what someone is doing or board for pupils to refer to.
not doing right now. Reach higher: Encourage pupils to write additional sentences
about other people.
Expert tip
Closing routine
Consolidate grammar points by involving confident
drawers to draw a situation on the board for the rest of the • Do one of the closing routines:
- Sing and act out the On the beach song.
class to guess. For example: a person looking for shells,
swimming, etc. - Dynamic: Mime game with seaside vocabulary.

Tell a friend about your picture. (AB)

• Pupils describe their picture to a friend. 147
 6
Activity 4
Activity 1: at the seaside / beach 1 They are looking for shells. 3 They are putting a GPS on the turtle’s shell.
Activity 2: It’s trapped in a fishing net. 2 Marina is going to the aquarium. 4 Marina is a marine biologist.

Lesson 3
Story This is a fantastic
story about nature.
5 What are
you doing? We’re putting a GPS 6 At the end of the day, the 6
on the turtle’s shell. turtle swims away with
1 6:09 Listen and predict. Where does the story happen? It doesn't hurt him. the GPS on his shell.

2 Watch. Why can't the turtle move?

3 6:10 Listen and read.

Turtle rescue
1 This is Marina. She’s ten. She lives 2 They find some shells. They also With the GPS, we can monitor
in Australia. She’s very interested find a green sea turtle, trapped the turtle from the aquarium. Goodbye, Green Sea Turtle.
in marine life. in a fishing net on the rocks. 7 8
20 years later, Marina is a marine Every summer, Marina goes to the beach.
The fishing net is too strong. biologist. She looks after the She swims in the sea. She’s always
animals at the aquarium. happy to see the Green Sea Turtle. And
the turtle’s always happy to see her.

It’s important to
Today, Marina is on the beach take care of the
with her family. She’s looking environment.
for shells with her brother. 4 6:11 Read and answer. Listen and check.
3 4 Two hours later, marine biologists 1 What are the children doing in picture 1? 3 What are the marine biologists doing in
Marina, are you OK? Where are from the aquarium help the turtle.
2 Where is Marina going in picture 3? picture 5?
you going?
The turtle is fine, Marina. 4 What is Marina’s job at the end?
He’s about 30 years old. 5 Act out the story.

6 Read and reflect. Say.

1 My favourite character is … 3 My favourite moment in the story is when …
2 I think this story is exciting / sweet / 4 Marina helps / doesn’t help to look after
OK / not very fun. the environment.
5 I leave / don’t leave my things on the beach.

ty Corner
ivi
Is it important Do you help to
to keep the look after the t
I’m going to the aquarium. beach clean? environment? ea Imagine.
I’m happy that he’s You’re the turtle.

Cr
A turtle needs help. OK. I love turtles. How do you feel?

64 Choose a picture. What can you see? Find a number in each picture of the story. 65

Pupil’s Book

Story
Lesson 3
Turtle rescue
1 Look and number. Match.

2 4 3 1

We’re putting a GPS Goodbye, Green The fishing net I’m happy that he’s
on the turtle’s shell. Sea Turtle. is too strong. OK. I love turtles.

2 Read the story again and write.

aquarium GPS help swims turtle

1 In the story, Marina finds a green sea turtle .

2 She runs to the aquarium to get help .
3 Marine biologists put a GPS on the turtle’s shell.
4 When Marina is older, she works at the aquarium .
5 Every summer, Marina goes to the beach and swims in the sea.

3 Read. Think and answer.

Look! A plastic bag Thank you. I’m going to
This bird is from the and a fishing net. the beach now. I can pick up
beach. It’s trapped in plastic bags and bottles.
rubbish. Can you help?

Can you think

We can monitor the bird of other ways to
That’s a great
for a day. Then she can take care of the
way to respect
go back to the beach. environment?
and protect
marine life.

58

Activity Book

148 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 3 Story 6
Objectives and Competences
- Read and understand a story Recycled vocabulary: aquarium, beach; Receptive vocabulary: find, fishing
about nature. look for shells, swim; brother; turtle net, GPS, marine biologist, marine life,
- Develop the SEL competence of Recycled language: I’m (going to the monitor, trapped
Responsible decision-making by aquarium). She’s (looking for shells). We’re
exploring the value of understanding (putting a GPS on the turtle’s shell). I love
the results of your actions and the (turtles). She (swims in the sea).
message ‘It’s important to take care of
the environment’.
- Act out the story.

Opening routine 6 Read and reflect. Say. Reflect SEL

• Choose a routine from the Classroom Routines and Games • Pupils reflect on the story and answer questions 1–4. Then
(pp. 26–31) to start the lesson: discuss the final question as a class. Ask them to give reasons for
- Mindfulness: Shake it off. their answers.
- Dynamic: Stand up, sit down game with I’m (wearing glasses). • Draw pupils’ attention to the SEL message in the heart. This
(Sara) is (swimming). story helps pupils develop the SEL competence of Responsible
- Communication: Round robin with seaside vocabulary. decision-making. It focuses on the value of understanding the
results of your actions, by exploring the message ‘It’s important
Lesson introduction Critical Thinking
to take care of the environment’. Read the sentence and elicit
• Create interest in the story by focusing attention on the speech how Marina takes care of the environment in the story.
bubble and reading the title of the story. Ask pupils to tell you
what they think might happen in the story.
• Read the speech bubbles at the bottom of the page. Give pupils
some time to reflect on the questions, individually or in pairs.
• Say This girl is called Marina. Where do you think she lives? Elicit Then ask them to share their ideas with the class. Allow use of L1.
ideas. Tell the pupils that this is a story about a girl who lives

Curious Kids 3 © Macmillan Education Limited 2023

in Australia. Activity Book, page 58
Pupil’s Book, pages 64–65 1 Look and number. Match. Critical Thinking

1 L
 isten and predict. Where does the • Pupils number the pictures in the order that they happen in the
story, then match them to the speech bubbles. They check their
story happen? Critical Thinking
answers by looking back at the story in their Pupil’s Book.
• Ask pupils to close their books and play the audio (track 6:09). Support: Allow pupils to refer to the Pupil’s Book story and scan
Pupils listen to the sounds and predict where the story takes place. the text to find the speech bubbles.
2 Watch. Why can’t the turtle move? • Mediation Have children choose a picture from the story
and explain what’s happening in their own words.
• Read the question with the class before watching. Ask them to
predict why the turtle can’t move. 2 Read the story again and write.
• Play the story video and have pupils follow along in their books.
• Pupils compare their answers in pairs.
3 Listen and read. 3 Read. Think and answer. SEL
• Play the audio (track 6:10) for pupils to follow along in their
• Pupils read the short story and reflect on the question in
books. Pause regularly to check comprehension. the heart.
Reach higher: Pupils extend the dialogue to include other ways
4 Read and answer. Listen and check. 
to take care of the environment, e.g. recycling, saving water, etc.
• Give pupils time to read the questions and discuss the answers
with their partners or groups. Play the audio (track 6:11) for Creativity tip
pupils to check their answers.
Pupils act out the dialogue in pairs. They may use props to
• Mediation Write these summaries on the board. Have pupils
make the story more real. Ask pupils to use emotion when
choose the best one for the story.
acting out: e.g. show surprise, worry, etc.
1. A girl finds a turtle at the beach and wants him for a pet.
2. A marine biologist waits 20 years to see a green turtle.
Closing routine
3. A girl helps save a turtle and visits him when she’s a marine
biologist 20 years later. • Do one of the closing routines:
- Mindfulness: Mindful safari at the seaside.
5 Act out the story. Communicate - Communication: No, no, no!
• Put pupils in groups of four and assign roles (Narrator, Marina,
Marina’s brother / mum / dad, marine biologist). Play the audio
(track 6:10) one frame at a time for pupils to act out the story in
their groups.
• Invite a few groups to act out the story in front of the class.

Choose a picture. What can you see? (PB) Creativity Corner

• In pairs, pupils choose a picture and describe what they can see. Imagine. (PB)
Support: Choose and describe a picture for the class. Pupils say
the picture number.
• Pupils imagine they are the turtle and describe how they feel
before and after being rescued.
Reach higher: Pupils use the present continuous to describe the Support: Elicit feelings words and write them on the board for
picture, e.g. Marina’s dad is reading. pupils to refer to.
Find a number in each picture of the story. (PB) Reach higher: Encourage pupils to write a short version of the
• Do as a class. Encourage pupils to use full sentences for their story from the turtle’s point of view. Remind them to include
answers, e.g. There’s a number 7 on the bucket in picture 1. feelings words. 149
 6

cular
and Cross-curri
Vocabulary
Lesson 4
nce
Natural scie Activity 1:
People drop rubbish
1 Watch. How does rubbish get on our beaches?
on beaches; people
2 Read and listen.
No rubbish on our beaches!
6:12

drop rubbish in rivers

Close your eyes and and then rivers take the
imagine a beautiful beach. How can you help? rubbish to our beaches;
Here are five tips:
What can you see? The sun and blue sky? people drop rubbish
The sea, sandcastles and shells? Happy 1 Don’t drop rubbish
anywhere. Take it
people on towels under beach umbrellas?
home. Recycle it.
in the sea and then the
Can you also see piles of rubbish?
2 Don’t use plastic sea takes the rubbish to
bottles. Use a bottle
you can wash and use our beaches.
again and again.
3 When you see rubbish,
pick it up.
4 Say no to plastic
drinking straws. You
don’t need them.

Rubbish on our beaches is a big problem. 5 Find out about beach

You can find plastic bottles and bottle tops cleans near you today.
on the rocks. You can find juice cartons and Share these tips with your
Activity 3: straws in the sea. There are fizzy drinks cans
and crisp packets on the sand.
friends and help make
our beaches beautiful.
bottles 2
3 6:13 Read and say the number. Listen and check.
bottle tops 3 bottles bottle tops cans cartons packets straws
cans 6
1 2 3 4 5 6
cartons 1
packets 5 Activity 4:
4 Answer the questions.
straws 4 C u r i os i t y 1 Take it home and
Co 1 What can you do with your rubbish?
Think r 2 Do you need plastic drinking straws?
recycle it.
ne

and find out! 2 No.

3 Can you remember the five tips without reading? Try!
r

Which things can

you reuse? 3 See the Pupil’s
5 Find out about your friends. Ask and answer.
Book text.
What do you recycle? I recycle milk cartons.

66

Pupil’s Book

Lesson 4 Vocabulary a
nd Cross-curricu
lar 6
Natural scien
1 Do the crossword. ce
1 1 2 4
c p
c
4
a a
r c
3
b a
2 t
5
s k o n 5
t o p s
6
b o t t l e
n r t t
3 s a s l 6
w e
s s

2 Look, read and write.

1 There’s a bottle in the sea.
2 There’s a carton on the rock.
3 There’s a packet under the turtle.
4 There’s a straw in the sandcastle.
5 There’s a can under the beach umbrella.
6 There’s a bottle top on the sand.

3 Read and match.

1 Don’t drop rubbish a cleans near you today.

ity Corner
anywhere. Take rios
c2 Don’t use plastic
b it home and
recycle it.
Cu
bottles. Use a In a class of 25 children,
c bottle you can wash if every child drinks a bottle
d 3 When you see and use again and of water every day, there’s a lot of
rubbish, again. rubbish: 9125 bottles every year!
Use bottles that you can
e 4 Say no to plastic d pick it up.
wash and use again.
drinking e straws. You don’t
a 5 Find out about beach need them.

Look at the beach in activity 2 and write another sentence. 59

Activity Book

150 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 4 Vocabulary and Cross
-curricular 6
Objectives and Competences
- Watch and understand a video about New vocabulary: bottles, bottle tops, Receptive vocabulary: plastic,
rubbish on the beach. cans, cartons, packets, straws; drop/pick recycle, rubbish
- Identify and name types of rubbish. up rubbish Materials: flashcards & word cards
Recycled vocabulary: beach, beach (97–102), real types of rubbish
umbrellas, juice, sandcastles, sea, shells, (optional), Something for Everyone
sun, towels Vocabulary worksheet (Unit 6)
Recycled language: What can you see?
You can find (plastic bottles). Don’t
(drop rubbish).

Opening routine 4 Answer the questions. Communicate

• Choose a routine from the Classroom Routines and Games • Pupils ask and answer the questions in pairs. Encourage them to
(pp. 26–31) to start the lesson: look back at the text to find the answers.
- Mindfulness: Counting our breath. Support: Play the audio (track 6:12), pausing after the relevant
- Dynamic: Jump left or right with things that are good/bad for parts to point pupils towards the correct answer.
the environment.
- Communication: Draw and guess with seaside vocabulary. If you have time … Make it real
Bring some real rubbish from home e.g. plastic straw, milk
Lesson introduction  Reflect
cartons, plastic bottles, used paper, etc. and some recycling
• Tell pupils they are going to watch a video about rubbish on the bags. Pupils pick up the rubbish and put it in the correct bag.
beach. Ask them if they have seen rubbish at the beach / in the
park / on the street.
• Use the flashcards or real items to present the vocabulary. Place 5  Find out about your friends.

Curious Kids 3 © Macmillan Education Limited 2023

the flashcards or real rubbish on the floor. Give instructions to Ask and answer. Communicate
different pupils, e.g. Martín, pick up the bottle. The pupil picks up
the correct item and gives it to you or puts it in the bin. • Drill the question and answer with a few pupils before they do
the task in pairs.

Pupil’s Book, page 66 • Ask volunteers to share their answers with the class.
• For further practice, use the Something for Everyone Vocabulary
1 Watch. How does rubbish get on our beaches? worksheets at the relevant level.
• Keeping books closed, play the video and check the answer
as a class. Activity Book, page 59
• Leave the final question on screen and encourage pupils to share 1 Do the crossword.
their ideas.
Consolidate: Ask further questions to check comprehension, e.g. • Focus attention on the pictures. Pupils write the word for each
item in the crossword.
Who is rubbish a problem for? What rubbish do volunteers pick up?
Support: Elicit the objects in each picture before pupils do
2 Read and listen. the task.

• Review the vocabulary using the flashcards or real items. 2 Look, read and write.
• Focus attention on the picture and photo in the Pupil’s Book. Ask
• Refer pupils to Activity 1 if necessary. Check answers as a class.
pupils to describe what they can see.
Reach higher: Pupils describe what they can see in the picture
• Play the audio (track 6:12). Pupils read and listen. Then they read to a partner before they do the activity.
the text aloud in pairs, alternating lines.

3 Read and say the number. Listen and check.  3 Read and match. Critical Thinking

• Pupils read the words and say the number of the • Pupils read and match to make five tips.
corresponding picture. Support: Allow pupils to refer to the text in the Pupil’s Book.
• Play the audio (track 6:13) to check answers. Closing routine
Support: Play Memory (from the Classroom Routines and
Games pp. 26–31) with the flashcards and word cards before
• Do one of the closing routines:
- Dynamic: Mediated running dictation with types
doing the activity.
of rubbish.
• Plurilingualism Ask pupils how to say the new words in - Communication: Numbered heads together with How can you
their first language. Ask if any are similar. take care of the environment?

Look at the beach in activity 2 and write another Curiosity Corner

sentence. (AB) Think and find out! (PB)
• Pupils look at the picture in Activity 2 and write another • In pairs, pupils discuss which things they can reuse and recycle.
sentence. In pairs, pupils read and correct each other’s sentences.
• Encourage them to share their ideas with the class.
Support: Do as a class activity. Allow use of L1.
Reusable water bottles (AB)
• Pupils read the information. Ask Are you surprised? Do you have
a reusable water bottle? Encourage them to think of other ways
they can reduce the rubbish they produce. 151
 6

Lesson 5 Grammar and C

o mmunicatio
n 6
1 6:14 Listen and read. What’s Fred doing?
Sophia is talking to people on the beach.

SOPHIA: What are you doing?

STELLA: We’re cleaning the beach.
FRED: Today is the Great British Beach
Clean. All around the UK, thousands
of people are cleaning beaches.
SOPHIA: Is there a lot of rubbish?
STELLA: Yes, there is. It’s a big problem.
FRED: I’m picking uplots of plastic
bottles, juice cartons and drinking
straws. Stella’s picking up lots of
fizzy drinks cans.
SOPHIA: Can we help?
STELLA: Of course. Here! Have a rubbish bag.

2 Act out the dialogue.

3 6:15 Read, listen and say.

Curious about grammar
I’m picking up plastic bottles.
What are you doing?
We’re cleaning the beach.
Remember!
Is Stella picking up rubbish? Yes, she is.
We’re = We are
Is Fred dropping rubbish? No, he isn’t.

4 Make your beach activities cards. AB page 95

5 Play Same or different?

Let’s describe Picture 6. Is the
man swimming in the sea?
Yes, he is. Is he wearing goggles?

Yes, he is. He’s wearing

So the picture
yellow swimming shorts, too.
is the same.

Where else can you pick up rubbish? 67

Pupil’s Book

ommunication
rammar and C
Lesson 5 G I’m picking
up rubbish.
1 Complete the sentences in the table.
aren’t Is is isn’t No picking Yes you ’m

Curious about grammar

2 I ’m picking up plastic bottles.
1 What are you doing?
3 We aren’t dropping litter on the beach.

4 Is Stella picking up rubbish? 5 Yes , she is. 6 No , she isn’t.

7 Is Fred picking up rubbish? 8 Yes, he is . 9 No, he isn’t .

2 Look and write. Act out.

1 Let’s describe picture 4. Is the girl reading? 2 Yes , she is.

3 Is she sitting on a beach towel? 4 Yes, she is .

5 Is it raining? 6 No, it isn’t . So the

picture is different.

3 6:16 Read the questions. Listen to Sophia’s answers and tick or cross .

Five Quick Questions

Sophia Me My friend
1 Do you drink water from plastic bottles?

2 Have you got a bottle you can reuse? ✔

3 Do you drink juice from a carton? ✔
4 Do you drink fizzy drinks from a can? ✔
5 Do you recycle your rubbish? ✔

4 Answer for you. Ask a friend.

60 Write another question. Ask a friend.

Activity Book

152 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 5 Grammar and Commun
ication 6
Objectives and Competences
- Read, listen and act out a dialogue New language: What are you doing? Is he/ Recycled language: I’m/We’re (picking
about the Great British Beach Clean. she (picking up rubbish)? Yes, he/she is. No, up plastic bottles).
- Ask and answer about what people he/she isn’t. Materials: flashcards & word cards
are doing. Recycled vocabulary: beach, bottles, cans, (87–102), scissors, Something for
- Play a speaking game using beach cartons, rubbish, straws; drop/pick up Everyone Grammar worksheets (Unit 6)
activities cards. rubbish, make a sandcastle, play bat
and ball, put on sun cream, swim, wear
sunglasses; beach towel, beach umbrella,
goggles, swimming costume, swimming
shorts

Opening routine
• Plurilingualism Ask pupils to look at the grammar table and
• Choose a routine from the Classroom Routines and Games say what’s similar or different about the grammar structure in
(pp. 26–31) to start the lesson: their first language.
- Mindfulness: Body scan.
- Dynamic: Put them in order! with types of rubbish. 4 Make your beach activities cards.
- Communication: Quick flash with types of rubbish. • Pupils turn to page 95 in their Activity Book and cut out the
beach activities cards.
Lesson introduction
• Tell the class that they are going to listen to a dialogue about 5 Play Same or different? Communicate
the Great British Beach Clean. Remind them that there was some
information about it in the Lesson 4 cross-curricular video. Play
• Invite two pupils to model the game by reading the speech
bubbles aloud.
the video again if you wish.
• Pupils play the game in pairs. Make sure they can’t see each

Curious Kids 3 © Macmillan Education Limited 2023

other’s cards.
Pupil’s Book, page 67 • Pupils swap roles and play again.
1 Listen and read. What’s Fred doing?  • For further practice, use the Something for Everyone Grammar
• Focus attention on the photo and ask Who are the people? Where worksheets at the relevant level.
are they? Support: Play the game as a class.
• Before you play the audio, draw attention to the hidden word in Reach higher: Once the pairs have finished the game, they find
the dialogue and remind pupils they need to listen for it. a different partner and play again.
• Read the introduction together. Then play the audio (track 6:14).
Pupils listen, read and answer the question. Activity Book, page 60
• Ask comprehension questions, e.g. What’s Fred doing? (He’s 1 Complete the sentences in the table. Critical Thinking
picking up lots of plastic bottles, juice cartons and drinking straws.)
Is there a lot of rubbish? (Yes, there is.) What’s Stella doing? (She’s • Read the speech bubble aloud and ask Is he swimming the sea?
(No, he isn’t.) Is he picking up rubbish? (Yes, he is.)
picking up lots of fizzy drinks cans.)
• Remind pupils of the colour coding before they do the task.
2 Act out the dialogue. Communicate
2 Look and write. Act out. Communicate
• In pairs, pupils read the dialogue aloud and act it out. Then they
• Check answers as a whole class. Then ask pupils to act out the
change roles and repeat.
dialogue with a partner.
Sustainable Development Goals • Mediation Have children work in groups to role-play the
Goal 6: Clean water and sanitation dialogue with one child acting as translator. (see TB p. 43)
Introduce pupils to Sustainable Development Goal 6: 3 R
 ead the questions. Listen to Sophia’s answers
Ensure availability and sustainable management of water and
and tick or cross .
sanitation for all.
Explain that only 3% of the world’s water is fresh (drinking • Give pupils a few minutes to read the questions and play the
audio (track 6:16). Pupils complete the first column.
water) and that we need to use it smartly.
Ask Do all families and countries have easy access to water? What 4 Answer for you. Ask a friend.
do you use water for? Do you ever waste it? How can you save
water? Elicit ideas in L1. • Pupils answer the questions in the chart themselves and
complete the second column. Then they ask and answer with a
Possible answers: Not all families have easy access to water. partner and complete the third column.
Some people have to walk long distances to get it. I use water
to drink, wash, brush my teeth, etc. I can save water by taking • Ask different pupils questions about their friends, e.g. Does
(Paula) drink water from plastic bottles?, etc.
short showers and turning off the tap when I brush my teeth.
Support: Pair higher and lower-level pupils together.
Reach higher: Pupils write three further questions in a notebook
3 Read, listen and say.  to ask their partner.
• Focus attention on the grammar box. Play the audio (track 6:15),
Closing routine
pausing after each question and answer for pupils to repeat.
• Focus attention on the Remember! box and remind pupils that • Do one of the closing routines:
we’re is the same as we are. - Mindfulness: Shark’s fin.
- Communication: Hot seat with questions about rubbish.

Where else can you pick up rubbish? (PB)

• Pupils list other places where they can pick up rubbish, e.g. the
park, the street, the school playground, the mountains, etc.
Write another question. Ask a friend. (AB)
• Pupils write another question about rubbish. They ask and
answer their questions in pairs. Then they find a new partner and
tell them about their friend. 153
 6

Culture
Lesson 6

Q uiz Chat
1 6:17 Listen and read.

Do children go to the beach

in your country?

In Ireland, we’ve got beautiful beaches. The sea is very cold

but some people swim in it every day, even in winter! My family and
I go to the south of France for the holidays. There are lots of sunny
Ruby beaches and the sea is warm.
Emerald School
Ireland
The sea in Canada is cold, too. The north
of Canada is in the Arctic Circle so you
need special clothes to swim there! I live
near Vancouver. Here, there’s a lot to see
and do at the seaside. There are aquariums Justin
and funfairs. My favourite activity at the Maple Tree School
Canada
seaside is whale watching.

In Australia, the summer holidays are in

December and January. So, we celebrate
Christmas when it’s hot! On Christmas
Day, my family celebrate with a barbecue
Rita on the beach. We don’t make a snowman,
Ocean Junior School
we make a sandman!
Activity 2:
Australia
1 Canada
2 Answer the questions.
2 Rita
C u r ios i t y C 3 Ireland and Canada
or 1 Where can you see whales? 4 Who goes to beaches in
This isn’t a
n e another country? 4 Ruby
2 Who celebrates Christmas
sandcastle. It’s a sand
5 a sandman
r

on the beach? 5 What does Rita make on

sculpture of a horse.
Find pictures of sand 3 Where is the sea cold? the beach?
sculptures online.
It’s g! 3 Compare cul tures Do children go to the beach
zin
ama in your country? What do they do at the seaside?

68

Pupil’s Book

Lesson 6 Cultu
re 6
1 6:18 Read. Listen and circle.
Today, we’re talking
Welcome to Kids Can Talk, about what we do at
the radio station for kids. the seaside.

1 Carlton lives in New York / London / Sydney.

2 He’s calling from Coney Island / Blackpool / Bondi Beach.

3 He’s wearing sunglasses / headphones / goggles.

4 He’s eating a hot dog / candy floss / fish and chips.

5 He’s going to the aquarium / funfair / beach.

2 Read and write about what you do at the seaside.

A day at the seaside in Australia

My name’s Lisa. I live in Sydney, Australia.
The beaches here are beautiful. Every summer,
I go to the beach with my brother and sister.
I put on sun cream because the sun is strong.
I swim in the sea and I make sandcastles. I don’t
eat ice cream on the beach, but I drink lots of water. It’s important to
drink water in the sun.

Yo
u r tur n
!

ity Corner
tiv
ea Imagine you’re on a
r
C

beach. What are you

doing? What can you
see, hear, smell, touch
and taste?
61

Activity Book

154 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 6 Culture 6
Objectives and Competences
- Learn about going to the seaside in Recycled vocabulary: beach, sand, sea, Receptive vocabulary: barbecue, candy
other countries. seaside; cold, hot, sunny, warm; aquarium, floss, sandman, snowman
- Talk and write about going to the funfair; summer, winter, Christmas; Materials: world map (optional), flashcards
seaside in your country. make sandcastles, put on sun cream, & word cards (87–96), Something for
swim; headphones Everyone Skills worksheets (Unit 6)
Recycled language: We’ve got (beautiful
beaches). There’s (a lot to see and
do). We don’t (make a snowman),
we (make a sandman)!

Opening routine 3 Compare cultures. Do children go to the

• Choose a routine from the Classroom Routines and Games beach in your country? What do they do at
(pp. 26–31) to start the lesson: the seaside? Reflect
- Mindfulness: Bee breathing. • Read the questions together. Encourage pupils to share their
- Dynamic: Three-step mime. ideas freely in English or in L1.
- Communication: Definitions. • For further practice, use the Something for Everyone Skills
worksheets at the relevant level.
Lesson introduction Critical Thinking
• Focus attention on the Pupil’s Book page and ask pupils what they Activity Book, page 61
think the chat is about (the beach). Write their ideas on the board.
If necessary, remind them that the chat is between children 1 Read. Listen and circle. 
participating in the Kids Can! Quiz from around the world. • Draw attention to the speech bubbles and explain that pupils are
going to listen to a radio show about seaside activities.
Pupil’s Book, page 68 •

Curious Kids 3 © Macmillan Education Limited 2023

Pupils read the text in the chart.
1 Listen and read. • Play the audio (track 6:18). Pupils listen and circle the
correct words.
• Draw pupils’ attention to the question at the top of the chat.
• Ask which countries the children are from (Ireland, Canada and 2 R
 ead and write about what you do at the
Australia). If you wish, invite pupils to locate the countries on a seaside.
world map.
• Play the audio (track 6:17). Pupils read and listen.
• Pupils read the text about what Lisa does at the beach. Then they
use it as a model to write about what they do at the seaside.
Support: Pause after each post to check comprehension, e.g. Support: Provide sentence beginnings, e.g. My name’s …, I live
Who is the post from? Where is he/she from? Is the sea warm or cold? in …, Every summer I …, etc.
Consolidate: After listening, pupils read the text aloud in pairs, Consolidate: Display the seaside flashcards and word cards
alternating lines. for reference.
Reach higher: Encourage pupils to comment on each post using Reach higher: After the activity, pupils exchange Activity
language such as That sounds fun! In my country, the sea isn’t cold. Books with a friend. They then form a group with another pair
I want to celebrate Christmas on the beach! and answer questions about their friend, e.g. Does Hugo make
• Mediation Have children explain about beaches in Ireland, sandcastles at the seaside? Yes, he does.
Canada and Australia in their first language.
Closing routine
2 Answer the questions. Communicate • Do one of the closing routines:
• Pupils read and answer the questions in pairs. - Dynamic: Stand up, sit down game – Variation with
• Check answers as a whole class. He/She (puts on sun cream) at the seaside.
- Communication: Whisper chain with I (play bat and ball) at
Curious about … UK beaches the seaside.
If you go to the beach in the UK, you might see a wind farm.
There are wind farms on land (onshore wind farms) and also
in the sea (offshore wind farms). At the moment, wind energy
produces 15% of the UK’s electricity.

Curiosity Corner
Sand sculptures (PB)
• Focus attention on the photo and ask pupils to describe what
they see. Read the information together. Ask pupils to find
pictures of other amazing sand sculptures online and share their
findings with the class.

Creativity Corner
Imagine you’re on a beach. (AB)
• Pupils imagine they are at the beach and say what they are
doing and what they can see, hear, smell, touch and taste.
Encourage them to share their ideas with the class.
Support: Display the seaside flashcards for visual support.
Reach higher: Encourage pupils to write about being on the
beach and draw a picture to accompany their text. 155
 6

Activity 1:
Lesson 7 Communication an
d Pronunciatio
n 6 make a sandcastle, look
1 Watch. What can Ed, Sophia and Harry do at the seaside? for shells, go to the
2 6:19 Listen, read and say.
funfair, send a postcard,
have fish and chips
Hello. Can I help you? Yes. I’d like this postcard
and a pen, please.
for lunch
A black, blue
or red pen? Blue, please.

Do you need a stamp? Yes, I do. How much is it?

One postcard, one pen and one
stamp. That’s two pounds 80, in total. Two pounds 80. Here you are.

Do you need a bag?

No, thanks. Useful expressions
Can I help you?
I’d like (a pen), please.
How much is it?

3 Chit - ch a t Talk to your friend. Change the words in blue.

4 6:20 Read Harry’s postcard. Guess the hidden words. Listen and check.
Hi Jane,
I’m having fun at the seaside with
afternoon
Sophia and Ed. It’s 4:30 in the . It’s
warm and sunny and the sky is blue . Jane Jones
Sophia’s reading a book and Ed’s 6, High Street
making a bigsandcastle
. The red flag is Northtown
flying so we can’t swim in the sea. UK
See you soon ,
Harry
Soungdoso
5 6:21Read, listen and identify the sounds. Please keep the beach clean.
d!
Practise. Pick up litter and put it in a bin.

What else can you send to friends? 69

Pupil’s Book

and Writing
ommunication
Lesson 7 C

1 Number the sentences. Act out.

3 A black, blue or green pen?

Three pounds 30. 8
Here you are.
1 Hello. Can
I help you?
Yes. I’d like 2
this postcard
7 One postcard, one and a pen,
pen and one stamp. please.
That’s three pounds
30, in total.

Black, please. 4
5 Do you need a stamp?
Yes, I do. How much is it? 6

Writing tip!
2 Read and write your own postcard. Keep your postcard short and interesting!

Dear Grandma and Grandpa, Dear ,

Today, I’m having fun at the
seaside with my friends
Sophia and Harry.
It’s warm and sunny and the sky
is blue. The red flag is flying so
we can’t swim in the sea.
We are making an enormous
sandcastle.
See you soon, See you soon,
Ed

3 6:22 Listen. Circle the words that have a sound like ea in Soungdoso
please and i in litter. Say. d!
ea as in please
beach swim clean think seaside keep sister drink and i as in litter.

62 Write or say words that have the same sounds as please and litter.

Activity Book

156 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 7 Communication, Pronunciation
and Writing 6
Objectives and Competences
- Watch a video about the seaside in New vocabulary: send a postcard Recycled language: I love (the beach).
the UK. Functional language: Can I help you? I’d like I want to (send a postcard). There’s (a
- Listen, read and act out a dialogue (a pen), please. How much is it? restaurant next to the aquarium).
about a seaside shop in the UK. Recycled vocabulary: beach, sea; look Materials: Something for Everyone Skills
- Learn useful expressions for for shells, make a sandcastle; aquarium, worksheets (Unit 6)
buying things funfair, restaurant
- Read and write a postcard.
- Identify and practise the /iː/and
/ɪ/ sounds.

Opening routine 4 R
 ead Harry’s postcard. Guess the hidden
• Choose a routine from the Classroom Routines and Games words. Listen and check.  Critical Thinking
(pp. 26–31) to start the lesson: • In pairs, pupils read the postcard and try to guess the hidden
- Mindfulness: Five finger starfish. words. Ask them to note down their guesses.
- Dynamic: Follow the leader with seaside activities. • Play the audio (track 6:20). Pupils check their guesses.
- Communication: Alien with Does he/she (wear sunglasses) at
the seaside? 5 Read, listen and identify the sounds. Practise. 
Lesson introduction Reflect • Read the sentences in the Sounds good! box and play the audio
(track 6:21). Then draw attention to the letters in purple and
• Review the previous lesson by naming different beach activities orange. Ask how they are pronounced. /iː/ and /ɪ/
and asking pupils to name the correct person and country.
• Drill the words containing the sounds with the pupils. Then
• Explain that they are going to watch a video about the seaside challenge them to say each sentence quickly.
in the UK.
• For further practice, use the Something for Everyone Skills

Curious Kids 3 © Macmillan Education Limited 2023

worksheets at the relevant level.
Pupil’s Book, page 69
1 W
 atch. What can Ed, Sophia and Harry do at Activity Book, page 62
the seaside?  Critical Thinking
1 Number the sentences. Act out. Communicate
• Before watching, ask the class to predict what activities the
• Pupils read the speech bubbles and number them in the
children can do at the seaside. correct order. Then they act out the dialogue in pairs.
• Watch the video and check the answer against predictions. Support: Allow pupils to refer to the dialogue in the Pupil’s Book
as they do the activity.
If you have time ... Comparing cultures
Talk about seaside towns in your country. Ask What can you 2 Read and write your own postcard.
do there? Is there a funfair / aquarium / museum? What kind • Pupils read Ed’s postcard and then use it as a model to write
of shops are there? Does the seaside town in the video look the their own.
same or different? Allow use of L1. • Draw attention to the Writing tip! and remind them to keep their
postcard short and interesting.
Support: Elicit ideas as a class.
2 Listen, read and say. 
• Play the audio (track 6:19) twice. The first time, pupils follow
Creativity tip
along in their books. The second time, pause after each line for
pupils to repeat and practise pronunciation. Give pupils small pieces of card and ask them to design their
• Draw attention to the Useful expressions box. Elicit ways of saying own postcard. They draw a picture on one side, and write a
message, the name and address on the other side.
the same expressions in the pupils’ L1.
• Pupils role-play the dialogue in pairs.
Consolidation: Ask comprehension questions, e.g. What does 3 L
 isten. Circle the words that have a sound like
Harry want? What colour pen does he ask for? Does he need a ea in please and i in litter. Say. 
stamp? How much is it?
• Play the audio (track 6:22). Pupils use purple to circle the
words with the /iː/sound and orange to circle the words with
3  Chit-chat. Talk to your friend. Change the
the /ɪ/ sound. They then say the circled words.
words in blue. Communicate
• Focus on the words in blue and elicit ways of changing the words Closing routine
as a class. • Do one of the closing routines:
• Pupils practise their new dialogues in pairs. - Mindfulness: Secret password with the Sounds good! sentence.
Reach higher: Encourage pupils to extend the dialogue to - Communication: Odd one out with the /iː/and /ɪ/ sounds.
include another item.
• Mediation Have children work in groups to role-play the
conversation with one child acting as translator. (see TB p. 43)

What else can you send to friends? (PB)

• Elicit ideas as a class, e.g. emails, text messages, letters, birthday
cards, etc.
Write or say words that have the same sounds as
please and litter. (AB)
• Pupils work in pairs or small groups to think of words with the
same sounds as please and litter.
Support: Work as a class. Say different words and pupils decide
which sound they contain. 157
 6

Lesson 8
Review
Kids Can! Q uiz Activity 1:
It’s time for the Seaside quiz! 1 Sophia says it on page 67.
1 Let ’s review Who says it? What is it? What page is it on? 2 The shop assistant says it on
page 69.
1 Can we help? 4 5 6
3 Harry says it in his postcard
2 Do you need a stamp? on page 69.
3 I’m having fun at the seaside.
4 It’s the turtle trapped in a
fishing net on page 64.
Remember! 5 It’s rubbish on the beach on
2 Watch. Do the quiz. Do your best!
page 66.
6 It’s the sandman on page 68.

Q
2 Q
1
BONUS
po s tcards
e
aquarium
Q Q
QUESTION
Q
3 Write five
more seaside
6 s
i
words.
d
Q
4 Q
5 e

3 points for a 2 points for a correct 1 point for a Maximum score

correct answer answer in English with correct answer for this quiz:
in English. a spelling mistake. in your language. 54 points

3 Watch. Check your answers. AB page 64 Do the language review.

70 Think of one more question and ask the other quiz teams.

Pupil’s Book

Kids Can … recycle. 6

Ryan’s
recycling
This is Ryan
Hickman. One day, Ryan
He lives in visits a recycling I love this place.
California, centre with It’s fantastic.
in the USA. his dad.

Ryan starts to recycle. He helps

other people recycle, too.

Here are my
bottles and cans.
Ryan organises
the rubbish into
different bags.
Each bag contains
a different type
Thank you. of material. He
and his dad take
the bags to the
Every week, Ryan collects metal cans, plastic recycling centre.
bottles and glass bottles from his neighbours.

At the weekend, Help me recycle. Each can and bottle

Ryan cleans we recycle helps to keep the sea clean.
the beach and
recycles the
rubbish he finds.

At ten years old, Ryan has got a website about

recycling. On the website, you can see how many cans It helps to save animals.
and bottles Ryan recycles. He talks about recycling It helps to save energy. It
in newspapers and on TV and the radio. Ryan visits
helps to save the planet.
schools to talk about recycling. He’s a recycling expert!

ity Corner
rios
Answer the questions. Cu
Aluminium is
1 What does Ryan collect from his neighbours? amazing! Find 3
2 What can you see on Ryan’s website? things that are made
of aluminium.
3 Can you think of other ways to help to save the planet?

63

1 Metal, cans, plastic bottles and glass bottles.

Activity Book
2 You can see how many cans and bottles Ryan recycles.
3 Pupil’s own answers.

158 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 8 Review 6
Objectives and Competences
- Review vocabulary and language Recycled vocabulary: look for shells, make Recycled language: I’m (not) (putting on
from Unit 6. a sandcastle, play bat and ball, put on sun cream). He’s (looking for shells). She
- Watch the quiz video and do the sun cream, wear sunglasses; beach towel, isn’t (wearing sunglasses). We’re/We
Kids Can! Quiz. beach umbrella, goggles, swimming aren’t (having fun on the beach). What
costume, swimming shorts; bottles, bottle are you doing? Is he/she (picking up
tops, cans, cartons, packets, straws rubbish)? Yes, he/she is. No, he/she isn’t.
Materials: flashcards & word cards (87–102)

Opening routine • If you would like to extend the quiz, teams can write extra
questions using the My quiz questions page in the Activity Book
• Choose a routine from the Classroom Routines and Games (page 68).
(pp. 26–31) to start the lesson:
- Mindfulness: Positivity. 3 Watch. Check your answers.
- Dynamic: Can I put it in? with seaside vocabulary and types • Take the answer papers in from each team and explain that they
of rubbish. will watch the video now to see the answers but will receive their
- Communication: Chit-chat dialogue with the seaside flashcards. scores in the next lesson.

Lesson introduction
• Play the video for pupils to check their answers.

• If you did the Secret password closing routine at the end of the Activity Book, page 63, Kids Can … recycle.
last lesson, ask pupils to say the sentence they memorised before
they enter the classroom. Answer the questions. Communicate

• Draw attention to the speech bubble on the top right of the • Read the title and ask the class what they think the text will
page. Explain to the class that before they do the Kids Can! Quiz, be about. Ask What things do you recycle? Where do you take
your recycling?

Curious Kids 3 © Macmillan Education Limited 2023

they are going to review the unit.
• Pupils read the text and answer the questions.
Pupil’s Book, page 70 • Check answers as a class.
1 Let’s review. Who says it? What is it? What page Support: As a class, read the text one frame at a time. Check
comprehension before continuing.
is it on?
Consolidate: Pupils read the text in pairs, alternating lines.
• In pairs, pupils read speech bubbles 1–3 and decide who says
each. Then they find them in the unit to check. They do the same • Mediation Ask pupils to explain these words to a friend:
with pictures 4–6. recycling centre, neighbours, website.
• Check answers as a class.
Support: Do as a class, zooming in on the pages to help find the
speech bubbles and the pictures.
Reach higher: Do it as a race.

2 Watch. Do the quiz.  Critical Thinking

• Tell pupils that it’s time for the next Kids Can! Quiz.
• Remind them of the points system, if necessary.
• Draw attention to the Remember! box and encourage them to do
their best.
• Play the video. Pause after each question appears on the screen
to give the teams time to discuss and write their answers. Use a
quiet signal to indicate that their discussion time is up and you
are going to play the next question.
• Draw attention to the bonus question, which also appears on the
Pupil’s Book page.

Think of one more question and ask the other Curiosity Corner
quiz teams. (PB) Aluminium (AB)
• Pupils work together in their teams to write another question for • Pupils find out about three things that are made of aluminium,
the other teams to answer. e.g. bike frames, computer parts, pots, staples, tables and chairs,
Support: Elicit all the vocabulary from the unit and write the etc. Encourage them to share their findings with the class.
words on the board for reference.

159
 6

Lesson 8
Rev iew 6
1 Write and number. 4 Read and write.
1 pl a y bat a nd b a ll 6 sw i mm i ng sh o rts 1 There are plastic bottles and
2 w e a r s u ngl a ss e s 7 sw i mm i ng c o st u m e
b ottle t ops on
the rocks.
3 p u t o n s u n cr e a m 8 b e a ch t o w e l
2 There are juice c artons and
4 m ake a s a ndc a stl e 9 b e a ch u mbr e ll a straws in the sea.
5 l o o k f o r sh e lls 10 g o ggl e s 3 There are fizzy drinks c ans
and crisp p ackets on the sand.

5 6:24 Read and write. Listen and check.

3 8 2 5 10
are aren’t eating Is Yes you

1 What are you doing? 2 We’re eating ice creams.

9 4 1 7 6
3 Is your dad wearing 4 Yes , he is. He’s wearing
2 Look and write.
a hat? The sun is very strong. a hat, sunglasses and sun cream.
2 3
5 Are you 6 No, we aren’t . We’re
4 5 going to the funfair? going to the aquarium.
1

ink abo
6 Complete the Picture dictionary for Unit 6. Th
Unit 6

ut
Read and reflect. Colour the stars. Tick or cross .
1 She’s putting on sun cream. 44 She’s looking for shells.
I can remember the words in Unit 6.
2 He’s playing bat and ball. 55 He’s swimming.
I can sing On the beach.
3 She’s making a sandcastle.
I can read and understand Turtle rescue.
3 Look at Activity 2 and write. Answer Yes, he/she is or No, he/she isn’t.
I can talk, read and write about the seaside.
1 (sunglasses) Is she wearing sunglasses? No, she isn’t.
2 (pink shorts) Is he wearing pink shorts ? No, he isn’t. I plan to …
sing the song again. play another game with the cards.
3 (a blue T-shirt) Is she wearing a blue T-shirt ? Yes, she is.
Is she wearing a swimming costume Yes, she is. read the story again. watch the videos again.
4 (a swimming costume) ?
5 (goggles) Is he wearing goggles ? Yes, he is.

64 Think! What are your five favourite words in this unit? 65

Activity Book

160 Curious Kids 3 © Macmillan Education Limited 2023

 Lesson 8 Review 6

Activity Book, pages 64–65

1 Write and number.
• Pupils write the missing letters to complete the words. Then they
look and number the pictures.
Support: Do some of the examples together as a class.
Consolidate: Point out that the missing letters are all vowels.
Reach higher: In pairs, pupils take turns to spell and say
the words.
2 Look and write.
• Pair higher-level pupils with lower-level pupils to do this task.
Support: Elicit the sentences orally first.
Reach higher: Encourage pupils to describe what each person is
wearing as well.

3 L
 ook at Activity 2 and write. Answer Yes, he/she is or
No, he/she isn’t.
• Drill questions and answers with the pupils before they do
the task.

4 Read and write.

Curious Kids 3 © Macmillan Education Limited 2023

• Play a matching game with the types of rubbish flashcards and
word cards before doing the activity.
Reach higher: In pairs, pupils take turns to describe a new scene
for their partner to draw.

5 Read and write. Listen and check.

• Pupils read and complete the dialogue using words from the
word pool.
• Play the audio (track 6:24). Pupils check their answers.

6 Complete the Picture dictionary for Unit 6.

• Pupils turn to page 77 in their Activity Books. Tell them to use the
stickers to complete the Picture dictionary.
• Pupils can now complete the Grammar reference and practice
section for the unit at the back of the Activity Book.

Self-assessment Reflect

Read and reflect. Colour the stars. Tick or cross .

• Ask pupils to read the statements and reflect on their learning by
colouring the corresponding number of stars.
• They then complete the learning action plan with ticks or crosses.
• If you wish to evaluate pupils’ progress, Unit tests are available in
the Teacher’s Resource Centre. You can also create your own tests
using the Test Generator.
Closing routine
• Do one of the closing routines:
- Mindfulness: Three good things.
- Communication: What’s missing? with types of rubbish
flashcards.

Think! What are your five favourite words in

this unit?
• In pairs, pupils say their five favourite words from the unit. 161
 6

Kids Can! Project 6

What can you do
at the seaside?
1 Look. Say what’s in the photo frames.

Activity 2: 2 6:25 Read. Listen and find the differences. Say.

I’m making a This is a photo of me. I’m This is a photo of me

on the beach. I’m making and my mum. We’re
sandcastle. / I’m a sandcastle. I’m wearing sitting on a towel, under
a beach umbrella. She’s
not making a green swimming shorts but
reading a book and I’m
I’m not wearing sunglasses.
sandcastle., green eating an ice cream.

swimming shorts /
red swimming
shorts, my mum / 3 Be crea t ive Create and write about your holiday photo.
my sister, an ice ise e
nk ke ite ct ar
Ma

Pra
i

Wr
Th

Sh

cream / a sandwich

Teacher Resource Centre: Unit 6

Tell your family about your photo. 71

Pupil’s Book

Picture A Picture B
What can you do at Look at
the pictures and
the seaside? find ten differences.
Can you find:
A carton of juice
A packet of crisps
Three red bottle tops
A straw
A turtle

Whose towel? Whose lunch? Write the beach words. Say this ton
Jill, Anna and Will go to the beach. They’ve each got Draw the missing picture. twister as gue
fast
a different coloured towel and eat a different lunch. as you can
.
Who’s got a blue towel? Who’s got a pizza? She sells
sea
on the sea shells
● Jill’s got a yellow towel. ● Will hasn’t got a green towel. shore.

● Anna hasn’t got a pizza. ● Jill’s got a sandwich.

24 | Unit 6 Jill Unit 6 | 25

Anna
Will

Wh a t’s n e xt?
Quiz
Guess! Then find the answers.
1 There are four beaches in the world with
green sand.
true false
2 Which THREE of these did people use as Help us find our beach things!
money in the past?
Draw a beach maze for your friend to complete.
cows cheese straws shells
3 Which country has got the longest coastline? A B C D
USA Brazil Canada
4 What’s the Guinness World Record for the
longest barbecue marathon?
8 hours 18 hours 80 hours
5 When did people first play with a beach ball?
1800 1938 1960

26 | Unit 6 Unit 6 | 27

Extra Fun!

162 Curious Kids 3 © Macmillan Education Limited 2023

 Kids Can! Projec
t
6
Objectives and Competences
- Review and personalise language from Recycled vocabulary: look for shells, make isn’t (reading a book). We’re / We aren’t
Unit 6. a sandcastle, play bat and ball, put on (playing bat and ball).
- Develop creativity and imagination. sun cream, wear sunglasses; beach towel, Materials: flashcards & word cards (87–96),
- Work collaboratively to create and write beach umbrella, goggles, swimming Teacher’s Resource Centre project
about a holiday photo. costume, swimming shorts template (optional), scissors, coloured
Recycled language: I’m (not) (wearing pens or pencils
sunglasses). He’s (looking for shells). She

Opening routine Extra Fun! pages 24 and 25

• Choose a routine from the Classroom Routines and Games Answers: Use all the letters you can find to make a word for
(pp. 26–31) to start the lesson: something on the beach: umbrella
- Mindfulness: Bear breath. Look at the pictures and find ten differences.
- Dynamic: Mirror me with seaside activities.
Picture A Picture B
- Communication: Categories seaside activities and
other activities. Girl by aquarium is wearing Girl by aquarium is wearing
a skirt trousers
Lesson introduction
Boy with net has got a fish Boy with net hasn’t got a fish.
• Hand out the results of the Kids Can! Quiz and record the marks
Beach ball is white and red Beach ball is blue and orange
on the classroom league table.
• Explain to the class that they will be working collaboratively to Girl is recycling a bottle Girl is recycling a can
create and write about a holiday photo.
10 children playing volleyball 12 children playing volleyball
Pupil’s Book, page 71 Umbrella is pink and white Umbrella has purple and

Curious Kids 3 © Macmillan Education Limited 2023

striped blue panels
1 Look. Say what’s in the photo frames. Communicate
Girl by water has got ice Girl by water’s ice cream has
• Ask pupils to look at the two photo frames and describe what
cream in cone fallen off cone
they see. Ask questions to elicit the descriptions if necessary,
e.g. What can you see? What are they doing?, etc. Boy in the water is wearing Boy in the water is wearing
Consolidate: Review the vocabulary with the flashcards first. goggles sunglasses
Towel is green and white Towel is yellow and blue
2 Read. Listen and find the differences. Say.
• Read the speech bubbles together. Sandcastle has got sea shells Sandcastle has got bottle tops
• Play the audio (track 6:25). Pupils listen for the differences Can you find: a carton of juice – boy in the purple top sitting on
between the text and what they hear on the audio. At the end sand; a packet of crisps – boy in red and white striped top; three
of the audio, ask pupils to tell you the differences. Encourage red bottle tops – decorating sandcastle; a straw – decorating
them to use full sentences, e.g. The text says mum, but the audio sandcastle/in juice carton; a turtle – in aquarium
says sister. Question mark: behind coolbox on page 25

3 Be creative. Create and write about your

Extra Fun! pages 26 and 27
holiday photo.
Answers: Whose towel? Whose lunch? Jill: yellow towel, sandwich;
• Use the flow chart to help guide the pupils through the process
Anna: green towel, burger; Will: blue towel, pizza
of doing the project.
Quiz 1 true; 2 cows, cheese, shells; 3 Canada; 4 80 hours; 5 1938
• First, the pairs discuss their ideas for their holiday photo. They What’s next? Ice lolly pointing to right.
think about and decide what activities and clothing to include. Write the beach words. Draw the missing picture.
• Hand out copies of the Unit 6 project template, if you wish to use
a q u a r i
u m
it. Pupils cut out and colour or decorate their photo frame.
s u n c r e ma
• Next they draw their holiday photo inside the frame and write a
b i n
description of it.
• Allow them time to practise presenting their holiday photo to p o s t c a r d
the class. Then call on different pairs to read and show their g o g g l e s
holiday photos to the class. s u n g l a s s e s
Support: Pair higher-level pupils with those who need more t o w e l
support for the writing task.
s a n d c a s t l e
Consolidate: Create a holiday photo together first. Write a
Missing picture: umbrella.
description on the board as an example for pupils to refer to.
Help us find our beach things!
Reach higher: Assign the pupils in each pair as Pupil A and Pupil B. A towel; B flip-flops; C swimming costume and goggles;
Pupil A takes their holiday photo and pairs up with a Pupil B from D sunglasses
another pair. Pupil B asks Pupil A questions about their photo, Question mark: behind quiz on page 26
e.g. What are you doing? Who’s this? What is she wearing?, etc.
Closing routine   Learning situation
• Do one of the closing routines: Is my holiday bad for the planet?
- Dynamic: Action game with seaside activities.
- Communication: Find the difference.

Tell your family about your photo.

• Encourage pupils to describe their photo to their family. The
pupils in each pair could take turns to take their photo home to
show their family. 163
 R Review 3
UNIT

Activity 1: They make a sandcastle and

go on the Big Wheel.

R
5 Review 3 io u 4 Can You …? Board game
CurKK s s s
Play.
UNIT

i ti t teenn
GO BACK What’s the
1 Listen and read. What do the kittens do on the beach? time?
TO THE
6:26
Can you
A trip to the beach START count from
85 to 95 ?
It’s half past six in the Today is a special day.
1 morning. It’s time to get up. 2
Where are Write your next
What are you two letters.
we going? doing now?
How many
What’s the time zones has
time? the world got?

I don’t get up at half past six. We’re going to the beach!

Can you say
3 Wow! The beach is beautiful. 4 Look, Mum. I’m wearing sunglasses.
four things
Hey! Don’t drop litter. you do every
morning?

What do you do
Can you say after school?
Come with me, kittens.
three things
Let’s make a sandcastle. I’ve got a surprise for you.
people wear MISS A
TURN
5 Wow! The Big Wheel. 6 It’s amazing! on a beach?

Can you Say: ‘Please

say the keep the
OW Can you say
alphabet?
Aa to Zz
beach
clean. Pick THR AIN four things
people do
Can we go to the top? It’s so beautiful Thanks, Mum. This is up litter and AG on a beach?
Ginger goes to bed at ten up here! a great day out! put it in a bin.’
7 What are people doing
o’clock. Look! He’s tired. on pages 62 and 63?
2 Act out the story. How to play
T
AR
3 Find. Play Mime or spell. You need a dice , a pencil , a piece of paper
1 rubbish • shells • a beach umbrella
2 sun cream • ice cream • a carton S T and counters .
Answer a question to write a letter. The winner is the first
player to write I can read in English.
Come on then, kittens.
What a 3 swimming shorts • a can • a straw
Let’s go home.
wonderful day.
72 Think and share. What’s your favourite activity in Units 5 and 6? 73

Pupil’s Book
Activity 3:
1 rubbish: Frame 7, shells: Frame 3, a
beach umbrella: Frames 3 & 4
2 sun cream: Frames 3 & 4, ice cream:
Frame 7, a carton: Frame 4
3 swimming shorts: Frames 3 & 4, a can:
Frame 7, a straw: Frame 4

164 Curious Kids 3 © Macmillan Education Limited 2023

 Review 3 R
Objectives and Competences
- Review the key vocabulary and Recycled vocabulary: half past (six), (ten) Materials: flashcards & word cards
language from Units 5 and 6. o’clock, in the morning; drop rubbish; can, (73–102), dice, counters
- Read, listen to and act out the Curious carton, straw; routines; seaside activities
Kittens cartoon. and objects
- Play a Mime or spell game. Recycled language: I don’t (get up) at (half
- Play the Can you …? board game. past six). We’re (going to the beach). I’m
(wearing sunglasses). What are you doing?
What’s the time?

Opening routine 4 Play.

• Choose a routine from the Classroom Routines and Games
• Focus attention on the game and elicit the materials needed to
(pp. 26–31) to start the lesson: play (a dice, a counter, a pencil and a piece of paper). Point out
- Mindfulness: 10-second stretch. that for every question pupils answer, they can write one letter
- Dynamic: Classify me! with routines and seaside activities. of the sentence: I can read in English. The first player to do so is
- Communication: Definitions with vocabulary from the winner.
Units 5 and 6. • Pupils play the game in pairs or small groups.
Support: Choose a volunteer and demonstrate playing the
Lesson introduction Critical Thinking
game for a few turns. Write a letter of the sentence on the board
• Create interest in the story by focusing attention on the every time you answer a question and draw attention to the Miss
Curious Kittens logo and reading the title of the story. Check a turn and Throw again squares.
comprehension. Reach higher: Assign roles to each player in the group, e.g.
• Ask the class to name things they think the kittens do at timekeeper, reader, helper, silence monitor, etc.
the beach.
• If you wish to evaluate pupils’ progress, Unit tests, Term tests and

Curious Kids 3 © Macmillan Education Limited 2023

End of year tests are available in the Teacher’s Resource Centre.
Pupil’s Book, pages 72–73 You can also create your own tests using the Test Generator.
1 L
 isten and read. What do the kittens do on Closing routine
the beach?
• Do one of the closing routines:
• Play the audio (track 6:26) for pupils to listen and follow along in - Dynamic: Quiz, quiz, trade with the Unit 5 and 6 flashcards.
their books. Elicit the answer to the question.
- Communication: Odd one out.
Consolidate: Ask questions about the story to check
comprehension, e.g. What’s the time in picture 1 / picture 7? What Learning situation
are they wearing/doing in picture (3)?, etc.
Reach higher: In pairs, pupils write an alternative ending for the Problem: During the holidays, lots of people go to the park/
story. beach. You and your friends want to keep it clean during
the holidays
• Mediation Have children explain the story in their
Tasks:
first language.
1. Make a plan of your park/beach and investigate how many
2 Act out the story. Communicate bins there are and what sort of things people do there.
• Put pupils in groups and assign roles (Mum, Fluffy, Ginger). 2. Brainstorm ways of keeping the area clean.
Play the audio (track 6:26) and have pupils act out the story in 3. Plan a rota (a timetable) for cleaning.
their groups. 4. Make an advert (on paper / video) to tell people about your
• Invite a few groups to act out the story in front of the class. rota and encouarge people to help.

3 Find. Play Mime or spell.

• Tell pupils that they need to find the items listed in the story
pictures. Give them a few minutes to find them.
• Then, in pairs, pupils take turns to mime or spell one of the words
for their partner to guess.
Support: Review the alphabet before playing the spelling game.
Reach higher: Encourage pupils to choose additional words
from Units 5 or 6 to spell for their partner.

Think and share. What’s your favourite activity in

Units 5 and 6?
• Pupils look back through Units 5 and 6 to find their favourite
activity and discuss it with a partner. Encourage them to explain
why they liked it, e.g. I liked the Kids Can! Quiz about the seaside
because I love the beach. 165
 Festivals - Thanksgiving
Activity 2: Activity 4: Activity 6:
sunshine, clouds, trees, 1 sister 2 grandpa 3 mum my cat / my dog, gymnastics /
flowers, birds, bees 4 brother 5 dad 6 grandma football, sunshine / rain

Festivals Festivals 5
g
Thanksgivin

1 Look and find. 2 6:27

Listen and read. What nature words can you hear? 5 Be crea t ive Make a Thanksgiving scroll.

clouds birds trees sunshine flowers bees

Thanksgiving Day
Thanksgiving Day is a special day Thank you for
Step 1. Think about your Step 2. Write your list of favourite
when people say … Thank you! my favourite
favourite things. Choose five. things on a long piece of card.
Thank you for the sunshine, things.
thank you for the clouds and the trees, my cat
thank you for the flowers,
thank you for the birds and the bees. my friends
I am grateful for all these things. gymnastics
Thank you for my favourite things.
sunshine
Chorus
superheroes
Step 3. Roll your list. Step 4. Put your list in a
cardboard tube. Write your name.

6 6:31
Read the Thanksgiving scroll. Listen and find the differences.

7 6:32
Listen and read.
We’ve got small fish for lunch.
Kittens! It’s time for lunch.
Thank you Mmm. Thank
for my favourite you, Mum.
things.
Big fish.
Small fish.
Long fish.
Short fish.

Look at my Thanksgiving
scroll, Mum. Thank you for everything you
We like fish.
3 6:28
Sing. 4 6:30
Listen. Which family member says what? Point and say. 8 Act out the story. do, Mum. We’re very grateful.

74 75

Pupil’s Book

Festivals
Thanksgivin
g

1 Find, circle and write.

bees birds clouds flowers sunshine trees

h y r p m h v t r e e s
d v e s f l o w e r s d
a u t u s f w i t z n m
h k e n a w c a g i r d
s v j s n b j u r x t a
1 flowers 2 sun 3 bees a l k h c k h t r f w x
m q u i l b w u z f e l
c n u n a l y o e b o q
a b e e s x y g j i m q
c l o u d s i o r r l j
r p l v d e m n z d k i
4 trees 5 clouds 6 birds e i n d o w x n w s l k

What’s your favourite sport?

2 Think and write. Ask and answer. Baseball.
I love baseball!
I am grateful for all these things.
Sport Food Animal

Season Object Place

Thank you for my favourite things.

3 Break the code. Write.

H a p p y T h a n k s g i v i n g D a y !

69

Activity Book

166 Curious Kids 3 © Macmillan Education Limited 2023

 Thanksgiving
Objectives and Competences
- Identify and name nature words. New vocabulary: bees, birds, clouds, flowers, Materials: flashcards & word cards
- Sing a Thanksgiving song about nature. sunshine, trees (103–108), a long piece of card and a
- Make a Thanksgiving scroll. New language: Thank you for the (sunshine). cardboard tube for each pupil
- Listen, read and act out the Curious I’m grateful for (all these things).
Kittens cartoon.

Opening routine 5 Be creative. Make a Thanksgiving scroll.

• Choose a routine from the Classroom Routines and Games • Ask the class to look at the pictures. Explain that they are going
(pp. 26–31) to start the lesson: to make a ‘scroll’ (a long roll of paper on which people in ancient
- Mindfulness: Positivity. times wrote important information).
- Dynamic: Freeze! • Read the instructions together as a class.
- Communication: Definitions with any review vocabulary. • Hand out a long piece of card and a cardboard tube to each
pupil. Pupils follow the instructions to make their scroll.
Lesson introduction Support: Elicit ideas as a class.
• Introduce the theme by asking: What do you know
6 R
 ead the Thanksgiving scroll. Listen and
about Thanksgiving? Elicit ideas. Allow use of L1.
• Use the flashcards to teach the six nature words. If possible, take find the differences.
the pupils outside or ask them to look out the window to find as • Draw attention to the Thanksgiving scroll and ask pupils to read it.
many of the items as they can. • Play the audio (track 6:31) and ask them to say the differences.

Curious about … Thanksgiving 7 Listen and read. 

Thanksgiving is a festival which people in the USA celebrate • Pupils listen (track 6:32) and read the Curious Kittens cartoon.
on the fourth Thursday in November every year. It is to • Ask questions to check comprehension, e.g. What are the kittens’
celebrate the harvest and other things people are grateful favourite things? What have they got for lunch? What else are they
for. Thanksgiving was first celebrated in by the pilgrims in grateful for?, etc.
1621 because of a good harvest, but it wasn’t made a national
holiday until 1863. Popular foods eaten at Thanksgiving 8 Act out the story.  Communicate
include turkey and pumpkin pie. • Put pupils in groups of three and assign roles (Mum,
Ginger, Fluffy).

Pupil’s Book, pages 74–75 • Give them time to practise acting out the story. Then ask a few
groups to act the story out in front of the class.
1 Look and find.
• Pupils look for the six items in the main picture. Activity Book, page 69
• Check answers by pointing to each item and asking Where’s/ 1 Find, circle and write.
Where are the (clouds)? Pupils point to the main picture and say
It’s/They’re here.
• Allow pupils to work in pairs.
Support: Play a matching game with word cards and flashcards
• Plurilingualism Ask pupils how to say the new words in on the board before pupils do the activity.
their first language. Ask if any are similar. Reach higher: Pupils make anagrams of three of the words for
their partner to unscramble.
2 Listen and read. 
• Play the song (track 6:27) and ask pupils to follow along in 2 Think and write. Ask and answer. Communicate
their books. • Explain that pupils must think of and write something they are
• Ask them to say the nature words in the order they appear in grateful for in each category.
the song. • Read the speech bubbles aloud and ask pupils to ask and answer
Support: Pause the audio at the end of each line to help pupils about their favourite things with a partner.
focus on the nature words. Reach higher: Give the pupils some more categories to ask and
answer about, e.g. school subject, drink, toy, person, TV show, film, etc.
3 Sing.
• Display the flashcards in the correct order for the song. 3 Break the code. Write. Critical Thinking
• Play the audio (track 6:28) twice. The first time, pupils listen • Explain that each picture represents a letter, e.g. house – H,
and point to the flashcards. The second time, they sing along. apple – A, pen – P, etc.
You may use the karaoke version of the song (track 6:29). • Ask pupils to break the code and write the phrase.

Creativity tip • Plurilingualism Ask pupils how to say the greeting in their
first language.
Pupils create an extra verse for the song to include things they
are grateful for. Closing routine
• Do one of the closing routines:
4 L
 isten. Which family member says what? - Mindfulness: Three good things.
Point and say. - Dynamic: Find and group with My favourite (food) is (pizza).
• Elicit family words as a class. Then play the audio (track 6:30).
Pause after each line for pupils to point to the correct person and
name the family member.

Curious Kids 3 © Macmillan Education Limited 2023 167

 Festivals - World Wildlife Day
Activity 4:
Activity 2: 1 rhino 2 hippo 3 lion 4 elephant Activity 6
the rhino and giraffe 5 cheetah 6 giraffe World Wildlife Day / Birthday, Olivia / Paula

Festivals Festivals 5
e Day
World Wildlif

1 Look and find. 2 6:33 Listen and read. Which animals are missing? 5 Be crea t ive Make a cheetah card for someone in your family.

hippo elephant lion cheetah rhino giraffe

Look aft
er anim
als!
Come on safari! Lots of
love,
Come on safari
For World Wildlife Day! Olivia
We can see lots of animals!
Hey! Hey! Hey!

On safari, what can you see?

Step 1. Cut a piece of card into a heart to Step 4. Cut out and stick one small heart
There’s a lion climbing a tree.
make the head. to make the nose.
On safari, what can you see?
Step 2. Cut out and stick two small Step 5. Draw the eyes, mouth and spots.
There’s a cheetah behind a tree.
hearts to make the ears. Step 6. Write a message in your card.
On safari, what can you see? Step 3. Cut out and stick two small
There’s a hippo swimming in front of a tree. hearts to make the eyes.
On safari, what can you see?
There’s an elephant blowing at me! Arggh! 6 6:36 Read the message in the card. Listen and find the differences.

7 6:37 Listen and read.

I’ve got a present for you, Mum. It’s a lion! Roar!
I’ve got a card for you, Mum.

Oh, thank you, Fluffy. Arggh!

Oh, thank you,
It’s a cheetah.
Ginger. What is it? Oh Ginger!
3 6:34 Say the poem. 4 6:35 Listen. Who says what? Point and say. 8 Act out the story.

76 77

Pupil’s Book

Festivals
ife Day
World Wildl

1 Find, circle and write.

jerhinoxahippombtchee fe
lion tahverele raf
tid phanttogi

1 hippo 1 2 3

2 lion

3 cheetah

4 elephant 4 5 6

5 giraffe

6 rhino

2 Match. Play Guess the animal!

It’s got two horns. I can see
1 It’s got a swimming in the water. What can you see? a rhino!

2 It’s b long nose.

3 It’s very c two horns.

4 It’s climbing d a tree.

Yes!
5 It’s got a e run fast.

6 It can f tall.

3 Break the code. Write.

L o o k a f t e r a n i m a l s.

70

Activity Book

168 Curious Kids 3 © Macmillan Education Limited 2023

 World Wildlife Da
y
Objectives and Competences
- Identify and name words for World New vocabulary: cheetah, elephant, hippo, Materials: flashcards & word cards
Wildlife Day. giraffe, lion, rhino, horn (109–114), coloured card, white and
- Say a poem about World Wildlife Day. New language: Happy World Wildlife Day! orange card, scissors
- Make a cheetah card. Look after animals!
- Listen, read and act out the Curious Recycled language: There’s a (lion). It’s in /
Kittens cartoon. under (a tree). It’s (swimming). I’ve got (big
teeth). I can (run fast).

Opening routine • Hand out the orange card, white card and scissors. Pupils fold a
• Choose a routine from the Classroom Routines and Games piece of white card. Then they cut out an orange heart to make
a head and stick it on the front of their card. They then cut out
(pp. 26–31) to start the lesson:
- Mindfulness: Shake it off. smaller hearts to make the ears, eyes and nose. They complete
the leopard by drawing its eyes, mouth and black spots. Finally,
- Dynamic: Freeze!
they write a message inside the card.
- Communication: Definitions with any review vocabulary.
6 R
 ead the message in the card. Listen and
Lesson introduction find the differences.
• Introduce the theme by asking pupils to name any animal
• Draw attention to the message inside the card and ask pupils to
vocabulary they already know. Reveal any of the flashcards read it.
pupils mention.
• Use the flashcards to teach the remaining vocabulary. Teach an
• Play the audio (track 6:36) and ask them to say the differences.
action or mime for each word, e.g. roaring like a lion, swing arm 7 Listen and read. 
like a nose for elephant, etc. Call out the words at random and
encourage pupils to do the corresponding mime. • Play the audio (track 6:37). Pupils listen and read the Curious
Kittens cartoon.

Pupil’s Book, pages 76–77 • Ask questions to check comprehension, e.g. Is the lion scary?
What has Fluffy got? What has Ginger got? Is he scary? etc.
1 Listen and say. Look and find.
• Point to the pictures at the top of the page. Play the audio 8 Act out the story.  Communicate
(track 6:33) and have pupils repeat the words. • Put pupils in groups of three and assign roles (Mum,
• Pupils then look for the six items in the main picture. Ginger, Fluffy).
• Check answers by pointing to each item and asking Where’s the • Give them time to practise acting out the story. Then ask a few
(lion)? Pupils point to the main picture and say It’s here. groups to act the story out in front of the class.

2 Listen and read. What animals are missing?  Activity Book, page 70
• Play the poem (track 6:33) and ask pupils to follow along in 1 Find, circle and write. 
their books.
• Allow pupils to work in pairs.
• Ask them to say the animals in the order they appear in the
Support: Play a matching game with word cards and flashcards
poem (lion, cheetah, hippo, elephant) and identify the animals
on the board before pupils do the activity.
that are missing (rhino, giraffe).
Reach higher: Pupils make anagrams of three of the words for
Support: Pause the audio after you hear the animals and ask
their partner to unscramble.
pupils to repeat the lines they just heard.
2 Match. Play Guess the animal! Communicate
3 Say the poem. 
• Display the flashcards in the correct order for the poem. • Pupils match to make sentences.

• Play the poem (track 6:34) twice. The first time pupils listen and • Put the children in pairs and explain how to play Guess the
animal. One pupil chooses one of the sentences as a clue and
point to the flashcard. The second time, they say the poem.
says, e.g. It’s got two horns! What can you see? The second pupil
Engage: Pupils do the mime for each word that they learned in guesses the animal, using I can see a …. Tell them they can also
the Lesson introduction when they hear the word. think of their own clues for other animals they know.

4 Listen. Who says what? Point and say.  • Plurilingualism Ask pupils how to say the new words in
their first language. Are the words longer or shorter in English?
• Play the audio (track 6:35). Pause after each question for the
pupils to point and answer.
3 Break the code. Write. Critical Thinking

Curious about … World Wildlife Day • Explain that each picture represents a letter, e.g. lemon - L,
orange - O, etc.
World Wildlife Day happens every year on March 3rd. It
celebrates the world’s wild animals and plants. It also raises • Ask pupils to break the code and write the phrase.
awareness of how we can protect wild animals and plants. Closing routine
• Do one of the closing routines:
5 Be creative. Make a cheetah card for someone in - Say the Come on safari with me poem again.
your family. - Dynamic: Follow the leader.

• Ask the class to look at the pictures. Explain that they are going
to make a cheetah World Wildlife Day card for someone in
their family.
• Read the instructions together as a class.

Curious Kids 3 © Macmillan Education Limited 2023 169

 Festivals - Pancake Day
Activity 2: Activity 6:
flour, eggs, butter, milk, pancakes fry / cook, toss / throw, serve / eat

Festivals Festivals 5
y
Pancake Da

1 Look and find. 2 6:38 Listen and read. What food can you hear? 5 Read the recipe. Mime making a pancake.

Easy pancake recipe

Ingredients: You need: Pancake fillings:

flour eggs frying pan bowl spoon milk butter flour a bowl

Let’s make pancakes! milk a spoon

We need some flour.
2 eggs a frying pan
We need some eggs.

I’ve got some flour. butter

I’ve got some eggs.
Instructions
We need some butter. First, mix the flour, Next, fry some Then, toss the Finally, serve the
We need some milk. the eggs and milk mixture in a frying pancake and fry pancake with your
in a bowl. pan with butter. the other side. favourite filling.
I’ve got some butter.
I’ve got some milk.

I’ve got a bowl, a frying pan,

and a spoon.
Let’s make pancakes
this afternoon.
Yes, let’s make pancakes
this afternoon. 6 6:42 Read the instructions again. Listen and find the differences.

7 6:43 Listen and read.

Then, toss the pancake
First, mix the ingredients in a bowl. in the air and … Oh, no!

Next, fry some mixture

in the frying pan.
Whoops!
3 6:39 Sing. 4 6:41 Listen. Who says what? Point and say. 8 Act out the story.

78 79

Activity 4:
1 Jack 2 Dad 3 Josh 4 Jill
Pupil’s Book

Festivals
Pancake d
ay

1 Do the crossword.
1 2 3
m
1

i
w l
2
3 b o

u k
4 5
t
t
4
e e
g 6 f   
5
r y i n g   p a n
6 7
g l
s p  o o n
7

u
r

2 Order the sentences. Act out.

2 Next, fry some mixture in a frying pan with butter.

1 First, mix the flour, the eggs and milk in a bowl.

4 Finally, serve the pancake with your favourite filling.

3 Then, toss the pancake and fry the other side.

3 Break the code. Write.

W h a t ’ s y o u r f a v o u r i t e

f i l l i n g ?

71

Activity Book

170 Curious Kids 3 © Macmillan Education Limited 2023

 Pancake Day
Objectives and Competences
- Identify and name Pancake Day words. New vocabulary: bowl, butter, eggs, flour, Materials: flashcards & word cards
- Sing a song about making pancakes. frying pan, milk, spoon (115–121), a real frying pan, bowl,
- Mime making a pancake. New language: We need some (flour). I’ve spoon and empty packets/cartons of
- Listen, read and act out the Curious got some (eggs). First, Next, Then flour, eggs, milk, butter (optional)
Kittens cartoon.

Opening routine Support: Pre-teach the following words before you read the
• Choose a routine from the Classroom Routines and Games recipe: mix, fry, mixture, toss, serve, filling.
(pp. 26–31) to start the lesson: 6 R
 ead the instructions again. Listen and
- Mindfulness: The five senses exercise. find the differences. 
- Dynamic: Freeze!
• Pupils re-read the instructions.
- Communication: Definitions any review vocabulary. • Play the audio (track 6:42) and ask them to say the differences.
Lesson introduction Reflect
7 Listen and read. 
• Introduce the theme by asking Do you like pancakes? Can you
• Play the audio (track 6:43). Pupils listen and read the Curious
name any ingredients? Kittens cartoon.
• Use the flashcards to teach the seven new words. If possible,
• Ask questions to check comprehension, e.g. What do the kittens
bring real items or empty packets to class for pupils to pass do first? What do they do next? Where is the pancake at the
around as they say the words. end?, etc.

Curious about … Pancake Day 8 Act out the story.  Communicate

Pancake Day is always celebrated on a Tuesday. Pancakes are a • Put pupils in groups of three and assign roles (Mum,
good way of using up eggs, milk and sugar before the start of Ginger, Fluffy).
Lent, which is a time when many people stop eating rich foods.
One of the most popular pancake toppings is sugar and lemon.
• Give them time to practise acting out the story. Then ask a few
groups to act the story out in front of the class.
A popular tradition in the UK is to have pancake races, where
people have to run a race tossing a pancake in a frying pan! If you have time … Make it real
Ask pupils to think of a recipe they usually do at home. They
Pupil’s Book, pages 78–79 must list the ingredients and include simple instructions. Then
they share their recipes with the rest of the class.
1 Look and find.
• Pupils look for the seven items in the main picture.
• Check answers by pointing to each item and asking Where’s/ Activity Book, page 71
Where are the (flour)? Pupils point to the main picture and say 1 Do the crossword.
It’s here.
• Pupils look at the pictures and complete the crossword with the
• Plurilingualism Ask pupils how to say the new words in correct words.
their first language. Are the words longer or shorter in English? Support: Display the flashcards and word cards for pupils to
refer to.
2 Listen and read. 
• Play the audio (track 6:38) and ask pupils to follow along in 2 Order the sentences. Act out. Critical Thinking
their books.
• Pupils read the instructions and number them in the
• Ask them to say the foods in the order they appear in the song correct order.
(flour, eggs, butter, milk, pancakes).
• Then they act out the instructions.
Support: Allow pupils to refer to the recipe in the Pupil’s Book.
3 Sing.
Consolidate: Write the words First, Then, Next, Finally on the board
• Display the flashcards in random order for the song.
in a random order and elicit the correct order from the class.
• Play the song (track 6:39) twice. The first time, pupils point to the
correct flashcards. The second time, they sing along. You may use 3 Break the code. Write. Critical Thinking
the karaoke version of the song (track 6:40).
• Explain that each picture represents a letter, e.g. whale – W,
hockey – H, apple – A, etc.
4 Listen. Who says what? Point and say. 
• Play the audio (track 6:41). Pause after each question for the • Ask pupils to break the code and write the question. Encourage
them to ask and answer the question in pairs.
pupils to point and answer.
Closing routine
5 Read the recipe. Mime making a pancake. • Do one of the closing routines:
• Ask the class to look at the pictures. Explain that they are going - Sing the Let’s make pancakes song again.
to read the recipe and mime the actions.
- Mindfulness: Read my lips with Pancake Day vocabulary.
• Read the ingredients, equipment and instructions together as
a class. Draw attention to the different fillings and tell them to
think about which filling(s) they would choose.
• Teach pupils an appropriate mime for each stage of the recipe.
Encourage them to be dramatic when they toss the pancake and
pretend to throw it very high in the air before they catch it again
with the frying pan.
• Read through the recipe again and have pupils do the mimes.
Ask pupils to tell you what filling they put on their pancake.

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 G Grammar

e and practice Unit 2 Grammar referen

mmar referenc ce and practi
Unit 1 Gra ce

Curious about grammar Curious about grammar

I play football. I don’t play football on Tuesday. A peacock has got feathers. A peacock hasn’t got scales.
Remember!
We go to the swimming pool. We don’t go to the football pitch. It’s got a tail. It hasn’t got teeth. It’s got = It has got
Remember!
Use go to with places
1 Read and complete. 1 Read. Circle True or False. Correct the false sentences.
1 A peacock has got feathers. True / False
Monday Tuesday Wednesday Thursday Friday
2 A crocodile hasn’t got a tail. True / False It’s got a tail.
Jon’s
3 A leopard has got a tail. True / False
week
4 A snake has got scales. True / False
Eva’s 5 A raccoon hasn’t got fur. True / False It’s got fur.
week
Curious about grammar
1 I play football on Monday. 2I don’t play hockey on Monday. Has a parrot got feathers? Yes, it has.
I play basketball on Wednesday. I do gymnastics on Thursday.
Remember!
Has it got scales? No, it hasn’t. hasn’t = has not
3 We don’t do gymnastics on Friday. We do judo on Friday.

2 Order the sentences.

Curious about grammar Remember! 1 teeth? / turtle / a / Has / got Has a turtle got teeth?
Do you go to the sports centre? Yes, I do. No, I don’t. Don’t = do not hasn’t. / it / No, No, it hasn’t.
2 got / a / tail? / a / leopard / Has Has a leopard got a tail ?
Do you play football? Yes, I do. No, I don’t.
it / Yes, / has. Yes, it has.
3 Has / snake / got / a / fur? Has a snake got fur ?
2 Complete the dialogue. it / No, / hasn’t. No, it hasn’t.
Do do do don’t go play 4 chameleon / scales? / Has / got / a Has a chameleon got scales ?
Yes, it has.
1 Do you go do
2 Yes, I . 5 Has / cold / mammal / a / blood? / got Has a mammal got cold blood ?
to the sports centre?
No, it hasn’t.
3 Do you play basketball? 4 No, I don’t .
I do judo.

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G

e and practice Unit 4 Grammar referen

mmar referenc ce and pra
Unit 3 Gra ctice

Curious about grammar Curious about grammar

He can listen to music. He can’t ride a bike on his computer. My mum likes chicken. She doesn’t like cheese.

She can watch TV. She can’t do sport on her computer.

R
Reem
meembe
mberr!! My brother likes fruit. He doesn’t like tuna. Remember!
her
her for
for girls
girls doesn’t = does not

1 Read. Write can or can’t. Write his or her. his

his for
for boys
boys 1 Read. Write likes or doesn’t like.
1 He can write a story on his computer. 1 He likes vegetables.
2 She can play chess on her computer. 2 He likes olives.
3 He can’t run on his computer. 3 He doesn’t like nuts.
4 She can read a book on her computer. 4 She doesn’t like honey.
5 He can’t swim on his computer. 5 She doesn’t like lentils.
6 She likes fruit.
Curious about grammar
Curious about grammar
Can you swim? Yes, I can. No, I can’t.
Does Ed like chocolate cake? Yes, he does. No, he doesn’t.

Can he play football? Yes, he can. No, he can’t.

Does Sophia like banana cake? Yes, she does. No, she doesn’t.
Remember!
Can she speak English? Yes, she can. No, she can’t. can’t = cannot
2 Look and write.
2 Complete the sentences. 1 Does she like pasta? No, she doesn’t.
2 Does she like honey? Yes, she does.
Can can’t he No she sing speak Yes
3 Does he like yoghurt? No, he doesn’t.
1 Can she play chess? 1 2 4 Does he like olives/nuts/lentils/pasta ?
Yes, she can. Yes, he does.
2 Can he play football? 5 Does she like olives ?
No, he can’t . No, she doesn’t.
3 Can he speak English? 3 4 6 Does she like nuts/lentils/yoghurt ?
Yes , he can. Yes, she does.
4 Can she sing ?
No , she can’t.

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 G
Grammar

e and practice Unit 6 Grammar referen

mmar referenc ce and pra
Unit 5 Gra ctice

Curious about grammar Curious about grammar

Olly goes to school by car. He doesn’t go to school by bus. I’m wearing sunglasses. I’m not wearing goggles.

Anna gets up at 7:00. She doesn’t get up at 7:30. He’s playing bat and ball. He isn’t playing football.
Remember!
We use at with the time: She’s wearing sunglasses. She isn’t putting on sun cream. Remember!
1 Read and write. I go to school at 7:00. We’re = We are
We’re eating ice cream. We aren’t eating chocolate. We aren’t = We are not
doesn’t feed go have feeds
goes gets gets has
1 Read and write. 1 2 3
Every day, Ali gets up at 7:30. He feeds
feed the dog. He has 1 I’ m eating ice cream.
the cat. He doesn’t
breakfast and then he goes to school. 2 I ’m not eating ice cream.
3 We ’re wearing sunglasses.
Every day, Pat gets dressed. She doesn’t
4 We aren’t wearing sunglasses.
feed the dog. She doesn’t have a shower. 4 5 6
She doesn’t go to school on Sunday. 5 She ’s wearing goggles.
6 He isn’t wearing goggles.
Curious about grammar Remember!
Does Jane’s dad work at night? Yes, he does. No, he doesn’t.
in the morning Curious about grammar
in the afternoon
in the evening I’m picking up plastic bottles.
Does Jane’s mum work? Yes, she does. No, she doesn’t. at night What are you doing?
We’re cleaning the beach.

2 Complete the dialogue. Is she picking up rubbish? Yes, she is. No, she isn’t.
Does does doesn’t go goes have Remember!
Is he dropping rubbish? Yes, he is. No, he isn’t. You = or +
1 Does Emma
have a shower 2 Yes, she does .
2 Read and write.
in the evening?
1 Is the boy wearing swimming shorts? Yes, he is.
3 Does she 4 No, she doesn’t . 2 Is he playing bat and ball? No, he isn’t.
go to She goes to 3 Is she wearing goggles? Yes, she is.
bed at 10 o’clock? bed at 9 o’clock. 4 Is she looking for shells? No, she isn’t.
5 Is he wearing sun cream? Yes, he is.
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 Audioscript A

Starter Unit Lesson 1 Harry: Harry. Unit 1 Lesson 2

Ed: How old are you?
Pupil’s Book Harry: I’m nine next month. Pupil’s Book
Page 4 Activity 1. Track 0:01 4 Ed: Where do you live? Page 9 Activity 1. Track 1:05
Harry: 88 Park Street.
Ed: Hi! My name’s Ed. I’m nine. We like sport!
Sophia: Have you got a pet?
Sophia: Hello! I’m Sophia. I’m eight. We like sport! We like sport!
Harry: Yes. I’ve got two cats and a tortoise.
Ed: We’re the Curious Kids quiz team. Every We go to the sports centre and do lots
5 Ed: Are you a curious kid?
month we do an online quiz at school. of sport.
Harry: Yes, I am!
Sophia: It’s called the Kids Can! Quiz. It’s fun! I play football on Tuesday, from five to six.
Sophia: What are you curious about?
Why don’t you do it, too? I play football on a football pitch.
Harry: I’m curious about art and music.
I play badminton on a badminton court.
Page 4 Activity 3. Track 0:02 I play the guitar.
We don’t play hockey, but we do lots
Ed: My name is Ed. 6 Ed & Sophia: Welcome to the Curious
of sport.
I’m nine years old. Kids team!
Harry: Great! Thanks! When’s the next quiz? We like sport! We like sport!
I live at 37 Market Road.
Ed: It’s tomorrow! We go to the sports centre and do lots
I haven’t got any brothers or sisters.
Harry: That’s great! of sport.
I like animals. I’ve got four fish and one dog.
My favourite object is my football. I go swimming on Friday, after school.
And my favourite day is Wednesday. Starter Unit Lesson 4 I go swimming at the swimming pool.
Pupil’s Book I play basketball on a basketball court.
Sophia: My name is Sophia.
We don’t do judo, but we do lots of sport.
I’m eight years old. Page 7 Activity 1. Track 0:07
I live at 54 Forest Road. We like sport! We like sport!
I’ve got a brother. Kids can chant! We go to the sports centre and do lots
I like animals, but I haven’t got a pet. Kids can chant, of sport.
My favourite object is my computer. Kids can chant,
And my favourite day is Thursday. Kids can chant … the alphabet! Page 9 Activity 3. Track 1:07
ABCDEFGHIJKLMNOPQRSTUV
WXYZ Curious about grammar
Starter Unit Lesson 2 I play football.
I don’t play hockey.
Pupil’s Book Unit 1 Lesson 1 We do gymnastics.
Page 5 Activity 2. Track 0:03 Pupil’s Book We don’t do judo.
Sophia: This is a photo of me with my mum.
Page 8 Activity 2. Track 1:02
I’m wearing a T-shirt and a skirt. Activity Book
Ed: This is a photo of me with my favourite Harry: Hi there. We’re at the Sports
object – my football. I’m wearing jeans and Centre today. Page 7 Activity 2. Track 1:08
my favourite shoes. Sophia: Look at all the different sports you We like sport!
can do! We like sport! We like sport!
Page 5 Activity 4. Track 0:04 Ed: I want to play football! We go to the sports centre and do lots
Kids can chant! 1 play baseball, 2 play badminton, 3 play of sport.
Kids can chant, hockey, 4 do gymnastics, 5 do judo, 6 sports I play football on Tuesday, from five to six.
Kids can chant, centre, 7 swimming pool, 8 basketball I play football on a football pitch.
Kids can chant … numbers! court, 9 running track, 10 football pitch I play badminton on a badminton court.
22, 33, 44, 55, 66, 77, 88, 99 We don’t play hockey, but we do lots
Page 8 Activity 3. Track 1:03 of sport.
Activity Book Kids can chant! We like sport! We like sport!
Page 3 Activity 4. Track 0:05 Kids can chant, We go to the sports centre and do lots
Kids can chant, of sport.
Kids can chant!
Kids can chant … sports words! I go swimming on Friday, after school.
Kids can chant,
Let’s play baseball, play badminton, I go swimming at the swimming pool.
Kids can chant,
play hockey. I play basketball on a basketball court.
Kids can chant … numbers!
Let’s do gymnastics and do judo, too. We don’t do judo, but we do lots of sport.
22, 33, 44, 55, 66, 77, 88, 99
At the sports centre, there’s a swimming
pool, a basketball court. We like sport! We like sport!
Starter Unit Lesson 3 A running track and a football pitch, too. We go to the sports centre and do lots
of sport.
Pupil’s Book
Page 6 Activity 1. Track 0:06 Activity Book
Unit 1 Lesson 3
1 Teacher: Hello, Ed and Sophia. Are you Page 6 Activity 2. Track 1:04
Pupil’s Book
ready for the quiz tomorrow? 1 I play football on a football pitch.
Sophia: Yes, Ms Watson. We’re ready. 2 I do gymnastics at the sports centre. Pages 10–11 Activity 1. Track 1:09
Teacher: Good. See you tomorrow, in the 3 I play basketball on a basketball court. Sounds of children playing football in the
computer room. street, then a car approaching and screeching
2 Harry: Excuse me. Are you Ed and Sophia? to a halt
Ed: Yes. I’m Ed.
Sophia: And I’m Sophia. Pages 10–11 Activity 3. Track 1:10
Harry: Can I join your quiz team?
See video script Unit 1 Lesson 3 PB
I like quizzes!
pages 10–11 Activity 2
Sophia: Yes, OK!
3 Sophia: What’s your name?

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 A Audioscript

Pages 10–11 Activity 4. Track 1:11 Page 13 Activity 3. Track 1:15 Todd: Well, baseball is very popular. It’s not
1 What sports does Emma do? She does my favourite sport but it is very popular.
Curious about grammar
judo and she plays football. DJ: And what’s your favourite sport?
Do you go to the sports centre?
2 Why do the children play football in the Todd: My favourite sport is basketball.
Yes, I do.
street? The children play football in the DJ: Do you play basketball at school?
Do you do gymnastics?
street because there isn’t a park and the Todd: Yes, I do. And I do judo, too.
No, I don’t.
school is closed at the weekend. DJ: Judo. Have you got a black belt?
3 What sports can you do at the new sports Todd: No, I haven’t.
Activity Book DJ: Okay, Todd. My last question. Do you
centre? You can play football, basketball
and badminton. You can do gymnastics and Page 10 Activity 3. Track 1:16 watch sport on TV?
go running, too. Todd: Yes, I do. I watch American football.
Interviewer: Hi, Ed. How are you today?
4 Who uses the sports centre? All the Lots of people in the USA watch American
Ed: I’m fine thanks.
children and adults in the village use the football on TV.
Interviewer: Can I ask you some questions
sports centre. DJ: Interesting. Thank you for talking to us
about the sports you do?
Todd. If you want to talk about sport, give
Ed: Yeah. I like sport.
me a call at Kids Can! Talk.
Unit 1 Lesson 4 Interviewer: Do you go to a sports centre?
Ed: Yes, I do. I go to a sports centre to
Pupil’s Book play badminton. Unit 1 Lesson 7
Page 12 Activity 2. Track 1:12 Interviewer: Do you do judo? Pupil’s Book
Yoga for kids Ed: Yes, I do. I go to an afterschool judo club.
Interviewer: Do you go to a Page 15 Activity 2. Track 1:19
Yoga is a type of physical exercise. It helps
swimming pool? Sophia: Welcome to our school, Jane.
your body stay fit and strong. It helps you
Ed: No, I don’t. Jane: Thanks!
breathe and relax. You can do yoga at home,
Interviewer: What about a running track? Sophia: Do you play badminton?
at the sports centre, in the park or at school.
Do you run on a running track? Jane: Sometimes.
When you do yoga, you don’t move quickly.
Ed: No, I don’t. I don’t run on a Sophia: Why don’t you come to the
You move your body slowly. You hold your
running track. badminton club?
body in different positions. Some yoga
Interviewer: And finally, do you Jane: Yes, OK. When is it?
positions have got the names of animals
play football? Sophia: It’s on Thursday, after school.
and things from nature. Here are some
Ed: Yes, I do. I love football. Football is my Jane: Great! Thanks.
positions for you to try:
the owl favourite sport.
Sit on the floor. Look left and look right. Interviewer: Great. Thanks, Ed. Page 15 Activity 4. Track 1:20
Imagine you’re an owl. Ed: You’re welcome. Sophia: Do you play badminton? Do you
the elephant want to play badminton? Come to the
Bend down slowly. Touch your toes. Unit 1 Lesson 6 badminton club.
Imagine you’re an elephant. Child: Where is it?
Pupil’s Book
the tree Sophia: In the school gym.
Stand on one leg. Imagine you’re a tree. Page 14 Activity 1. Track 1:17 Child: When is it?
Remember! Hold each position. Breathe in Ed: At school in the UK, we try lots of Sophia: On Thursday, after school.
and breathe out three times. different sports in PE lessons. Boys and girls Everyone is welcome. See you there!
play football, basketball and hockey. Many
Page 12 Activity 3. Track 1:13 children learn to swim at school. We do Page 15 Activity 5. Track 1:21
Bend down – 5, Look left – 1, Look right – 6, gymnastics, too. In summer, we run on the Sounds good!
Stand on one leg – 2, Sit on the floor – 3, school running track. We can also do sport Baseball is a game they play in the USA.
Touch your toes – 4 in the playground during the breaks. I do
judo at an afterschool club on Thursday.
Activity Book
Ellie: I live in Canada. At school, we also try
Unit 1 Lesson 5 a lot of different sports. Page 12 Activity 3. Track 1:22
Pupil’s Book Hockey is a national sport. In the UK, you play baseball play basketball Thursday
hockey on grass. In Canada, the winter is very ‌badminton they favourites gymnastics
Page 13 Activity 1. Track 1:14
cold, so we play hockey on ice. Of course, we
Today, Harry is talking to Summer at the don’t wear boots. We wear skates.
sports centre. I’m not very sporty. I don’t do a lot of sport
Unit 1 Lesson 8
Harry: Are you sporty? after school. But I watch baseball on TV at Activity Book
Summer: Yes, I am. I run and I play the weekend. I think baseball is exciting.
badminton in the park. Page 15 Activity 5. Track 1:24
Harry: Do you do gymnastics? Girl: Do you do a lot of sport?
Summer: Yes, I do. I do gymnastics at Activity Book Boy: Yes, I do. I’m very sporty.
school. Page 11 Activity 1. Track 1:18 Girl: Do you play baseball?
Harry: Do you play football? DJ: Welcome to Kids Can! Talk, the radio Boy: No, I don’t. I play basketball. I swim
Summer: No, I don’t, but I watch football station for kids with something to say. and I do yoga, too.
on TV. Today, we’re talking about … sport. Our first Girl: Do you go to a sports centre?
Harry: Why do you come to the speaker is … Todd. Boy: No, I don’t. I go to a park. There’s a
sports centre? Todd: Hi there. basketball court and a running track in
Summer: I come to the sports centre to DJ: Tell us, Todd, where do you live? the park.
do yoga. Todd: I live in the USA.
DJ: Oh. In the USA! What’s a popular sport
in the USA?

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Unit 1 Kids Can! Project Page 19 Activity 3. Track 2:07 Page 22 Activity 3. Track 2:13
Pupil’s Book Curious about grammar fox – 4, lay eggs – 5, mammals – 6,
A raccoon has got fur. reptiles – 1, shell – 3, turtle – 2
Page 17 Activity 2. Track 1:25 It hasn’t got scales.
Boy: In our sports centre, we can do five It’s got a tail. Unit 2 Lesson 5
different sports: basketball, hockey, tennis,
judo and running. Pupil’s Book
Activity Book
Girl: We play table tennis here. This is a Page 23 Activity 1. Track 2:14
swimming pool. We swim here. Page 17 Activity 2. Track 2:08
Victor’s a vet. He works at an animal
Boy: We play hockey here. We play What’s that sound? rescue centre. He looks after injured and
basketball here. We do judo here. Stop! Listen! What’s that sound? sick animals.
Look! Over there, on the ground. Ed: What’s in the box?
Unit 2 Lesson 1 There’s an animal on the ground. Victor: Can you guess?
Pupil’s Book It hasn’t got fur. It’s got scales. Ed: Has it got scales?
It has got a very long tail. Victor: No, it hasn’t. It isn’t a reptile.
Page 18 Activity 2. Track 2:02 It’s got teeth and a scary smile. Ed: Has it got feathers or fur?
Sophia: Hello everyone! Today we’re at the It isn’t a raccoon. It’s a crocodile. Victor: It’s got feathers.
wildlife park. Ed: So, it’s a bird. Has it got red and
Stop! Listen! What’s that sound?
Harry: I love animals! blue feathers?
Look! Over there, on the ground.
Ed: Look! Can you see the elephant? Victor: Yes, it has. It’s very colourful.
There’s an animal on the ground.
1 snake Ed: Is it a parrot?
2 scales It hasn’t got legs. It’s got scales. Victor: Yes, it is. It’s a noisy parrot.
3 crocodile It has got a very long tail.
4 teeth It’s got eyes like a scary snake. Page 23 Activity 3. Track 2:15
5 peacock It isn’t a leopard. It’s a rattlesnake!
Curious about grammar
6 feathers Has a parrot got feathers?
7 raccoon Unit 2 Lesson 3 Yes, it has.
8 tail Has it got fur or scales?
9 leopard
Pupil’s Book
No, it hasn’t.
10 fur Pages 20–21 Activity 1. Track 2:09
sounds of the jungle – cicadas, monkeys call Activity Book
Page 18 Activity 3. Track 2:03 out, parrots calling
Kids can chant! Page 20 Activity 4. Track 2:16
Kids can chant, Pages 20–21 Activity 3. Track 2:10 Boy: Has a snake got ears?
Kids can chant, See video script Unit 2 Lesson 3 PB Girl: No, it hasn’t. A snake hasn’t got ears.
Kids can chant … animal words! pages 20–21 Activity 2 Boy: Has a parrot got a tail?
I can see a snake … and scales. Girl: Yes, it has. A parrot has got a tail.
I can see a crocodile … and teeth. Pages 20–21 Activity 4. Track 2:11 Boy: Has a fish got scales?
I can see a peacock … and feathers. Girl: Yes, it has. A fish has got scales.
I can see a raccoon … and a tail. 1 Who has got feathers? Peacock has got Boy: Has a turtle got teeth?
I can see a leopard … and fur. feathers. Girl: No, it hasn’t. A turtle hasn’t got teeth.
2 What game do the animals play? The Boy: Has a butterfly got a nose?
animals play hide-and-seek. Girl: No, it hasn’t. A butterfly hasn’t got a
Activity Book 3 Who can change colour? Chameleon can nose. A butterfly can smell with its feet!
Page 16 Activity 2. Track 2:04 change colour.
4 Who has got an amazing tail? Chameleon,
1 It’s got teeth.
Peacock and Raccoon have all got amazing Unit 2 Lesson 6
2 It’s got scales.
3 It’s got a tail.
tails. They are all different, but all amazing. Pupil’s Book
Page 24 Activity 1. Track 2:17
Unit 2 Lesson 2 Unit 2 Lesson 4
What amazing animals have you got in
Pupil’s Book Pupil’s Book your country?
Page 22 Activity 2. Track 2:12 Harry: In the UK, we’ve got lots of amazing
Page 19 Activity 1. Track 2:05 animals and birds. Foxes, otters and owls
Mammals and Reptiles. What are are cool, but my favourite animal is the
What’s that sound?
the differences? hedgehog. It’s got lots of spines to protect
Stop! Listen! What’s that sound?
Mammals it from other animals. This hedgehog lives
Look! Over there, on the ground.
Mammals have got hair or fur. Most in our garden. It eats insects and snails. It
There’s an animal on the ground.
mammals don’t lay eggs. Mammals have sleeps on the ground. In winter, we feed the
It hasn’t got fur. It’s got scales. got warm blood. Mammals produce hedgehog.
It has got a very long tail. milk. Foxes are mammals. This fox has got Rita: Hi Harry. The hedgehog in your garden
It’s got teeth and a scary smile. red-brown fur. It’s got two babies. The is very cute. In Australia, we’ve got amazing
It isn’t a raccoon. It’s a crocodile. babies are drinking their mother’s milk. animals, too. Crocodiles, kangaroos, sharks
Stop! Listen! What’s that sound? Reptiles and parrots. My favourite animal in Australia
Look! Over there, on the ground. Reptiles have got scales. Most reptiles lay is the koala. It’s a mammal. It isn’t very big. It’s
There’s an animal on the ground. eggs. Reptiles have got cold blood. Reptiles got grey fur. It eats leaves. It sleeps in trees for
don’t produce milk. Turtles are reptiles. This 18 hours a day. Yes, EIGHTEEN hours a day!
It hasn’t got legs. It’s got scales. baby sea turtle is hatching from an egg. It’s
It has got a very long tail. got scales. It’s got a beautiful shell, too!
It’s got eyes like a scary snake.
It isn’t a leopard. It’s a rattlesnake!

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Activity Book Unit 2 Lesson 8 Page 30 Activity 3. Track 3:03

Page 21 Activity 1. Track 2:18 Activity Book Kids can chant!
Kids can chant,
DJ: Welcome to Kids Can! Talk, the radio Page 25 Activity 5. Track 2:24 Kids can chant,
station for kids with something to say.
Girl: Has your animal got feathers? Kids can chant … activities!
Today, we’re talking about … our favourite
animals. Our first speaker is … Sarah. Boy: No, it hasn’t. I want to take a photo, chat to friends and
Sarah: Hello. Girl: Has it got scales? read a book.
DJ: Where do you live, Sarah? Boy: Yes, it has. I want to do my homework, learn a
Sarah: I live in the UK. Girl: Has it got legs? language and play a video game.
DJ: Have you got amazing animals in the UK? Boy: No, it hasn’t. I want to write a story, listen to music, play
Sarah: Oh yes. We’ve got lots of amazing Girl: Is it a snake? chess and watch TV.
animals. Boy: Yes, it is.
DJ: And what’s your favourite? Unit 3 Lesson 2
Sarah: My favourite UK animal is … the Unit 2 Kids Can! Project
otter. Yes, definitely the otter. Pupil’s Book
Pupil’s Book
DJ: What type of animal is it? Page 31 Activity 1. Track 3:04
Sarah: It’s a mammal. It’s got brown fur. It’s Page 27 Activity 2. Track 2:25
I’ve got a techie friend!
got small eyes and ears, a small nose, short This is my amazing animal. It’s got the head I’ve got a techie friend. Her name is Dee.
legs and it’s got a long tail. I think it’s very of a peacock, the body of a snake and the She can learn a language, she can watch TV,
cute. teeth of a parrot. It’s got scales, fur and she can read a book, she can write a story
DJ: What does an otter eat? feathers. This animal is very dangerous. My But she can’t ride a bike on her computer.
Sarah: It eats fish and some small animals. amazing animal is called a Crocoonot.
DJ: And can it do anything special? You can’t swim or climb a tree with
Sarah: Yes. The otter is a good swimmer. It new technology.
can swim well.
REVIEW 1 You can’t swim or climb a tree with
DJ: Thank you for talking to me, Sarah. If Pupil’s Book new technology.
you want to tell us about your favourite Page 28 Activity 1. Track 2:26 I’ve got a techie friend. His name is Lee.
animal, give me a call at Kids Can! Talk. He can listen to music, he can watch TV,
Something Dangerous
1 Fluffy and Ginger live in an old shop. he can chat to friends, he can write a story
Unit 2 Lesson 7 Mum-cat: Kittens, don’t play basketball But he can’t do sport on his computer.
Pupil’s Book inside. You can’t swim or climb a tree with
Fluffy: Sorry, Mum. new technology.
Page 25 Activity 2. Track 2:19 2 Ginger: We’re sporty. We play basketball … You can’t swim or climb a tree with
Sophia: Look at that bird over there. Fluffy: … and we play baseball! new technology.
Harry: Where? 3 Fluffy: Whoops!
Sophia: Over there, next to the tree. It’s got Ginger: Look, Fluffy. This window is open. Page 31 Activity 3. Track 3:06
yellow and blue feathers. Let’s go inside.
Harry: I see it. It’s amazing. Curious about grammar
4 Ginger: Oh, no! Let’s go.
Sophia: What type of bird is it? She can watch TV.
Fluffy: Why?
Harry: I don’t know. We can find out in my She can’t ride a bike on her computer.
Ginger: There’s a big dog. It’s got
book of birds. He can listen to music.
long, black fur and big, big teeth.
He can’t do sport on his computer.
It’s dangerous.
Page 25 Activity 4. Track 2:20 5 Fluffy: It hasn’t got big teeth. It isn’t
Harry: This bird is called a blue tit. dangerous. It’s a toy dog. It’s got a long, Activity Book
It’s got yellow and blue feathers. pink tail. Page 27 Activity 2. Track 3:07
It lives in gardens and parks in the UK. Ginger: Oh!
6 Ginger: Look. I’m a leopard. Grrr!
I’ve got a techie friend!
This bird is called a robin. I’ve got a techie friend. Her name is Dee.
Fluffy: Very funny.
It’s got red and brown feathers. She can learn a language, she can watch TV,
7 Boy: Look! Kittens!
It lives in gardens and parks in the UK. she can read a book, she can write a story
Girl: I want a kitten.
But she can’t ride a bike on her computer.
Fluffy: Children! Run, Ginger. Run!
Page 25 Activity 5. Track 2:21 Children are very dangerous. You can’t swim or climb a tree with new
Sounds good! technology.
Otters and squirrels are common animals Unit 3 Lesson 1 You can’t swim or climb a tree with
in the UK. new technology.
Pupil’s Book
I’ve got a techie friend. His name is Lee.
Activity Book Page 30 Activity 2. Track 3:02 He can listen to music, he can watch TV,
Page 22 Activity 3. Track 2:22 Ed: Hello! Today we’re at the library to find he can chat to friends, he can write a story
out about the different activities you can But he can’t do sport on his computer.
feather no got under parrot koala
do there. You can’t swim or climb a tree with
hop squirrel
Sophia: I want to play chess. new technology.
Harry: Me too! Let’s play! You can’t swim or climb a tree with new
1 take a photo, 2 chat to friends, 3 read technology.
a book, 4 do my homework, 5 learn a
language, 6 play a video game, 7 write
a story, 8 listen to music, 9 play chess,
10 watch TV

178 Curious Kids 3 © Macmillan Education Limited 2023

 Audioscript A

Unit 3 Lesson 3 got a touchscreen on her body. Activity Book

Sophia: Can she speak?
Pupil’s Book Lia: Yes, she can. She can speak English and
Page 31 Activity 1. Track 3:17
Pages 32–33 Activity 1. Track 3:08 Japanese. DJ: Welcome to Kids Can! Talk, the radio
Sophia: Wow! Can she sing? station for kids with something to say.
Sounds of a city – traffic, pedestrians, tail off Today, we’re talking about … technology.
Lia: Err. No, she can’t. But she can read a
into city park, we hear traffic but also birds Our first speaker is … Joe.
book to you.
and a short bark from a dog. Joe: Hello.
Page 35 Activity 3. Track 3:14 DJ: Where do you live, Joe?
Pages 32–33 Activity 3. Track 3:09 Joe: I live in the UK.
Curious about grammar
See video script Unit 3 Lesson 3 PB DJ: At school, do you use a laptop?
Can she swim?
pages 32–33 Activity 2 Joe: No, I don’t. In class, we use tablets.
Yes, she can.
DJ: Have you got any technology at home?
Can he speak?
Pages 32–33 Activity 4. Track 3:10 Joe: Yes, I’ve got a computer. Well, it’s the
No, he can’t.
1 Who likes technology at the start? Jessie family computer really. I share it with my
and her friends like technology. mum, my dad and sister.
2 Why isn’t Mr Grundy happy in picture 2?
Activity Book DJ: Why do you use the computer?
He isn’t happy because he can’t find his dog. Page 30 Activity 3. Track 3:15 Joe: I play chess on it. I listen to music and
Molly is missing. watch TV on the computer. It’s great.
Interviewer: Hi, Harry. How are you?
3 Where does Jessie put Molly’s photo? DJ: Do you use it to chat to friends?
Harry: I’m fine, thanks.
Jessie puts Molly’s photo on a website Joe: No, my mum says I can’t use the
Interviewer: Can I ask you some questions?
called Missing Pets. computer to chat to friends.
Harry: Yes. Go ahead.
4 Why does Mr Grundy like technology DJ: And mums know best. Thank you, Joe. If
Interviewer: Can you speak Japanese?
at the end? Mr Grundy thinks technology you want to tell me why you use technology,
Harry: No, I can’t.
is great because it can help people find give me a call at Kids Can! Talk.
Interviewer: Can you play chess?
missing pets. Harry: Y-e-sss, but I can’t play very well.
Interviewer: Can you use a computer? Unit 3 Lesson 7
Unit 3 Lesson 4 Harry: Yes, I can. I use a computer at home Pupil’s Book
and at school.
Pupil’s Book Page 37 Activity 2. Track 3:18
Interviewer: Can you prepare
Page 34 Activity 2. Track 3:11 your breakfast? Sophia: Mum, can I use your tablet, please?
New technology Harry: Yes, I can. Orange juice and toast! Mum: Why? What do you want to do?
All around the world, children use new Interviewer: Can you say the English Sophia: I want to find out about robots. It’s
technology to learn. alphabet in 15 seconds? for a school project.
This is Frankie. He lives in Australia. He’s got Harry: Hmm. Let me try. ABCDEFGHI … Mum: Robots! That’s interesting. Here
a desktop computer. It’s got a big screen, a JKL … MNOPQRST … UVWXYZ. you are.
mouse and a keyboard. At school, Frankie Interviewer: 8 seconds. Fantastic! Sophia: Um! I can’t remember
loves music. the password.
Frankie: My computer is great. I use it to Unit 3 Lesson 6 Mum: 42, 53, 64
listen to music from around the world. Sophia: 42, 53, 64. Thank you.
I wear headphones, so I don’t disturb other
Pupil’s Book Mum: Stay in the living room, please.
people. I also like the computer because Page 36 Activity 1. Track 3:16 Sophia: I know! No screens in the bedroom.
I can use it to do my homework. How do you use technology at school in
This is Greta. She lives in Sweden. She’s Page 37 Activity 4. Track 3:19
your country?
got a tablet. It’s got a small touchscreen. It Evan: At my school in Wales, we use Hi Ed and Harry!
hasn’t got a keyboard or a mouse. At school, computers to learn in class and in My mum says she can take me to the
Greta loves natural science. some afterschool clubs. There are lots of Science Museum on Saturday. And guess
Greta: My tablet is fantastic. I can use it to clubs – the football club, judo club, Spanish what? She says you can come, too! Do you
learn about animals around the world. I also club and chess club. But my favourite is the want to go to the Science Museum? It’s a
like my tablet because I can use it to chat to coding and robotics club. We learn about really cool place. We can learn lots of things
my friend Frankie in Australia. We’re doing a making and coding robots. It’s great! about technology.
project together for school. Esther: Robotics looks really fun! In lots of Ask your parents!
schools in the USA, children use computers See you at school tomorrow.
Page 34 Activity 3. Track 3:12 and tablets to learn and play. But my school Sophia
headphones – 5, keyboard – 1, mouse – 4, is different. It’s a technology-free school. We P.S. I’ve got some great pictures of robots
screen – 3, tablet – 2, touchscreen – 6 haven’t got any computers or tablets. We do for our school project.
lots of projects. I like my school.
Page 37 Activity 5. Track 3:20
Unit 3 Lesson 5 Tamsin: Wow. A technology-free school!
That’s interesting. I live on an island in Sounds good!
Pupil’s Book Scotland. There isn’t a school here. I have Come to the computer club on Monday.
Page 35 Activity 1. Track 3:13 lessons with my parents at home. And I It’s fun!
have some video lessons with teachers on
Today, Sophia is talking to Lia, a robotic
the computer. Activity Book
scientist. Lia designs robots.
Lia: This red robot is called Sporty. He can’t Page 32 Activity 3. Track 3:21
speak, but he can walk and run.
Sophia: Can he play football? touchscreen robot club Sunday music
Lia: Yes, he can. book come run
Sophia: That’s incredible!
Lia: This blue robot is called Techie. She’s

Curious Kids 3 © Macmillan Education Limited 2023 179

 A Audioscript

Unit 3 Lesson 8 My brother likes tuna. He doesn’t like fruit. Unit 4 Lesson 4
So, can I have one fruit
Activity Book and one tuna pie, please? Pupil’s Book
Page 35 Activity 5. Track 3:23 Fruit pies, vegetable pies, chicken, cheese Page 44 Activity 2. Track 4:11
Boy: Can your little brother use a tablet? and tuna pies. Food Labels and Allergy Stickers
Girl: Yes, he can. He reads books on Delicious pies to take away! Some people are allergic to peanuts.
the tablet. What type of pie do you want today? Peanuts make them ill.
Boy: Wow. Can he play chess? Some people are allergic to milk, wheat,
Girl: No, he can’t. Page 41 Activity 3. Track 4:06 nuts, corn, eggs, celery, tomatoes, fish
Boy: I’ve got a little sister. She can write Curious about grammar and prawns.
stories on my computer. My mum likes cheese. If you’re allergic to a food, you can’t eat it.
Girl: Can she play video games? She doesn’t like chicken. It’s important to look at the labels on
Boy: Yes, she can. She can play video games My brother likes tuna. packets. Food labels give information about
very well. He doesn’t like fruit. ingredients. Look!
Boy: I am allergic to tomatoes. Tomatoes
Unit 3 Kids Can! Project Activity Book
are in lots of pies and pasta dishes. When
I go to the supermarket with my family, we
Pupil’s Book Page 37 Activity 2. Track 4:07 look at the labels on food. At school, I wear
Page 39 Activity 2. Track 3:24 Delicious pies this sticker.
Fruit pies, vegetable pies, chicken, cheese Girl: I am allergic to wheat. Wheat is in lots
My robot has got two eyes, three arms and
and tuna pies. of breads, pasta and cakes. I have bread,
four legs. He can’t do sport, but he can
Delicious pies to take away! pasta and cakes without wheat. I can’t
speak Spanish and Japanese. He can read
What type of pie do you want today? eat school lunch, so my mum prepares a
books and he can draw pictures. He can
lunch box for me. I have this sticker on my
write songs. Her name is Arty. My mum likes cheese. She doesn’t lunch box.
like chicken. Some people are allergic to chocolate!
Unit 4 Lesson 1 My dad likes chicken. He doesn’t like cheese.
So, can I have one cheese Page 44 Activity 3. Track 4:12
Pupil’s Book
and one chicken pie, please?
Page 40 Activity 2. Track 4:02 celery – 4, corn – 3, peanuts – 2, prawns – 6,
Fruit pies, vegetable pies, chicken, cheese tomatoes – 1, wheat – 5
Harry: Hi! Today I’m at the food market with and tuna pies.
Ed and Sophia.
Ed: Do you like olives, Sophia?
Delicious pies to take away! Unit 4 Lesson 5
What type of pie do you want today?
Sophia: Yes, I do. I love olives! Pupil’s Book
My sister likes fruit. She doesn’t like tuna.
1 tuna 2 nuts 3 lentils 4 pasta 5 yoghurt My brother likes tuna. He doesn’t like fruit. Page 45 Activity 1. Track 4:13
6 fruit 7 vegetables 8 honey 9 olives So, can I have one fruit Harry and Sophia are talking to Ed’s mum.
10 chicken and one tuna pie, please? They want to make a birthday cake for Ed.
Fruit pies, vegetable pies, chicken, cheese Ed’s mum: Ed doesn’t like lemon cake. He
Page 40 Activity 3. Track 4:03 likes chocolate cake best.
and tuna pies.
Kids can chant! Delicious pies to take away! Harry: Does he like strawberries?
Kids can chant, What type of pie do you want today? Ed’s mum: Yes, he does. He loves
Kids can chant, strawberries.
Kids can chant … food! Harry: Strawberries are my favourite fruit.
Do you like tuna, nuts and lentils? Unit 4 Lesson 3 Sophia: I really like banana cake. Does he
Do you like pasta and yoghurt? Pupil’s Book like bananas?
I like fruit, vegetables and honey, Ed’s mum: No, he doesn’t. And remember,
I like olives and chicken, too!
Pages 42–43 Activity 1. Track 4:08
he can’t eat anything with nuts in.
Sounds of people by a public swimming pool Sophia: So, we can make a chocolate cake
on a hot summer’s day – splash, children
Unit 4 Lesson 2 chatting and laughing, birds and a bee.
without nuts.
Harry: And we can decorate it
Pupil’s Book with strawberries.
Page 41 Activity 1. Track 4:04 Pages 42–43 Activity 3. Track 4:09 Sophia: Your favourite fruit!
Delicious pies See video script Unit 4 Lesson 3 PB
Fruit pies, vegetable pies, chicken, cheese pages 42–43 Activity 2 Page 45 Activity 3. Track 4:14
and tuna pies. Curious about grammar
Delicious pies to take away! Pages 42–43 Activity 4. Track 4:10 Does Sophia like banana cake?
What type of pie do you want today? 1 Why is the swimming pool closed? Yes, she does.
The swimming pool is closed because it Does Ed like banana cake?
My mum likes cheese. She doesn’t
isn’t safe. No, he doesn’t.
like chicken.
2 What’s the weather like in picture 4? It’s
My dad likes chicken. He doesn’t like cheese.
hot and sunny. Activity Book
So, can I have one cheese 3 How much are three lollies? Three lollies
and one chicken pie, please? are four pounds fifty. Page 40 Activity 3. Track 4:15
Fruit pies, vegetable pies, chicken, cheese 4 Why does Dan say thanks to his grandma Interviewer: Hi, Ed. How are you today?
and tuna pies. at the swimming pool? Dan says thanks to Ed: I’m fine, thanks.
Delicious pies to take away! his grandma for the ice lolly recipe. Interviewer: Can I ask you some questions
What type of pie do you want today? about the food you like?
Ed: Yeah. I like a lot of different foods.
My sister likes fruit. She doesn’t like tuna.

180 Curious Kids 3 © Macmillan Education Limited 2023

 Audioscript A

Interviewer: Do you like lentils? DJ: And there’s lots of vitamin C in an REVIEW 2
Ed: Yes, I do. It’s not my favourite food but, orange. Thank you, Carrie. If you want to tell
yeah, I like lentils. us about a traditional dish in your country, Pupil’s Book
Interviewer: Do you like yoghurt? give me a call at Kids Can! Talk. Page 50 Activity 1. Track 4:25
Ed: Yes. Strawberry yoghurt.
Grandpa Bob’s birthday
Interviewer: Do you like olives? Unit 4 Lesson 7 1 Mum: It’s Grandpa Bob’s birthday
Ed: Olives. Hmm, not really. No, I don’t
Pupil’s Book tomorrow. We need food for a
like olives.
birthday party.
Interviewer: What about nuts? Page 47 Activity 2. Track 4:18 Fluffy: Come on, Ginger. We can look for
Ed: No! I don’t like nuts and I CAN’T eat
Chef: Would you like an ice cream? food outside.
nuts. I’m allergic to nuts.
Ed: Yes, please. 2 Ginger: We don’t like fruit.
Interviewer: OK. So definitely a no. Do you
Chef: What flavour would you like? Ginger: We don’t like vegetables.
like vegetables?
Ed: Can I have peach, please? Fluffy: But we love chicken!
Ed: Yes, I do. Green, red, orange vegetables – I
Chef: I’m sorry. I haven’t got any peach 3 Ginger: Grandpa Bob doesn’t like
like them all!
ice cream today. You can have lemon, chicken.
Interviewer: Great. Thanks, Ed.
strawberry or vanilla. Fluffy: But he loves tuna.
Ed: You’re welcome.
Ed: Vanilla, please. 4 Fluffy: Look! Milk!
Chef: Here you are! Fluffy: And an old tablet!
Unit 4 Lesson 6 5 Ginger: We can’t eat a tablet.
Pupil’s Book Page 47 Activity 4. Track 4:19 Fluffy: But we can listen to music and
Menu Grandpa Bob can chat to his friends
Page 46 Activity 1. Track 4:16 in Australia!
Starter – lentil salad or carrot soup
What’s a traditional dish from your Main course – pasta and salad with olives or 6 The next day.
country? chicken, rice and vegetables Ginger: Happy Birthday, Grandpa Bob!
Scott: Banana split is a very popular dessert Dessert – lemon, strawberry or vanilla ice Grandpa: Wow! My favourite food. My
in the USA. It’s got chocolate, strawberry cream or yoghurt with honey favourite music. This is amazing!
and vanilla ice cream, a banana and lots of 7 Grandpa’s friends: Happy Birthday from
chocolate sauce on top. It’s delicious but I Page 47 Activity 5. Track 4:20 your friends in Australia.
don’t think it’s very healthy. It contains lots Grandpa: I can’t believe it! I’m very
of sugar. Sounds good! happy. Thank you for a wonderful party,
Harry: Scott, your banana split looks Fish and chips is a traditional dish in the UK. everyone.
delicious! Curry is a traditional dish from
India. It’s very popular in the UK, too. My Activity Book Unit 5 Lesson 1
favourite is red lentil dahl. I make it with my Page 42 Activity 3. Track 4:21
dad. We eat it with rice or bread. It’s healthy Pupil’s Book
and very tasty! chips ice cream pie chicken dish
Page 52 Activity 2. Track 5:02
Ruby: I want to try that, Harry! My grandma like allergic vanilla
Sophia: Hi there! Let’s find out more about
makes traditional food. I love her Irish stew.
daily routines.
It’s got lamb, potatoes, carrots and onions. Unit 4 Lesson 8 Ed: I walk our dog Tiger every day!
It’s my favourite dish. We eat it with all my
Activity Book Harry: I play with my friends after school.
family. It’s delicious!
Come on!
Pages 44–45 Activity 5. Track 4:23
1 get up 2 get dressed 3 clean your teeth
Activity Book Girl: Let’s prepare breakfast for your mum. 4 have breakfast 5 go to school 6 go home
Does she like fruit for breakfast? 7 play with friends 8 feed the dog 9 have a
Page 41 Activity 1. Track 4:17 Boy: Yes, she does. She likes oranges. shower 10 go to bed
DJ: Welcome to Kids Can! Talk, the radio Girl: Does she like fruit juice?
station for kids with something to say. Boy: No, she doesn’t. She likes water. Page 52 Activity 3. Track 5:03
Today, we’re talking about … food. Our first Girl: What about yoghurt?
speaker is … Carrie. Boy: She loves yoghurt. Kids can chant!
Carrie: Hello. Girl: And what about you? Do you like fruit Kids can chant,
DJ: Where do you live, Carrie? and yoghurt for breakfast? Kids can chant,
Carrie: I live in the UK. Boy: No, I don’t. I like milk and biscuits. Kids can chant … daily routines!
DJ: In England, Scotland or Wales? Do you get up, get dressed and clean your
Carrie: In Scotland. teeth every day?
Unit 4 Kids Can! Project Do you have breakfast, go to school and go
DJ: Have you got a favourite
traditional dish? Pupil’s Book home every day?
Carrie: I have. I really like fish and chips. Do you play with friends, feed the dog, have
Page 49 Activity 2. Track 4:24 a shower and go to bed every day?
I love fish and chips.
DJ: Do you make fish and chips at home? Girl 1: Would you like a fruit, chocolate and
Carrie: No, we don’t. My mum doesn’t basketball sandwich? Unit 5 Lesson 2
Girl 2: Mmm. Yes, please. Would you like a
like fish. Pupil’s Book
DJ: Oh, I see. What does your mum like? chicken and headphones sandwich?
Girl 1: Mmm. Yes, please. Page 53 Activity 1. Track 5:04
Carrie: She likes soup. Vegetable soup!
We’ve got a traditional vegetable soup in Every day
Scotland. It’s OK, but it’s my mum’s absolute It’s 07:00.
favourite food. Anna gets up. She gets dressed.
DJ: I see. Before you go, Carrie, have you got She feeds the dog. She has breakfast.
a favourite dessert? She doesn’t go to school by car.
Carrie: Yes – ice cream! But I usually have a She goes to school by bus.
piece of fruit – an apple or an orange. Every day, she does the same.

Curious Kids 3 © Macmillan Education Limited 2023 181

 A Audioscript

What about you? Do you do the same? Unit 5 Lesson 4 Harry: Yes. Go ahead.
What do you do every day? (Repeat) Interviewer: What time do you get up on a
Pupil’s Book school day?
It’s 07:30.
Page 56 Activity 2. Track 5:11 Harry: At seven o’clock.
Olly gets up. He gets dressed.
Interviewer: And what time do you get up
He feeds the cat. He has breakfast. Natalie’s blog
on Saturday?
He doesn’t go to school by bus. My family and friends in different
Harry: Oh, on Saturday? I get up at
He goes to school by car. time zones!
nine o’clock.
Every day, he does the same. Natalie: Hi. I’m Natalie. I live in London with
Interviewer: Where do you go at
(Chorus) my parents.
the weekend?
My older brother lives in Los Angeles, in the
Harry: I go to the park with my friends.
Page 53 Activity 3. Track 5:06 USA. I’ve got an aunt who lives in Sydney,
Interviewer: And do you do any sport at
Curious about grammar in Australia. And my friend Pablo lives in
the weekend?
She gets up at 7:00. Madrid, in Spain.
Harry: No, I don’t. I draw pictures. I go to art
She doesn’t get up at 7:30. When I want to speak to one of them on my
club on Saturday.
He goes to school by car. tablet, I think …
Interviewer: And the last question. What
He doesn’t go to school by bus. What’s the time in their country? Is it
time do you go to bed on Sunday?
daytime or night time?
Harry: At half past nine.
Activity Book In Los Angeles, at half past nine in the Interviewer: Thanks very much for
morning, Natalie’s brother is at work your time.
Page 47 Activity 2. Track 5:07 In Madrid, at half past six in the evening, Harry: You’re welcome.
It’s 07:00. Natalie’s friend Pablo is at home after
Anna gets up. She gets dressed.
She feeds the dog. She has breakfast.
school. Unit 5 Lesson 6
At half past three at night, Natalie’s aunt is
She doesn’t go to school by car. asleep in bed. Pupil’s Book
She goes to school by bus. Page 58 Activity 1. Track 5:16
Natalie: It’s half past five in the evening.
Every day, she does the same.
I think I can call my friend Pablo, in Madrid. How do children go to school in your
What about you? Do you do the same? country?
The world has got 24 time zones. What time
What do you do every day? (Repeat) Ellie: Hi! Here in Canada, many children
is it where you are?
It’s 07:30. go to school by bus. The school buses are
Olly gets up. He gets dressed. Page 56 Activity 3. Track 5:12 bright yellow. I walk to the bus stop with my
He feeds the cat. He has breakfast. older sister and then take the bus. I’m lucky.
in the morning – 4, in the afternoon – 1, My journey to school only takes 20 minutes.
He doesn’t go to school by bus.
in the evening – 2, at night – 3 Justin: Hi! I go to the same school as Ellie
He goes to school by car.
Every day, he does the same. and I go by mini-bus. It’s a special mini-bus
(Chorus) Unit 5 Lesson 5 for people who use wheelchairs. It comes
Pupil’s Book to my house at 8:30 in the morning. It picks
me up from school at four o’clock in the
Unit 5 Lesson 3 Page 57 Activity 1. Track 5:13 afternoon. I’m very lucky. Many children
Pupil’s Book Today, Harry is talking to Jane about her can’t go to school by bus or mini-bus.
Pages 54–55 Activity 1. Track 5:08 dad’s daily routine. Albert: Hi! I live on Mackinac Island in the
Jane: My dad is a security guard at USA. In spring and autumn, I go to school
The sound of a school bus pulling in, stopping by bike. But in winter, it snows a lot. So, my
the museum.
and opening its doors. Children get off. brother and I go to school by snowmobile.
Harry: That’s an interesting job. Does he
Sounds of a jungle, where exotic birds call out. It’s fun but it’s also very cold!
work there every day?
Jane: No, he doesn’t. He works from Sunday
Pages 54–55 Activity 3. Track 5:09 to Thursday from 11 o’clock at night to Activity Book
See video script Unit 5 Lesson 3 PB 6 o’clock in the morning.
pages 54–55 Activity 2 Harry: So, does he go to bed in Page 51 Activity 1. Track 5:17
the morning? DJ: Welcome to Kids Can! Talk, the radio
Pages 54–55 Activity 4. Track 5:10 Jane: Yes, he does. station for kids with something to say.
1 Why doesn’t Julia like the school bus in Harry: What about your mum? Does she Today, we’re talking about … unusual daily
picture 1? She doesn’t like the bus because work at night, too? routines. Our first speaker is … Troy.
it’s boring. It’s the same every day. Jane: No, she doesn’t. She works in Troy: Hi there.
2 What time does Juan get up? Juan gets up the daytime. DJ: Tell us … Where do you live, Troy?
at five o’clock in the morning. Troy: I live in Toronto, in Canada.
3 What does Juan have for breakfast? He Page 57 Activity 3. Track 5:14 DJ: And what’s unusual about your
has soup for breakfast. Curious about grammar daily routine?
4 What time does Juan’s school start? Juan’s Does Jane’s dad work at night? Troy: Well, I get up at half past five in the
school starts at 8:30. Yes, he does. morning every day.
Does he go to bed in the evening? DJ: Half past five! Why?
No, he doesn’t. Troy: To go swimming before school.
DJ: In a swimming pool or in the sea?
Troy: In a swimming pool. I want to be an
Activity Book Olympic swimmer.
Page 50 Activity 3. Track 5:15 DJ: Wow. And after school? What do you do
after school?
Interviewer: Hi, Harry. How are you today?
Troy: School finishes at four o’clock. I do my
Harry: I’m feeling good, thanks.
homework and then I go to a sports centre
Interviewer: Can I ask you some questions
to train.
about your daily routine?

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 Audioscript A

DJ: So, Troy, you’re very sporty. What time Unit 6 Lesson 1 Activity Book
do you go to bed?
Troy: I go to bed at half past eight. Pupil’s Book Page 57 Activity 2. Track 6:08
DJ: Because sleep is good for you. Thanks Page 62 Activity 2. Track 6:02 On the beach
for talking to me about your unusual daily I’m wearing sunglasses.
Ed: Hello everyone! It’s the weekend and She’s putting on sun cream.
routine, Troy. If you want to tell me about your
we’re at the beach! He’s playing bat and ball.
daily routine, give me a call at Kids Can! Talk.
Harry: I love the beach! We’re all eating ice cream
Sophia: Me too! Let’s make a sandcastle. Under a beach umbrella.
Unit 5 Lesson 7
1 play bat and ball 2 put on sun cream We’re all having fun in the sun,
Pupil’s Book 3 wear sunglasses 4 look for shells 5 make by the sea, on the beach.
Page 59 Activity 2. Track 5:18 a sandcastle 6 beach umbrella 7 beach It’s warm and sunny.
towel 8 goggles 9 swimming costume I’m not wearing sunglasses.
Jane: Hi, Ed! How are you? 10 swimming shorts
Ed: Fine, thanks. She isn’t putting on sun cream.
Jane: What’s the time? He isn’t playing bat and ball.
Page 62 Activity 3. Track 6:03 We aren’t eating ice cream
Ed: It’s half past five.
Jane: Oh, no! I’m late for chess club. I’ve got Kids can chant! Under a beach umbrella.
to go. Kids can chant, We aren’t having fun in the sun,
Ed: OK. Don’t forget! It’s Friday tomorrow. Kids can chant, by the sea, on the beach.
We’ve got football practice at six o’clock. Kids can chant … seaside words! It’s cold and rainy.
Jane: I know! See you tomorrow. At the seaside, we play bat and ball, put on
sun cream and wear sunglasses. Unit 6 Lesson 3
Page 59 Activity 4. Track 5:19 We look for shells and make a sandcastle, too.
We’ve got a beach umbrella, a beach towel Pupil’s Book
On Thursday, in the morning, Ed starts and goggles,
school at nine o’clock. Ed has science at nine Pages 64–65 Activity 1. Track 6:09
a swimming costume and swimming
thirty. Then he has PE at ten thirty. Everyone Sounds of the seaside: seagulls, waves,
shorts, too.
has a break at eleven thirty. At 12 o’clock, Ed splashing, children playing
has English.
In the afternoon, lunch is at one o’clock. Ed Activity Book Pages 64–65 Activity 3. Track 6:10
has art at two thirty. School finishes at three Page 56 Activity 2. Track 6:04 See video script Unit 6 Lesson 3 PB
thirty. At four o’clock, Ed goes to judo club. pages 64–65 Activity 2
1 I’m wearing a swimming costume.
At five thirty, Ed goes home by bus.
2 I’m wearing swimming shorts.
3 I’ve got a beach towel. Pages 64–65 Activity 4. Track 6:11
Page 59 Activity 5. Track 5:20 4 I’m making a sandcastle. 1 What are the children doing in picture 1?
Sounds good! They are looking for shells.
This afternoon the maths class starts at
three o’clock.
Unit 6 Lesson 2 2 Where is Marina going in picture 3?
Marina is going to the aquarium.
Pupil’s Book 3 What are the marine biologists doing in
Activity Book Page 63 Activity 1. Track 6:05 picture 5? They are putting a GPS on the
turtle’s shell.
Page 52 Activity 3. Track 5:21 On the beach
4 What is Marina’s job at the end? Marina is
these teeth feathers through I’m wearing sunglasses.
She’s putting on sun cream. a marine biologist.
there think thanks brother
He’s playing bat and ball.
We’re all eating ice cream Unit 6 Lesson 4
Unit 5 Lesson 8 Under a beach umbrella. Pupil’s Book
Activity Book We’re all having fun in the sun,
by the sea, on the beach. Page 66 Activity 2. Track 6:12
Pages 54–55 Activity 5. Track 5:23 It’s warm and sunny. No rubbish on our beaches!
Boy: Does your dad work at your school? Close your eyes and imagine a beautiful
I’m not wearing sunglasses.
Girl: Yes, he does. He’s a teacher. beach. What can you see? The sun and blue
She isn’t putting on sun cream.
Boy: Do you go to school together? sky? The sea, sandcastles and shells? Happy
He isn’t playing bat and ball.
Girl: No. He goes to school by car at half people on towels under beach umbrellas?
We aren’t eating ice cream
past seven. Can you also see piles of rubbish?
Under a beach umbrella.
Boy: What time do you go to school? Rubbish on our beaches is a big problem.
We aren’t having fun in the sun,
Girl: I go to school by bus at half past eight. You can find plastic bottles and bottle tops
by the sea, on the beach.
It’s cold and rainy. on the rocks. You can find juice cartons and
Unit 5 Kids Can! Project straws in the sea. There are fizzy drinks cans
Page 63 Activity 3. Track 6:07 and crisp packets on the sand.
Pupil’s Book How can you help? Here are five tips:
Page 61 Activity 2. Track 5:24 Curious about grammar
I’m wearing sunglasses. 1 Don’t drop rubbish anywhere. Take it
Girl 1: Our mini-book is about a friend from I’m not looking for shells. home. Recycle it.
Mars. She gets up at eight thirty. She has He’s playing bat and ball. 2 Don’t use plastic bottles. Use a bottle you
bananas for breakfast. School starts at nine She isn’t putting on sun cream. can wash and use again and again.
thirty. She’s late! We’re eating ice cream. 3 When you see rubbish, pick it up.
Girl 2: Lunch is at one o’clock. She We aren’t having fun. 4 Say no to plastic drinking straws. You
isn’t hungry. don’t need them.
5 Find out about beach cleans near you
today.

Curious Kids 3 © Macmillan Education Limited 2023 183

 A Audioscript

Share these tips with your friends and help Unit 6 Lesson 6 Assistant: One postcard, one pen and one
make our beaches beautiful. stamp. That’s two pounds 80, in total.
Pupil’s Book Harry: Two pounds 80. Here you are.
Page 66 Activity 3. Track 6:13 Page 68 Activity 1. Track 6:17 Assistant: Do you need a bag?
bottles – 2, bottle tops – 3, cans – 6, Harry: No, thanks.
Do children go to the beach in
cartons –1, packets – 5, straws – 4 your country?  
Page 69 Activity 4. Track 6:20
Ruby: In Ireland, we’ve got beautiful
Unit 6 Lesson 5 beaches. The sea is very cold, but some Harry: Hi Jane,
people swim in it every day, even in winter! I’m having fun at the seaside with Sophia
Pupil’s Book My family and I go to the south of France and Ed. It’s 4:30 in the afternoon. It’s warm
Page 67 Activity 1. Track 6:14 for the holidays. There are lots of sunny and sunny and the sky is blue. Sophia’s
beaches and the sea is warm. reading a book and Ed’s making a big
Sophia is talking to people on the beach.
Justin: The sea in Canada is cold, too. The sandcastle. The red flag is flying so we can’t
Sophia: What are you doing?
north of Canada is in the Arctic Circle so you swim in the sea.
Stella: We’re cleaning the beach.
need special clothes to swim there! I live See you soon.
Fred: Today is the Great British Beach Clean.
near Vancouver. Here, there’s a lot to see Harry
All around the UK, thousands of people are
cleaning beaches. and do at the seaside. There are aquariums
Sophia: Is there a lot of rubbish? and funfairs. My favourite activity at the Page 69 Activity 5. Track 6:21
Stella: Yes, there is. It’s a big problem. seaside is whale watching. Sounds good!
Fred: I’m picking up lots of plastic bottles, Rita: In Australia, the summer holidays are Please keep the beach clean. Pick up litter
juice cartons and drinking straws. Stella’s in December and January. So, we celebrate and put it in a bin.
picking up lots of fizzy drinks cans. Christmas when it’s hot! On Christmas Day,
Sophia: Can we help? my family celebrate with a barbecue on the
Activity Book
Stella: Of course. Here! Have a rubbish bag. beach. We don’t make a snowman, we make
a sandman! Page 62 Activity 3. Track 6:22
Page 67 Activity 3. Track 6:15 beach swim clean think seaside
Curious about grammar Activity Book keep sister drink
What are you doing? Page 61 Activity 1. Track 6:18
I’m picking up plastic bottles. Unit 6 Lesson 8
DJ: Welcome to Kids Can! Talk, the radio
We’re cleaning the beach. Activity Book
station for kids with something to say. Today,
Is Stella picking up rubbish?
we’re talking about … what we do at the Page 65 Activity 5. Track 6:24
Yes, she is.
seaside. Our first speaker is … Carlton.
Is Fred dropping rubbish? Grandma: What are you doing?
Carlton: Hi.
No, he isn’t. Girl: We’re eating ice creams.
DJ: Hi. Welcome to Kids Can! Talk.
Carlton: Thank you. Grandma: Is your dad wearing a hat? The
Activity Book DJ: Where do you live, Carlton? sun is very strong.
Carlton: I live in New York City, in the USA. Girl: Yes, he is. He’s wearing a hat,
Page 60 Activity 3. Track 6:16 sunglasses and sun cream.
DJ: And are you calling from the city centre?
Interviewer: Hello, Sophia. How are you? Carlton: No, I’m not. I am calling from Grandma: Are you going to the funfair?
Sophia: I’m feeling great, thank you. Coney Island. Coney Island is a part of New Girl: No, we aren’t. We’re going to
Interviewer: Can I ask you some questions York by the sea. And – wow – there’s a lot to the aquarium.
about rubbish? see and do here.
Sophia: Yes, of course. DJ: What are you doing there today? Unit 6 Kids Can! Project
Interviewer: Do you drink water from Carlton: Right now, I’m listening to Kids Can!
plastic bottles? Pupil’s Book
Talk. I’m wearing my headphones. I’m eating
Sophia: No, I don’t. I don’t use some candy floss. And I’m going to the funfair. Page 71 Activity 2. Track 6:25
plastic bottles. DJ: To the funfair? This is a photo of me. I’m on the beach.
Interviewer: Have you got a bottle you Carlton: Yeah, I love the funfair. I’m not making a sandcastle. I’m wearing
can reuse? DJ: I think everyone loves the funfair. red swimming shorts but I’m not wearing
Sophia: Yes, I have. It’s pink and orange. Carlton, can you send me a postcard? sunglasses.
I love it. Carlton: Yes, of course, I can send you a This is a photo of me and my sister. We’re
Interviewer: Do you drink juice from postcard. My pleasure. sitting on a towel, under a beach umbrella.
a carton? DJ: Okay. Thanks for talking to me. If you are She’s reading a book and I’m eating a
Sophia: Yes, I do. But the cartons have got at the seaside today or on the beach, give sandwich.
straws in them. That’s bad! me a call at Kids Can! Talk.
Interviewer: Do you drink fizzy drinks from
a can? REVIEW 3
Sophia: Yes, I do. Sometimes. Unit 6 Lesson 7
Pupil’s Book
Interviewer: And so my last question is … Pupil’s Book
Do you recycle your rubbish? Page 72 Activity 1. Track 6:26
Sophia: Yes, I do. I recycle cartons, straws, Page 69 Activity 2. Track 6:19 A trip to the beach
fizzy drinks cans … everything! Assistant: Hello. Can I help you? 1 Mum: It’s half past six in the morning. It’s
Interviewer: OK. That’s it. Thank you. Harry: Yes. I’d like this postcard and a pen, time to get up.
Sophia: You’re welcome. please. Ginger: I don’t get up at half past six.
Assistant: A black, blue or red pen? 2 Mum: Today is a special day.
Harry: Blue, please. Fluffy: Where are we going?
Assistant: Do you need a stamp? Mum: We’re going to the beach!
Harry: Yes, I do. How much is it? 3 Ginger: Wow! The beach is beautiful.
Fluffy: Let’s make a sandcastle.

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 Audioscript A

4 Ginger: Look, Mum. I’m wearing FESTIVALS – WORLD FESTIVALS – PANCAKE DAY
sunglasses.
Fluffy: Hey, don’t drop litter. WILDLIFE DAY Pupil’s Book
Mum: Come with me, kittens. I’ve got a Pupil’s Book Page 78 Activity 2 and 3. Track 6:39 /
surprise for you. Track 6:40
5 Ginger: Wow! The Big Wheel. Page 76 Activity 1. Track 6:33
Fluffy: Can we go to the top? 1 hippo, 2 elephant, 3 lion, 4 cheetah, Let’s make pancakes!
6 Ginger: It’s amazing! 5 rhino, 6 giraffe Dad: We need some flour.
Fluffy: It’s so beautiful up here! We need some eggs.
Fluffy: Thanks, Mum. This is a great Page 76 Activity 2 and 3. Track 6:34 / Boy: I’ve got some flour.
I’ve got some eggs.
day out! Track 6:35
7 Fluffy: Ginger goes to bed at ten o’clock. Dad: We need some butter.
Come on safari! We need some milk.
Look! He’s tired.
Come on safari Girl: I’ve got some butter.
Mum: Come on then, kittens. Let’s go
For World Wildlife Day! I’ve got some milk.
home.
We can see lots of animals! Dad: I’ve got a bowl, a frying pan and
Ginger: What a wonderful day.
Hey! Hey! Hey! a spoon.
Let’s make pancakes this afternoon.
FESTIVALS – THANKSGIVING On safari, what can you see? All: Yes, let’s make pancakes this afternoon.
Pupil’s Book There’s a lion climbing a tree.
Page 78 Activity 4. Track 6:42
Page 74 Activity 2 and 3. Track 6:27 / On safari, what can you see?
Track 6:28 There’s a cheetah behind a tree. 1 Who says, ‘I’ve got a lemon.’?
2 Who says, ‘I’ve got a spoon.’?
Thanksgiving Day 3 Who says, ‘I’ve got some flour and eggs.’?
Thanksgiving Day is a special day On safari, what can you see?
There’s a hippo swimming in front of a tree. 4 Who says, ‘I’ve got some butter and milk.’?
when people say … Thank you!
Thank you for the sunshine, Page 79 Activity 6. Track 6:43
thank you for the clouds and the trees, On safari, what can you see?
thank you for the flowers, There’s an elephant blowing at me! Arggh! First, mix the flour, the eggs and milk in
thank you for the birds and the bees. a bowl.
I am grateful for all these things. Page 76 Activity 4. Track 6:36 Next, cook some mixture in a frying pan
Thank you for my favourite things. 1 Who says ‘I’m grey and I’ve got horns’? with butter.
2 Who says ‘I’ve got small ears and I can Then, throw the pancake and fry the
Page 74 Activity 4. Track 6:30 swim’? other side.
3 Who says ‘I’ve got lots of brown fur and Finally, eat the pancake with your
1 Who says, ‘Look at that cloud.’? favourite filling.
2 Who says, ‘Hello, bees!’? big teeth’?
3 Who says, ‘I like flowers.’? 4 Who says ‘I’m grey and I’ve got a long
nose’? Page 79 Activity 7. Track 6:44
4 Who says, ‘I love trees.’?
5 Who says, ‘Listen to that bird.’? 5 Who says ‘I’ve got black and orange fur. 1 Mum: First, mix the ingredients in a bowl.
6 Who says, ‘This sunshine feels good.’? I can run fast’? Next, fry some mixture in the frying pan.
6 Who says ‘I’m very tall’? 2 Mum: Then, toss the pancake in the
Page 75 Activity 6. Track 6:31 air and …
Page 77 Activity 6. Track 6:37 3 Ginger: Oh, no!
Thank you for my favourite things. Fluffy: Whoops!
my dog Happy Birthday
my friends Look after animals!
football Lots of love,
the rain Paula
superheroes
I am grateful for all these things. Page 77 Activity 7. Track 6:38
1 Fluffy: I’ve got a card for you, Mum.
Page 75 Activity 7. Track 6:32 Mum: Oh, thank you, Fluffy. It’s a cheetah.
1 Mum: Kittens. It’s time for lunch. 2 Ginger: I’ve got a present for you, Mum.
Ginger: Look at my Thanksgiving Mum: Oh, thank you, Ginger. What is it?
scroll, mum. 3 Ginger: It’s a lion! Roar!
2 Mum: Thank you for my favourite things. Fluffy and Mum: Arggh!
Big fish. Small fish. Long fish. Short fish. Mum: Oh Ginger!
Ginger: We like fish.
3 Mum: We’ve got small fish for lunch.
Fluffy: Mmm. Thank you, Mum.
Ginger: Thank you for everything you do,
Mum. We’re very grateful.

Curious Kids 3 © Macmillan Education Limited 2023 185

 V Videoscript
Starter Unit Lesson 1 Unit 1 Lesson 1 Emma: Wow! Thank you. It’s fantastic! This
can be a football pitch.
PB Page 4 Activity 2 PB Page 8 Activity 1
Boy: And this can be a gym, with a
Presentation video Presentation video basketball court.
Ed: Hi! My name’s Ed. I’m nine. Ed & Harry: Hi! 5 Mrs Wilson: Thank you for helping to
Sophia: Hello! I’m Sophia. I’m eight. Sophia: Hello, everyone! We’re at school in make the sports centre.
Ed: We’re the Curious Kids! quiz team. Every the computer room. We’re waiting to find Boy: We can use this on the basketball
month we do an online quiz at school. out the theme of the next Kids Can! Quiz. court.
Sophia: It’s called the Kids Can! Quiz. It’s fun! Harry: I’m excited! Emma: We can use this to make a
Why don’t you do it, too? Sophia: Me too! I hope the theme badminton net.
Ed: My name’s Ed. I’m nine years old. I live is technology. 6 One month later.
at 33 Market Road. This is my mum. This is Harry: I hope the theme is animals Emma: The sports centre is ready!
my dad. I haven’t got any brothers or sisters, or music. Boy: It’s fantastic! We do gymnastics.
which is OK. I like animals, and I’m curious Ed: Here we go. Shhh! Mrs Wilson: I go running!
about sport and music. I’ve got two fish The Quiz: Hello Quiz Teams. It’s time to find 7 Emma: Now all the children in the village
and a dog. My favourite day is Wednesday. out the theme of the next Kids Can! Quiz. use the new sports centre.
My favourite object is my football. And my The theme … of the next Kids Can! Quiz. … Mrs Wilson: And the adults, too!
favourite place is the park. is … sport! So now you know. The theme of Emma: Let’s play football!
Sophia: My name is Sophia. I’m eight years the next Kids Can! Quiz is sport. Find out as 8 Boy: We’re very happy with the sports
old. I live at 44 Forest Road. This is my mum. much as you can about different types of centre. It’s a safe place to do sport.
This is my dad. And this is my brother. I sport. Where can you do sport? Good luck Emma: We don’t play football in the street
like animals, but I haven’t got a pet. My with your research and remember to work any more. Thank you, Mrs Wilson. Thank
favourite object is my laptop. I’m curious together! you, everyone!
about technology and sport. My favourite Ed: Sport! Great. I’m sporty. I love sport.
day is Saturday. And my favourite place is Sophia: I like sport, too. I run, I swim and Unit 1 Lesson 4
the library. I ride my bike.
Harry: Hmm. I’m not very sporty.
PB Page 12 Activity 1
Cross-curricular video
Starter Unit Lesson 4 Sophia: Don’t worry. We can work together
and help each other. Sport is a great way to do physical exercise.
PB Page 7 Activity 3
Harry: Yes, we’re a team! It’s important to do some physical exercise.
Quiz video Ed: So how can we prepare for the quiz? Some people play football, basketball or
Ed, Sophia & Harry: Hi! How can we find out about sports? hockey. Some people walk, run or ride a
Ed: We’re here, at the computer. The quiz is Harry: Hmm. We can talk to people about bike. Some people do judo or gymnastics.
about to begin. the sports they do. Some people swim. And some people … do
Harry: It’s very exciting. Sophia: We can go to a sports centre. yoga. When you do yoga, you don’t move
Ed: We’ve got a pen and some paper to Ed: And we can use the computer to quickly. You move your body slowly. You
write our answers. We’re ready. find out about sports people do in hold your body in different positions, like
Sophia: OK. It’s starting. other countries. these. These positions help exercise muscles
Ed: Good luck, everyone. Harry: That’s a great idea, Ed! in different parts of your body. Some yoga
Sophia: And remember! Work together as Sophia: Come on! Let’s go to the sports positions have got the names of animals
a team. centre now. We can play football. and things from nature. This position is
The Quiz: Five … Four … Three … Two … Harry: Do you know, judo is very popular called The Tree. You stand on one leg. This
One … in Japan? position is called The Rainbow. You bend to
Welcome to The Kids Can! Quiz about letters Sophia: Is it? You see, Harry, you know a lot the left and then to the right. And can you
and numbers! about sports! guess the name of this position? It’s called
Question 1. Can you write a day of the week Ed: Let’s watch people doing judo at the the Butterfly. You sit on the floor. Why don’t
with these letters? sports centre. you try some yoga? It’s good for your body
Question 2. Which letters rhyme with Ee? and your concentration. You can do yoga on
Write five. Unit 1 Lesson 3 your own or with friends. You can do yoga
Question 3. How do you spell 80? at home, at school, in a park or at a sports
PB Pages 10–11 Activity 2
Question 4. What’s the next number? centre. Why don’t you do some yoga today?
Story animation
Question 5. How many letters are in the
English alphabet, 22, 24 or 26? A new sports centre Unit 1 Lesson 7
Question 6. How many numbers are in 1 Emma: Hi. I’m Emma. I’m very sporty. At
school, I do judo. I play football on the
PB Page 15 Activity 1
the picture?
school football pitch. But at the weekend Communication video
PB Page 7 Activity 4 my school is closed so I play football in Ed: This is our classroom. Our teacher is
the street. called Ms Watson.
Quiz video (answers)
2M  r Brown: Hey, kids! Don’t play in Ed: This is the dining room where we
Sophia: Do you think we did well? the street. eat lunch.
Ed: Let’s watch the answers and find out. Emma: Sorry, Mr Brown. Ed: And this is the gym. We play basketball
The Quiz: The Kids Can! Quiz about letters Mr Brown: It’s dangerous to play in here. Do you like sport?
and numbers. The answers. the street. Jane: Yes, I do! I like swimming and running.
The Quiz: See you at the next 3 Mrs Wilson: Oh, dear! Emma, you and Ed: I love sport! We do lots of sports
Kids Can! Quiz. your friends need a safe place to do sport. at school.
Harry: We did quite well! Emma: But where, Mrs Wilson? School is Ed: And here’s the playground. We play
Ed: How did you do? closed and there isn’t a park. football in the playground.
Sophia: We’ll see you again soon for the Mrs Wilson: I’ve got an idea. Come Jane: I love football!
next Kids Can! Quiz. with me. Ed: And this is Sophia.
All: Bye! 4 Mrs Wilson: You can make a sports Ed: Sophia, this is Jane. She’s new here.
centre here. Sophia: Welcome to our school, Jane.

186 Curious Kids 3 © Macmillan Education Limited 2023

 Videoscript V

Jane: Thanks! So now you know. The theme of the next Raccoon: Your tail is beautiful. It’s got
Sophia: Do you play badminton? Kids Can! Quiz is animals. Find out as much amazing scales.
Jane: Sometimes. as you can about different animals. What Chameleon: Thank you!
Sophia: Why don’t you come to the do they look like? What can they do?
badminton club? What is … amazing about animals? Good Unit 2 Lesson 4
Jane: Yes, OK. When is it? luck with your research and remember to
PB Page 22 Activity 1
Sophia: It’s on Thursday, after school. work together!
Jane: Great! Thanks. Sophia: Animals! Great. I like animals. Cross-curricular video
Harry: I love animals. There are many different types of animals
Unit 1 Lesson 8 Ed: Me, too. Everyone loves animals. in the world: birds, insects, fish, mammals
Harry: So, how can we prepare for the quiz? and reptiles. Let’s look at just two types
PB Page 16 Activity 2 of animals: mammals and reptiles. These
How can we find out more about animals?
Quiz video Sophia: We can read a story about animals. animals are mammals: the leopard, the
Ed, Sophia & Harry: Hi! Ed: We can … talk to a vet. horse and the squirrel. These animals are
Ed: The Kids Can! Quiz is about to begin. Harry: We can find out about different reptiles: the crocodile, the chameleon and
Sophia: We’re on a computer at school. types of animals at the wildlife park. the snake. What’s the difference between
Ed: We’ve got a pen and paper to write Harry: Excellent ideas. mammals and reptiles? Let’s have a look.
our answers. Sophia: What’s your favourite animal? Mammals have got fur or hair. Reptiles have
Sophia: We’re ready! Ed: Hm. The elephant, I think. got scales. Mammals have got warm blood.
Harry: It’s very exciting. Sophia: That’s my favourite animal, too. Reptiles have got cold blood. Most reptiles
Sophia: Good luck, everyone! I love elephants! lay eggs. Most mammals don’t lay eggs.
Ed: Remember! You’re a team. Work together. Harry: Do you know that elephants can Mammals have live babies. Mammals produce
The Quiz: Five … Four … Three … Two … sleep standing up? milk. Baby mammals drink their mother’s
One … Ed: No!? milk. Reptiles don’t produce milk. This animal
Welcome to The Kids Can! Quiz about sport! Sophia: Really? is a raccoon. It’s a mammal. It’s got fur. It’s
Question 1. Can you name these sports Harry: It’s true. Elephants can sleep got warm blood. It doesn’t lay eggs. Baby
from the equipment? standing up. raccoons drink their mother’s milk. This animal
Question 2. Complete these sentences. Ed: That’s amazing! is a turtle. It’s a reptile. It’s got scales. It’s got
Question 3. Listen and name these Sophia: Come on. Let’s go to the cold blood. It lays eggs. It doesn’t produce
three sports. wildlife park. milk for its babies. Are there any amazing
Question 4. When you play ice hockey, what Harry: OK. Let’s take the binoculars! mammals and reptiles in your country?
do you wear on your feet? Ed: Great idea!
Question 5. What are the names of these Unit 2 Lesson 7
two yoga positions? Unit 2 Lesson 3 PB Page 25 Activity 1
Question 6. Find and write six sports words.
PB Pages 20–21 Activity 2 Communication video
PB Page 16 Activity 3 Story animation Harry: This is where I leave food for the
Quiz video (answers) The chameleon’s tail hedgehog in winter.
1 Racoon: My tail is amazing. Look. It’s got Sophia: What does he eat?
Harry: So how do you think we did? Harry: We give him special biscuits. He also
beautiful fur.
Sophia: Let’s watch the answers and eats insects and snails. And we give him
Peacock: My tail is amazing, too. Look. It’s
find out. water to drink.
got colourful feathers.
The Quiz: The Kids Can! Quiz about sport. Harry: Hedgehogs eat at night and sleep in
2 Raccoon: Chameleon’s tail isn’t amazing.
The answers. the day!
Peacock: Chameleon’s tail has got boring
The Quiz: See you at the next Kids Can! Quiz. Sophia: Do you feed other animals?
scales.
Ed: I think we did quite well! Harry: Yes. This is where I feed the birds. I’ve
Chameleon: Boring scales? My scales are
Sophia: How did you do? got some seed for them.
NOT boring.
Harry: We’ll see you again soon for the next Sophia: Look at that bird over there.
3 Chameleon: Let’s play hide-and-seek.
Kids Can! Quiz. Harry: Where?
Raccoon: Great. I love hide-and-seek.
Ed: Bye for now. Sophia: Over there, next to the tree. It’s got
Peacock: Me too. Let’s hide. Chameleon,
Sophia: Bye! yellow and blue feathers.
count to 50 and then try to find us.
4 Chameleon: … 48, 49, 50. Harry: I see it. It’s amazing.
Unit 2 Lesson 1 Chameleon: I can see you. Raccoon, Sophia: What type of bird is it?
PB Page 18 Activity 1 you’re behind the rock. Peacock, you’re Harry: I don’t know. We can find out in my
Presentation video behind the tree. book of birds.
Ed: Hi. Chameleon: Now it’s my turn to hide.
Sophia: Hello, everyone! 5 Peacock: … 47, 48, 49 and 50. Unit 2 Lesson 8
Harry: Today we’re at my house. This is my Peacock: Where’s Chameleon? PB Page 26 Activity 2
Raccoon: I don’t know.
dad’s tablet. We’re waiting to find out the
6 Peacock: We can’t see you, Chameleon.
Quiz video
theme of the next Kids Can! Quiz. Ed, Sophia & Harry: Hello everyone!
Sophia: I hope the theme of the quiz is Where are you?
Chameleon: I’m here. Look. My scales are Ed: We are here with the tablet. The quiz is
technology. I like technology. about to begin.
Harry: I like art and music. green and yellow.
Chameleon: I can change colour to hide. Sophia: It’s very exciting.
Ed: I prefer sport. Ed: We’ve got a pen and some paper to
Sophia: The last quiz was about sport. It’s called camouflage.
7 Chameleon: See. Now my scales are write our answers. We’re ready.
Harry: Here we go. It’s starting. Harry: OK. It’s starting.
The Quiz: Hello Quiz Teams. It’s time to find orange and brown.
Raccoon: That’s … amazing. Ed: Good luck, everyone!
out the theme of the next Kids Can! Quiz. Sophia: Remember! Spelling is important.
The theme … of the next Kids Can! Quiz … Peacock: Wow!
8 Peacock: We’re sorry for being unkind, The Quiz: Five … Four … Three … Two …
is … animals! One …
Chameleon. Your tail isn’t boring.

Curious Kids 3 © Macmillan Education Limited 2023 187

 V Videoscript

Welcome to The Kids Can! Quiz about Harry: We can read a story about how This is Juanjo. He’s from Spain. His favourite
animals! technology can help people. subject at school is music. He uses a computer
Question 1. Can you name these two Sophia: And we can talk to people who to listen to songs and music from different
amazing animals? work with technology. countries. His computer has got a keyboard
Question 2. Can you name these two Sophia: There’s a library in town – it’s my and a mouse. And with headphones his music
amazing reptiles? favourite place! Why don’t we go there and doesn’t disturb other people.
Question 3. What’s this sound? find out more about technology? This is Eduardo. He’s from Brazil. His
Question 4. Look at these words. Which Ed: That’s an excellent idea. It’s got new favourite subject at school is English. He
three animals are mammals? computers. My auntie works there, she’s a uses a tablet to watch videos and films in
Question 5. Write these sentences. librarian. English. Eduardo also uses headphones.
Complete with feathers, scales or fur. Harry: Come on then. Let’s go. Ling, Juanjo and Eduardo live in three
Question 6. Write five more animals. Harry: Er, Sophia. Don’t forget to turn your different countries … but they are friends.
laptop off! They write and talk to each other in English,
PB Page 26 Activity 3 Sophia: Oh yeah. You’re right. on their computers. Together they are doing
Quiz video (answers) a school project about different countries.
Harry: Phew, that was a bit difficult! Unit 3 Lesson 3 They are learning about life in Vietnam,
Brazil and Spain.
Sophia: Yes, and how do you spell PB Pages 32–33 Activity 2
What do you learn on a computer or tablet?
rattlesnake? Story animation
Ed: With double-T, I think. Let’s watch the
Good neighbours, good friends Unit 3 Lesson 7
answers and find out!
1M  r Grundy: Hey, Jessie. Why don’t you
The Quiz: The Kids Can! Quiz about animals.
climb a tree in the park or do some sport?
PB Page 37 Activity 1
The answers. Communication video
Jessie: We like technology, Mr Grundy.
The Quiz: See you at the next Kids Can! Quiz.
Technology is great. Sophia: Mum, can I use your tablet, please?
Harry: How did we do?
Mr Grundy: Come on, Molly. Mum: Why? What do you want to do?
Sophia: 35, 36, 37. I think we’ve got
2O  ne week later. Sophia: I want to find out about robots. It’s
37 points.
Jessie: Mum, what’s the matter with for a school project.
Ed: That’s quite good.
Mr Grundy? Mum: Robots! That’s interesting. Here
Sophia: I think it’s very good.
Mum: He’s very sad. He can’t find his dog. you are.
Harry: Chameleon is a difficult word
Jessie: Is Molly missing? That’s terrible. Sophia: Um! I can’t remember the password.
to spell.
3 J essie puts a photo of Mr Grundy’s dog Mum: 42, 53, 64
Ed: And rattlesnake, too.
on a website called MISSING PETS. Sophia: 42, 53, 64. Thank you.
Sophia: How did you do? Did you make any
4 T he next day. Mum: Stay in the living room, please.
spelling mistakes?
Dad: Jessie, there’s someone on the Sophia: I know! No screens in the bedroom.
Harry: We’ll see you again soon for the next
telephone for you. Mum: We can go to the Science Museum at
Kids Can! Quiz.
Jessie: Who? the weekend to help you with your robot
Ed: Bye for now.
Dad: A boy. He says he’s got information project.
Sophia: Bye!
about Molly. Sophia: Ooh great! I love the Science
5 L ater, Jessie visits Mr Grundy with Museum. Here it is.
Unit 3 Lesson 1 her laptop. Mum: You can find out more about
PB Page 30 Activity 1 Jessie: Look, Mr Grundy. This is Jacob. He technology for your quiz, too.
Presentation video lives in a different part of the city. Sophia: Can I invite Ed and Harry?
Mr Grundy: Hello, Jacob. Mum: Yes, of course! Why don’t you write
Sophia, Harry & Ed: Hi.
Jacob: Hello, Mr Grundy. I’ve got good to them now and ask them if they want
Ed: Today we are at Sophia’s house, waiting
news for you! to come?
to find out the theme of the next quiz.
6M  r Grundy can’t believe his eyes. He’s very Sophia: OK!
Sophia: This is the laptop my family
happy to see Molly.
use – my mum, my dad, my brother and me.
We share it.
7 T he next day, Jacob brings Molly home. Unit 3 Lesson 8
Mr Grundy: Thank you, Jacob. And thank
Sophia: I hope the theme is technology. PB Page 38 Activity 2
you, Jessie. Technology is great. It can
Harry: Get ready. It’s starting. Quiz video
help people find missing pets.
The Quiz: Hello, Quiz Teams. It’s time to find
8N  ow Jessie and Mr Grundy are Ed, Sophia & Harry: Hello, everyone.
out the theme of the next Kids Can! Quiz.
good friends. Ed: It’s nearly time for the quiz to start.
The theme … of the next Kids Can! Quiz
Jessie: I like going for walks in the park Harry: We’ve got everything we need.
… is … technology! So, now you know.
with you and Molly! Sophia: And I’m very excited because
The theme of the next Kids Can! Quiz is
And sometimes Jessie helps Mr Grundy to this quiz is about technology, my
technology. Find out as much as you
use his new tablet. favourite subject.
can about technology. Technology is
Harry: Hey! It’s starting.
everywhere! It’s in your school. It’s in your
Unit 3 Lesson 4 Ed: Good luck, everyone! Remember to
home. It’s in the street. How do people
listen to everyone in your team!
use technology? How does technology PB Page 34 Activity 1 The Quiz: Five … Four … Three … Two …
help us? Good luck with your research and Cross-curricular video One …
remember to work together!
Today, children all around the world use Welcome to The Kids Can! Quiz about
Sophia: Yes! I’m so excited. That’s my
computer technology to learn. technology!
favourite subject. I love technology.
This is Ling. She’s from Vietnam. Her Question 1. Can you name these objects?
Ed: So, how can we find out more about
favourite subject at school is natural Question 2. Which two afterschool clubs are
technology?
science. She uses a tablet to find out about about technology?
Harry: We can use a laptop!
animals in different countries. Her tablet has Question 3. Listen. Write these activities in
Sophia: Very funny.
got a touchscreen. the order you hear them.
Ed: Seriously. We can! We can use the
Question 4. Which activities can you do with
internet to find out how technology helps
a computer?
people around the world.

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 Videoscript V

Question 5. Order the letters and write Harry’s dad: Carrots. Would you like a slice? This is Robert. He’s allergic to peanuts. He
the sentences. Harry & Sophia: Mmm. Yes, please. can’t eat peanuts. Peanuts make Robert
Question 6. Find and write words Harry’s dad: Ed? very ill.
about technology. Ed: No, thank you. I don’t like carrots. This is Claire. She’s allergic to prawns and
Harry’s dad: Really? Today I’m making a fish. She can’t eat prawns and fish. Prawns
PB Page 38 Activity 3 new recipe. You can try it. and fish make Claire very ill.
Quiz video (answers) Harry’s dad: I’m going to the food market Other people are allergic to nuts, eggs,
later. Would you like to come? tomatoes, wheat, corn, celery or milk. When
Harry: So how do you think we did?
Ed, Harry and Sophia: Yes, please. We can you’re allergic to a food, you can’t eat it.
Ed: I don’t know. Do you spell headphones
help you! But how do you know what’s in the food
with ‘F’ or ‘PH’?
you eat? Does this pasta dish contain
Sophia: With PH.
Harry: And how do you spell keyboard? Unit 4 Lesson 3 tomatoes? Does it contain wheat or
prawns? It’s important to look at the labels
Sophia: K-E-Y-B-O-A-R-D PB Pages 42–43 Activity 2
on packets. Food labels give us information
Ed: So, I think we did quite well. Let’s watch Story animation about the ingredients.
and find out! The secret ingredient This is Paula. Paula loves good healthy food,
The Quiz: The Kids Can! Quiz about 1 Dan: Oh, no! It’s closed. but she’s allergic to milk and dairy products.
technology. The answers. Child neighbour 1: Why? So, she can’t eat anything with milk.
The Quiz: See you at the next Kids Can! Quiz. Caretaker: Because the swimming pool This is Adam. Adam is Paula’s brother. He
Sophia: We did well! How did you do? isn’t safe. loves good healthy food, too. Adam’s lucky.
Harry: We’ll see you again soon for the next 2 Dan: It’s terrible, Grandma. The pool isn’t He isn’t allergic to any food!
Kids Can! Quiz. safe, but the village hasn’t got the money When Paula and Adam go to the
Ed: Bye for now. to repair it. supermarket with their parents, they look at
Sophia: Bye! Grandma: That is terrible. the labels on food, because it’s important to
Grandma: Do you want a homemade ice know what’s in the food you eat.
Unit 4 Lesson 1 lolly, Dan? This cake contains milk, wheat and nuts.
PB Page 40 Activity 1 Dan: Mmm. This is delicious. This pasta contains tomatoes, cheese,
Presentation video 3 The next day. wheat and corn.
Dan: Grandma, what’s in your ice lollies? What’s in the food you eat? Next time you
Harry: Hi, there. This is my kitchen. Ed and
Grandma: Fruit juice and yoghurt and … go to the supermarket, look at the labels.
Sophia are here.
a secret ingredient. Why?
Sophia: Hi.
Dan: I think your ice lollies can help Unit 4 Lesson 7
Ed: Hello.
the community!
Harry: I’ve borrowed my dad’s tablet so
4A t the weekend, it’s hot and sunny.
PB Page 47 Activity 1
we can find out the theme of the next Communication video
Dan opens an ice lolly shop in his
Kids Can! Quiz.
grandma’s garden. Ed: I’m hungry!
Sophia: Wow. This cake looks and
Adult neighbour: This is a great Jane: Me, too!
smells delicious.
idea, Dan! Ed: Let’s see what’s for lunch today.
Ed: I wonder what’s in it.
Child neighbour 2: These lollies Jane: Chicken and rice or pasta with salad.
Sophia: Carrots, I think.
are delicious. Ed: Mmm! I want chicken and rice.
Ed: Carrots? I don’t like carrots.
Child neighbour 1: They’re fantastic! Jane: I want pasta with salad. I love salad.
Sophia: Carrots contain Vitamin A. They’re
5 One week later. Ed: And there’s ice cream for dessert!
good for you!
Dan: What flavour do you want? School chef: Would you like an ice cream?
Harry: OK. Get ready. It’s starting!
Girl: My mum likes strawberry. My dad Ed: Yes, please.
The Quiz: Hello, Quiz Teams! It’s time to find
likes lemon. I like apple. School chef: What flavour would you like?
out the theme of the next Kids Can! Quiz.
Dan: Here you are. That’s £4.50, please. Ed: Can I have peach, please?
The theme … of the next Kids Can! Quiz …
6 One month later. School chef: I’m sorry. I haven’t got any
is … food and drink!
Journalist: What are the ingredients of peach ice cream today. You can have lemon,
So now you know. The theme of the next
your ice lollies, Mrs Jones? strawberry or vanilla.
Kids Can! Quiz is food and drink. Find out as
Grandma: Fruit juice and yoghurt. Ed: Vanilla, please.
much as you can about different types of
Journalist: And what’s the School chef: Here you are!
food and drink. What’s your favourite food?
secret ingredient? Ed: Thank you.
Is it healthy? Or is it bad for you? What’s
Dan: We can’t tell you. It’s a secret!
in the food we eat? Good luck with your
research and remember to work together!
7B OY MAKES AND SELLS ICE LOLLIES TO Unit 4 Lesson 8
REPAIR PUBLIC SWIMMING POOL.
Ed: Food and drink! What a great theme. PB Page 48 Activity 2
8O ne year later. It’s the first day of the
Everyone likes food and drink.
summer holiday. The swimming pool is Quiz video
Sophia: Mmm. I’m hungry. Ed: Hi there. Where are Harry and Sophia?
safe and everyone can swim.
Harry: So, how can we prepare for the quiz? They’re not here and it’s almost time to do
Dan: Thanks for your recipe, Grandma.
Ed: We can talk to the cook at school. He The Kids Can! Quiz.
Grandma: You’re welcome, Dan. I’m
knows a lot about food. Sophia & Harry: Happy Birthday to you.
happy to help the community. I’m going
Harry: We can watch a video about food on Happy Birthday to you. Happy Birthday dear
home now to make a cake … with our
the tablet. Ed. Happy Birthday to you.
secret ingredient.
Sophia: We can talk to quiz teams in other Ed: Ooh. Thanks, Harry. Thanks, Sophia.
countries about the food they eat.
Ed: Yes, that’s a good idea. Unit 4 Lesson 4 Chocolate and strawberry. My favourite.
Sophia: And no nuts.
Harry: And we can ask my dad. PB Page 44 Activity 1 Harry: Let’s eat it, now.
Harry’s dad: Ask me what? Cross-curricular video Ed: We can’t. Look! The quiz is about
Harry: Ask you questions about food Food! It gives us energy. It gives us to begin.
because you’re a good cook. nutrients, vitamins and minerals. And … it Sophia: Good luck everyone.
Ed: I’ve got a question. What’s in this cake? tastes good. But … some people are allergic The Quiz: Five … Four … Three … Two …
to some foods. One …

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 V Videoscript

Welcome to The Kids Can! Quiz about food Ed: And we can read a story about children with his parents. David’s older sister lives in
and drink! with different routines. Buenos Aires, in Argentina. David’s grandad
Question 1. Can you name these foods? Sophia: Let’s go and interview our friends lives in Sydney, in Australia. And David’s got
Question 2. Complete these sentences. and neighbours. Let’s find out about their a friend called Saku. She lives in Tokyo, in
Question 3. Name the foods. routines. Japan. When David wants to speak to his
Question 4. Complete the sentence. Ed: I can’t now. I’ve got to take Tiger for a sister, his grandad or his friend, he thinks …
Question 5. Order the letters to write three walk. A walk in the park is part of his daily David: Hmm. What’s the time in Tokyo or
types of cake. routine. But you can come, too. Buenos Aires or Sydney? Is it daytime or
Question 6. Write a menu with healthy dishes. Sophia: Great! night time? In Buenos Aires, it’s four o’clock
Ed: Come on Tiger. in the afternoon. At four o’clock, my sister
PB Page 48 Activity 3 finishes work and goes home. In Tokyo, it’s
Quiz video (answers) Unit 5 Lesson 3 four o’clock at night. At four o’clock at night,
Saku is asleep. In Sydney, it’s six o’clock in
Harry: So how do you think we did? PB Pages 54–55 Activity 2
the morning. At six o’clock in the morning,
Ed: I don’t know? Has allergic got one L Story animation my grandad gets up and has breakfast. I’m
or two? Julia and Juan going to call my sister.
Sophia: Two. 1 In the afternoon, after school.
Harry: Yes, two. A–double L–E–R–G–I–C. Do you speak to family and friends in
Mum: Hello, Julia. What’s the matter?
Ed: Let’s watch the answers and find out! different time zones?
Julia: Mum, I hate going to school on the
The Quiz: The Kids Can! Quiz about food bus. It’s boring. It’s the same every day.
and drink. The answers. 2 Later. Unit 5 Lesson 7
The Quiz: See you at the next Kids Can! Quiz. TV Narrator: This is Juan. He lives in PB Page 59 Activity 1
Ed: I think we did quite well!
Sophia: How many answers did you guess?
the mountains of Bolivia. He gets up at Communication video
five o’clock every morning.
Were they right? Harry: Ed! Where are you going?
Julia: Five o’clock! That’s very early.
Harry: We’ll see you again soon for the next Ed: I’ve got judo club at four o’clock. See
3 TV Narrator: Juan helps his father in
Kids Can! Quiz. you tomorrow!
the field. At six o’ clock he has breakfast.
Ed: Bye for now. Harry: OK! Bye! Remember – it’s the
A bowl of soup.
Sophia: Bye! quiz tomorrow!
Julia: Soup for breakfast! That’s strange.
Ed: Oh yes! Bye!
4 TV Narrator: Then Juan goes to school.
Jane: Hi, Ed! How are you?
Unit 5 Lesson 1 He walks five kilometres through the
Ed: Fine, thanks.
PB Page 52 Activity 1 jungle. Wild animals and snakes are
Jane: What’s the time?
Presentation video everywhere. Juan doesn’t like snakes.
Ed: It’s half past five.
Julia: Wow! The jungle is amazing! But
Sophia: Hello everyone. Jane: Oh, no! I’m late for chess club. I’ve got
I don’t like snakes.
Harry: Hi. to go.
5 TV Narrator: Juan crosses a river but the
Ed: Hello. Ed: OK. Don’t forget! It’s Friday tomorrow.
bridge is broken. It’s very dangerous.
Sophia: It’s almost time. We’ve got football practice at six o’clock.
Julia: Oh, no! Don’t fall.
Harry: Yes, it’s almost time to find out the Jane: I know! See you tomorrow.
6 TV Narrator: On the other side of the
topic of the next Kids Can! Quiz.
river, Juan climbs some rocks. Today Juan
Ed: Today we’re in my house. This is the
gets to school at eight o’clock. School Unit 5 Lesson 8
laptop I use to do my homework. This is a PB Page 60 Activity 2
starts at 8:30, so he can play with his
photo of my family.
Ed: This is my dog. He’s called Tiger.
friends for 30 minutes. Quiz video
Friends: Hi, Juan! Harry & Sophia: Hello, everyone!
Sophia: Ed!
7 Juan: My journey to school is long and Harry: It’s nearly time for The Kids Can! Quiz
Ed: Yes. Sorry.
dangerous. But school is important. I’m to start.
Sophia: It’s starting.
happy to go to school and learn. One day Sophia: Ed’s not here.
The Quiz: Hello, Quiz Teams. It’s time to find
I want to be an engineer and make strong Harry: We can do the quiz without him.
out the theme of the next Kids Can! Quiz.
bridges. Ed: I’m late. I’m sorry. … Sorry. I’m late.
The theme … of the next Kids Can! Quiz …
8 T he next morning, before school. Harry: It’s starting.
is … time and routines! So now you know.
Julia: I’m very happy to go to school, today. Ed: Good luck, everyone!
The theme of the next Kids Can! Quiz is
Mum: On the bus? Sophia: Remember to make decisions
time and routines. Find out about the daily
Julia: Yes. The bus is perfect. Lots of together as a team.
routines of people. What do they do every
children can’t go to school by bus. The Quiz: Five … Four … Three … Two …
day and at what time? Are their routines
the same as yours? Good luck with your One …
research and remember to work together! Unit 5 Lesson 4 Welcome to The Kids Can! Quiz about time
Ed: Time and routines! PB Page 56 Activity 1 and routines!
Sophia: That’s an unusual topic. Cross-curricular video Question 1. Order the letters. Write four
Harry: I think it’s interesting. I know that routines people do in the morning.
The Time Around the World
school starts at different times in different Question 2. Write and complete these
This is a map of the world. This is the World.
countries. sentences.
The world is divided into 24 time zones.
Sophia: That’s true. In France, children don’t Question 3. What colour are the school
So, when it’s two o’clock in the afternoon in
go to school on Wednesday afternoon. buses in Canada?
London … it’s three o’clock in Madrid … it’s
Ed: So, how can we find out more about Question 4. How many time zones are there
four o’clock in Athens … it’s five o’clock in
time and routines? in the world?
Moscow … and it’s 11 o’clock in Tokyo. And
Harry: We can talk to people with Question 5. What’s the time?
when it’s 11 o’clock at night in Japan, it’s 11
interesting jobs. Question 6. Look at the clocks. What time is
o’clock in the morning in Argentina.
Sophia: We can use a computer to watch a it in Spain and Japan?
Is it important to know this? Well for David,
video about time zones around the world. it’s very important. David lives in Madrid,

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 Videoscript V

PB Page 60 Activity 3 We can find out which countries have and Unit 6 Lesson 7
Quiz video (answers) haven’t got a seaside.
PB Page 69 Activity 1
Sophia: And at the weekend we can go to
Harry: So how do you think we did?
the beach with my dad! Communication video
Ed: I don’t know. That last question was Harry: I love the beach! Look at the sea!
very difficult. Sophia: I want to make a sandcastle.
Sophia: When it’s nine o’clock in Argentina Unit 6 Lesson 3
Ed: I want to look for shells.
it’s nine o’clock in Japan. PB Pages 64–65 Activity 2 Sophia: Look at the funfair! I love funfairs!
Harry: But nine o’clock in the morning Story animation Harry: I want to send a postcard to Jane.
or at night? Turtle rescue Let’s go to that shop.
Sophia: Nine o’clock in the morning in 1 This is Marina. She’s ten. She lives Assistant: Hello. Can I help you?
Argentina is nine o’clock at night in Japan. in Australia. She’s very interested in Harry: Yes. I’d like this postcard and a
Ed: Let’s watch the answers and find out. marine life. pen, please.
The Quiz: The Kids Can! Quiz about time and Today, Marina is on the beach with Assistant: A black, blue or a red pen?
routines. The answers. her family. She’s looking for shells with Harry: Blue, please.
The Quiz: See you at the next Kids Can! Quiz. her brother. Assistant: Do you need a stamp?
Ed: I think we did OK! 2 They find some shells. They also find a Harry: Yes, I do. How much is it?
Sophia: How did you do? Did you make any green sea turtle, trapped in a fishing net Assistant: One postcard, one pen and one
spelling mistakes? on the rocks. stamp. That’s two pounds 80, in total.
Harry: We’ll see you again soon for the next Brother: The fishing net is too strong. Harry: Two pounds 80. Here you are.
Kids Can! Quiz. 3 Dad: Marina, are you OK? Assistant: Do you need a bag?
Ed: Bye for now. Mum: Where are you going? Harry: No, thanks.
Sophia: Bye! Marina: I’m going to the aquarium. A Sophia: Let’s go and have lunch now!
turtle needs help. Ed: Let’s have fish and chips for lunch.
Unit 6 Lesson 1 4 T wo hours later, marine biologists from There’s a restaurant next to the aquarium.
PB Page 62 Activity 1 the aquarium help the turtle.
Presentation video Biologist: The turtle is fine, Marina. He’s Unit 6 Lesson 8
about 30 years old.
Sophia: Hello everyone! Today it’s the last PB Page 70 Activity 2
Marina: I’m happy that he’s OK. I
quiz of the year!
love turtles. Quiz video
Ed: Look! The Creative Crocodiles are in 1st Ed, Sophia & Harry: Hi, everyone!
5 Marina: What are you doing?
place. The Techie Team are in 2nd place. And Ed: It’s nearly time for the final Kids Can! Quiz.
Biologist: We’re putting a GPS on the
the Curious Kids … Sophia: We are 7 points behind the Creative
turtle’s shell. It doesn’t hurt him. With
Harry: That’s us! Crocodiles.
the GPS, we can monitor the turtle
Ed: The Curious Kids are in 3rd place. Ed: We need a good score today.
from the aquarium.
Sophia: We need to do well in this quiz. Harry: OK. It’s starting.
6 At the end of the day, the turtle swims
Harry: I hope the theme of the quiz is music Ed: Good luck, everyone.
away with the GPS on his shell.
or art. I like music and art. Sophia: Yes, good luck. Do your best!
Marina: Goodbye, Green Sea Turtle.
Ed: Here we go. It’s starting. The Quiz: Five … Four … Three … Two …
7 20 years later, Marina is a marine biologist.
The Quiz: Hello Quiz Teams. It’s time to find One …
She looks after the animals at the
out the theme of the next Kids Can! Quiz. Welcome to The Kids Can! Quiz about the
aquarium.
The theme of the next Kids Can! Quiz is … seaside!
8 Every summer, Marina goes to the beach.
the seaside! So now you know. The theme Question 1. Can you name these objects?
She swims in the sea. She’s always happy
of the next Kids Can! Quiz is the seaside. Question 2. Listen. What are these
to see the Green Sea Turtle. And the
Find out what people do at the seaside. Do children playing?
turtle’s always happy to see her.
they swim in the sea? Do they sit on the Question 3. What’s in this bin on the beach?
beach? What can you do at the seaside? Question 4. What are these children wearing?
Good luck with your research and Unit 6 Lesson 4
Question 5. Which country has got beaches
remember to work together! PB Page 66 Activity 1 in the Arctic?
Ed: The theme is the seaside. Cross-curricular video Question 6. Write five more seaside words.
Harry: It isn’t art or music, but I like the Beaches are beautiful places. It’s fun to
theme. I love beaches! spend a day on the beach. But sadly, rubbish PB Page 70 Activity 3
Sophia: Me, too. I think it’s an interesting on beaches is now a big problem. It’s a
theme.
Quiz video (answers)
problem for people. And it’s a problem
Ed: So how and where can we find out Sophia: Wow!
for animals. How does the rubbish get on
more about what people do at the seaside? Harry: That last quiz was fun!
the beach? Some people drop rubbish on
Harry: That’s easy. We can go to the seaside! Ed: Let’s see how we did!
beaches. Some people drop rubbish in
Sophia: We can talk to people on the The Quiz: The Kids Can! Quiz about the
rivers and then rivers take the rubbish to our
beach. seaside. The answers.
beaches. Some people drop rubbish in the
Ed: And we can chat to people from The Quiz: That’s the end of the Kids Can! Quiz.
sea and then the sea takes the rubbish to
different countries in the Chat Group for See you at the next Kids Can! Quiz next year.
our beaches. In the UK, every year, there is
Quiz Teams. We can find out about beaches Harry: Brilliant!
a day when thousands of people volunteer
in their countries. Sophia: Well done Team!
to clean beaches. It’s called The Great British
Sophia: There are lots of beaches in Spain. Ed: Have a great summer everyone!
Beach Clean. The volunteers pick up bottles,
Harry: Some countries haven’t got a Harry: See you in level 4 for more Kids Can!
cartons, plastic straws, packets and fizzy
seaside at all. Quizzes!
drinks cans. Sometimes they pick up other
Ed: That’s true. Sophia, Ed and Harry: Bye.
types of rubbish, too. What can we do to
Sophia: Imagine that. A country that hasn’t keep beaches clean?
got a seaside.
Ed: Come on. Let’s find a map of the world.

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