1 Fami

F a m i lly
ymmatters
atte rs
grandparents

=
uncle parents
Grandpa Grandma
aunt

My family tree.
Uncle Fred Mrs Star Mr Star Aunt May

Stella Simon Suzy

daughter/granddaughter son/grandson daughter/granddaughter

1 9 Look, think and answer. Listen and check.

1 Is Stella at school? 3 Has Stella got a brother?
2 Who’s on the poster? 4 How many sisters has she got?

2 Ask and answer.

1 Who’s Stella’s uncle? Uncle Fred. LOOK
2 Who’s Suzy’s aunt? Who’s Stella’s uncle?
3 Who are Simon’s grandparents? Who’s Suzy’s aunt?
4 Who are Mrs Star’s daughters?
5 Who’s Mr Star’s son?
6 Who’s Grandpa Star’s grandson?

3 Choose and describe. Write. My aunt is tall. She’s got black hair.

10 Vocabulary: family

PB10 Family matters | Unit 1

 Unit 1 Family matters
Pupil’s Book p.10

9
Objectives Stella: Hi, everyone. This is my project. Here’s my family tree.
To interpret a family tree and talk about family relationships. These are my parents, Mr and Mrs Star.
And look, here are Grandma and Grandpa Star.
Target language They’re my grandparents and they’ve got two children: a son
• Key language: family: aunt, uncle, daughter, son, and a daughter.
granddaughter, grandson, grandparents, parents, Their son’s my dad and their daughter’s my Aunt May. I’ve got
possessive ’s one aunt and one uncle: Aunt May and Uncle Fred. Aunt May’s
• Additional language: Star family characters, then my dad’s sister. Uncle Fred’s my mum’s brother.
• Revision: family, toys, transport, I’m/She’s/He’s …, my, Grandma and Grandpa Star have got three grandchildren: one
your, their, That’s right, Let’s … grandson, Simon, and two granddaughters, Suzy and me.

Materials PB10. ACTIVITY 2

• Flashcards: family (13–20)
• Warmer: Pictures of people from magazines
Ask and answer.
• Focus pupils on the Look Box. Read each question for pupils
• Ending the lesson: Three pieces of paper: ’s written on one,
to repeat after you.
’s written on another, is written on another. Use one colour
for ’s and is, and another colour for the other ’s (possessive) • Tell pupils to look at Activity 2. Choose two pupils to read the
first question and example answer. Point to Stella’s uncle on
Warmer the family tree. Point to Aunt May on the family tree and elicit
her name. Pupils ask and answer questions 2–6 in pairs.
• Draw a simple family tree on the board. Include a mother, a
father, grandparents (two sets), a sister and a brother. Name Extra challenge Pupils write two more questions. Then they ask
each person, e.g. Jane, and attach a magazine picture or draw and answer their questions in pairs.
a picture. Say This is my family. This is my mother, etc.
Key: 2 Aunt May, 3 Grandma and Grandpa Star, 4 Suzy and Stella,
• Check understanding, e.g. point to a grandfather and ask Is 5 Simon, 6 Simon
this my father? Pupils respond, e.g. No, it’s your grandfather.
Use other questions, e.g. Who’s this? Who’s (Jim)?
PB10. ACTIVITY 3
Presentation
• Extend the family tree on the board to include aunts, uncles
Choose and describe. Write.
and more grandchildren. Use the tree and the flashcards • Focus pupils on Activity 3. Ask a pupil to read the example
to elicit/teach the new vocabulary: aunt, uncle, daughter, in the speech bubble. Write tall and black hair on the board.
son, granddaughter, grandson, grandparents, parents. Add Elicit other words and phrases pupils know to describe
pictures to the tree on the board. people and write them on the board. Give a short description
of someone in your family using some of the brainstormed
• Check understanding, e.g. ask Who’s my aunt? Who’s (Jim)’s
words, e.g. My brother is short. He’s got blue eyes.
grandson? Write A family tree on the board.
• Pupils choose a family member and describe them in pairs.
Then they write a short description in their notebooks.
PB10. ACTIVITY 1
Tell them to leave space in their notebooks to add to the
Look, think and answer. Listen and check. description later in the unit when they’ve learnt more
• Show Activity 1 on the whiteboard. Elicit what they can see language for talking about people.
(a family tree).
Practice
• Say Open your Pupil’s Books at page 10, please. Ask pupils
to read the activity instruction aloud and to read the four AB10. Answer key, see page T96
questions. Pupils study the picture to find the answers and
compare their predictions in pairs. Ending the lesson
• Play the Audio. Pupils listen for the answers. They check in • Write Suzy Stella sister on the board. Hold up the three pieces
pairs. Play the Audio again. Check with the class. of paper with ’s, ’s and is. Pupils volunteer to put the word in
Key: 1 Yes, she’s at school. 2 Her family is on the poster
the right place to make a sentence.
(grandparents, parents, aunt and uncle, brother and sister). • Repeat with other sentences, e.g. Who (is) Mr Star(‘s) dad?
3 Yes, she’s got a brother. 4 She’s got one sister.

Digital Classroom Extra Resources

Presentation Plus: Unit 1 Digital Flashcards • Teacher Resources: Unit 1, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 1, Downloadable Activity Book Audio Script
Audio 9 Practice Extra
• T105 – Extension activity: Family game
• T105 – Consolidation activity: True or false

Unit 1 | Family matters T10

 Unit 1 Family matters
Pupil’s Book p.11

PB11. ACTIVITY 2
Objectives
To have more practice talking about family relationships. Listen and complete.
• Invite a pupil to read the instruction aloud. Play the first one
Target language as an example. Pupils put their hands up. They don’t shout
• Key language: present continuous for present actions, out. When all hands are up, elicit the word. Play the rest of
children, grandparents, good at the Audio. Pupils whisper the word to their partner each
• Additional language: chess time. Play the Audio again. Check with the class. Check for
• Revision: family, contracted ’s, actions, Who’s (Stella’s aunt)? correct pronunciation.

Materials Key: granddaughter, uncle, daughter, son, aunt

• Flashcards: family (13–20) 11

• Warmer: Eight cards, each with a different action: painting Suzy’s sitting next to her [beep].
a picture, playing football, reading a book, taking a photo, Grandma Star’s painting a picture of her [beep].
playing a game, sleeping, playing baseball, driving a car Simon’s playing football with his [beep].
Mrs Star’s reading a book to her [beep].
Warmer Grandpa Star’s taking a photo of his [beep].
• Review the family words using the flashcards. Show each Stella’s playing a game with her [beep].
flashcard in turn and elicit the words. Show the flashcards
again in a different order. Pupils chorus the words. Show PB11. ACTIVITY 3
individual flashcards to different pupils. They say the words.
• Mime, e.g. painting a picture. Pupils guess the action, e.g. Ask and answer.
painting a picture. Pupils come up in turn and take one of the • Focus pupils on Activity 3. Ask two more confident pupils
cards. They read it (silently) and mime the action. The pupil to read the example question and answer. Elicit the other
asks What am I doing? The class guess. questions from the class, reminding them to use the prompts
in the Study Box.
PB11. ACTIVITY 1
• In pairs, pupils take turns to ask and answer about the people
and actions in the picture.
Listen and say the letter.
Extra support Pupils can work in pairs to formulate their
• Show Activity 1 on the whiteboard. Elicit who they can see in
questions first.
the picture. Elicit some of the actions.
• Say Open your Pupil’s Books at page 11, please. Invite a pupil • Monitor pairs as they work. Check as a class.
to read the instruction aloud. Check pupils know what to do.
Play the Audio. Pupils listen and say the correct letters. AB11. Answer key, see page T96

They check in pairs. Check with the class by asking, e.g.

What’s Grandma Star doing? Ask some questions in the plural Ending the lesson
form, e.g. What are Simon and his Uncle Fred doing? What • Draw eight steps going from a boat into the sea. Draw a stick
are Stella and her Aunt May doing? What are Suzy and her figure on the top step. Draw a big shark’s mouth in the sea.
mother doing? Choose one of the family words and write it as dashes on
the board, e.g. _ _ _ _ _ _ (to represent parent). Pupils take
Key: a (Simon), b (Mrs Star), c (Stella), d (Grandma Star)
turns to guess a letter. Write the letter in the word if it’s in the
word. If not, write it in the corner of the board and move the
10
stick figure down one step. Continue until pupils guess or the
He’s taking a photo of his son.
figure is eaten by the shark. Clean the board and repeat with a
He’s playing football with his uncle.
different word.
She’s reading a book to her daughter.
She’s playing a game with her aunt.
She’s painting a picture of her granddaughter.

Digital Classroom Extra Resources

Presentation Plus: Unit 1 Digital Flashcards • Teacher Resources: Unit 1, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 1, Reinforcement worksheet 1
Audio 10–11 Practice Extra
• T105 – Consolidation activity: Questions and answers
• T105 – Extension activity: Chant

T11 Family matters | Unit 1

1 10 Listen and say the letter.
1
He’s taking a photo of his son. Letter e.

a
b

d e

2 11 Listen and complete. Suzy’s sitting next to her … … mum.

3 Ask and answer. STUDY

He’s taking a photo.
Who’s playing a game with her aunt?
She’s painting.
Stella! They’re reading.

Language: present continuous 11

Unit 1 | Family matters PB11

 1 Look and say the name.
1 Who likes riding bikes? 3 Who likes reading?
2 Who likes painting? 4 Who doesn’t like having a bath?

2 Read and check.

Hi! I’m Aunt May.

Look at everyone in the garden! Stella’s reading. She enjoys
reading about science. She’s clever and she wants to be
a doctor. Simon’s wearing his helmet because he’s riding his
bike. He’s with his Uncle Fred. They love riding bikes.
Suzy wants to wash her dog. Dotty’s naughty. She doesn’t
like having a bath. Grandpa’s laughing and he’s giving Suzy
a towel. Suzy needs a towel!
Grandma’s quiet. She enjoys painting. She’s painting
a beautiful picture of her granddaughter, Stella.

3 Say ‘yes’ or ‘no’. No.

1 Simon doesn’t enjoy riding his bike.
2 Stella enjoys reading about science.
3 Simon doesn’t wear a helmet. LOOK
4 Suzy wants to wash her doll. Simon enjoys riding his bike.
5 Dotty likes having a bath.
Simon wants to ride his bike.
6 Grandma enjoys painting.

12 Language: present simple

PB12 Family matters | Unit 1

 Unit 1 Family matters
Pupil’s Book p.12

PB12. ACTIVITY 3
Objectives
To talk about preferences, using like, love, enjoy, want. Say ‘yes’ or ‘no’.
• Focus pupils on the Look Box. Say the sentences. Pupils
Target language repeat. Point out the difference in the -ing and to forms. Elicit/
• Key language: present simple, like, love, enjoy + -ing / Explain that these depend on the verb (enjoy or want). Ask
nouns, want + infinitive, science, doctor, naughty, quiet, pupils to find and underline an example of a phrase with love
towel, clever, read about, catch, helmet in the text (They love riding bikes). Point out that the verb
• Additional language: because, and, need after love is also in the -ing form. Elicit another verb which
• Revision: present continuous, family, shopping, action uses -ing in the text (like).
verbs • Ask pupils to look at Activity 3. Do the first one as an
example. Pupils work individually and decide if the rest of the
Materials statements are true or false. They check in pairs. They take
• Flashcards: family (13–20) turns to read the statement and to say yes or no. Check with
• Photocopiable 1, one copy of the survey for each pupil the class in the same way.
Extra challenge Ask pupils to correct the sentences which are
Warmer not true.
• Draw a simple family tree on the board (beginning with a Key: 2 Yes, 3 No, 4 No, 5 No, 6 Yes
brother and a sister at the bottom) to review the family
vocabulary. Stick the family flashcards on the tree to be the • Use Photocopiable 1 from the Teacher Resources.
members of the family. Point to, e.g. the grandparents and
say These are the children’s … Pupils respond grandparents. AB12. Answer key, see page T96
Repeat for parents, uncle and aunt. Say statements about the
family tree which are false, for pupils to correct, e.g. (Name) Ending the lesson
and (name) are the children’s parents (no – they’re their • Pupils close their books. Say Can you remember? Who’s clever
grandparents). Pupils correct. Invite pupils to come to the in the story? Why? Repeat for naughty, quiet, beautiful. After
board and do the same. the class has talked about the words, let pupils look again at
the picture in the Pupil’s Book and at the words in the text.
PB12. ACTIVITY 1 • Ask pupils to bring photos of their family members to the
next class.
Look and say the name.
• Show Activity 1 on the whiteboard. Elicit some of the people
and things they can see in the picture. Elicit where the people
are (in the garden).
• Say Open your Pupil’s Books at page 12, please. Ask a pupil
to read the activity instruction aloud and others to take turns
to read the four questions. Pupils study the picture to find the
answers and compare their predictions in pairs.

PB12. ACTIVITY 2

Read and check.

• Focus pupils on the text. They take turns to read it aloud
around the class to check/find the answers to Activity 1.
Check answers with the class.
• Watch the Video and answer the questions in the Video.
Key: 1 Simon and Uncle Fred, 2 Grandma Star, 3 Stella, 4 Dotty

Digital Classroom Extra Resources

Presentation Plus: Unit 1 Practice Extra • Teacher Resources: Unit 1, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 1, Reinforcement worksheet 2
Digital Flashcards
• AB86 and PB86 – Grammar reference 1
• T105 – Consolidation activity: Catch and say

Unit 1 | Family matters T12

 Unit 1 Family matters
Pupil’s Book p.13

• Play the Audio again. Pupils follow the text in their books.
Objectives Pause after each section for pupils to point to / identify the
To describe family members and to sing a song. correct person in the picture.

Target language Key: 2 Grandma Star, 3 Grandpa Star, 4 Simon, 5 Stella, 6 Suzy
• Key language: beard, curly, fair, straight, hair, farmer,
12
funny
As in Pupil’s Book
• Revision: adjectives, colours, have got, doctor, love,
like + noun
PB13. ACTIVITY 2
Materials
• Presentation: Five magazine pictures to show people with Listen and sing. Do karaoke.
the following: curly hair, straight hair, a moustache, a dark • Pupils stand up. Play the Audio again, verse by verse.
beard, a fair beard Pupils join in. Sing the Song again with pupils until they are
• Photos of pupils’ family members confident with the words. Invite seven pupils to come to the
front. Each pupil is one of the characters in the Song (Aunt
May, etc.). Encourage them to act the part. The other pupils
Warmer
sing the Song and when they sing about, e.g. Aunt May,
• Play a game of Simon says to review body parts. Pupils stand
‘Aunt May’ mimes being a doctor. Repeat with seven different
up. Say, e.g. Simon says touch your head. Pupils touch their
pupils in role.
head. Say, e.g. Touch your nose. Pupils don’t touch their nose.
Continue. Include these words: hair, arm, leg, face, eye, ear. 12
As in Pupil’s Book
Presentation
• Place the five magazine pictures on the board. Point to one • Say Do karaoke. Pupils listen to the karaoke version and stand
of the pictures. Elicit/Teach the description for each one, e.g. up and sing the Song as a class.
She’s got curly hair. Place the pictures in different parts of
13
the room. Point to them in turn to elicit the correct sentence.
Personalise the activity by asking Who’s got straight hair? Karaoke version of the song
(pupils with straight hair put up their hands) and Who’s got
curly hair? (pupils with curly hair put up their hands). PB13. ACTIVITY 3
• Place the pictures on the board. Elicit each sentence again and
Draw your family tree. Talk about your family.
write it under the picture.
• Note: If you have pupils who would find this activity upsetting,
• Say each of the new words in turn (beard, straight, curly,
adapt it to an imaginary family tree.
hair). Teach a mime for each one, e.g. stroking chin for beard,
• Focus pupils on Activity 3. Invite different pupils to read a
twirling index fingers next to head for curly hair. Repeat the
sentence of the instruction. Say First, draw your family tree.
words at random. Pupils mime the action. Mime the actions
Draw it in your notebooks. Remind pupils who to include and
and elicit the words from pupils. Pupils continue in pairs.
to write the names, e.g. Uncle Charlie / Mum. If pupils have
brought in photos of their family members, they can add them
Song to the family tree. Alternatively, they can draw pictures. In
pairs, they take turns to talk about their family tree.
PB13. ACTIVITY 1
Extra challenge In small groups, each person tells the group
Read and complete with a name. Listen and check. something they’ve learnt about their partner’s family.
• Show Activity 1 on the whiteboard. Focus pupils on the
picture and elicit who they can see and what they’re doing. AB13. Answer key, see page T96
• Say Open your Pupil’s Books at page 13, please. Ask a pupil
to read the instructions aloud. Check understanding. Play the Ending the lesson
Audio. Pupils listen and point / whisper the names to their • Sing a song, play a game or read a story, depending on which
partner. Pairs check with pairs. Check with the class. activity came out as the favourite in the survey.

Digital Classroom Extra Resources

Presentation Plus: Unit 1 Digital Flashcards • Teacher Resources: Unit 1, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 1, Extension worksheet 1
Audio 12–13 Practice Extra
• Teacher Resources: Unit 1, Song worksheet
• T105 – Consolidation activity: Spelling game

T13 Family matters | Unit 1

1 12 Read and complete with a name. Listen and check.
1

Aunt May’s a doctor,

She’s got straight black hair.
1
Uncle Fred ’s a farmer,
His beard is short and fair.
2
is quiet,
She wants to paint all day.
3
is funny,
And his curly hair is grey.
4
can be naughty,
He loves ‘Lock and Key’.
His sister 5 ’s clever,
And she doesn’t like TV.
6
isn’t quiet,
But she’s very small.
Here’s our family,
We really love them all.
We really love them all.

2 13 Listen and sing. Do karaoke.

3 Draw your family tree.
Talk about your family.
STUDY
aunt.
She’s
grandmother.
my
uncle.
He’s
grandfather.

mother’s daughter.
She’s
grandmother’s sister.
my
father’s son.
He’s
grandfather’s brother.

Vocabulary: appearance | Language: possessive ’s 13

Unit 1 | Family matters PB13

 oc k
LLoc k’s oun
’s ssou ds a
nds n d sspe
and ling
p e lllin
1 14 Watch the video. Watch again and practise.
2 Find and underline the er sounds.

Bread, butter, burgers – what’s for dinner?

Father, mother, brother and sister love making dinner.

3 Work in pairs. Describe and say ‘yes’ or ‘no’.

The mother is holding a flower. No, the mother is eating a burger.

Show what you know

What’s for ? It’s a .

14 Sounds and spelling: er

PB14 Family matters | Unit 1

 Unit 1 Family matters
Pupil’s Book p.14

Voice: burgers /ə/ butter /ə/ dinner /ə/

Objectives Lock & Key: Bread, butter, burgers – what’s for dinner?
To recognise and practise the sound /ə/ in words ending in Voice: father /ə/ mother /ə/ brother /ə/ sister /ə/ dinner /ə/
-er in familiar context vocabulary. Lock & Key: Father, mother, brother and sister love
Target language making dinner.
Lock & Voice: Bread, butter, burgers – what’s for dinner?
• Key language: the sound /ə/ (brother, sister, mother,
Father, mother, brother and sister love making dinner.
father, burger, butter, dinner)
Lock: Come on, everybody. One, two, three … let’s say it
• Revision: love, like, enjoy +ing / verbs
with Key!
Voice, Lock & Key: Bread, butter, burgers – what’s for dinner?
Warmer Father, mother, brother and sister love making dinner.
• Mime actions to elicit watching, wearing, eating, drinking, Lock: I say, well done, Key!
riding, playing, listening and write them on the left-hand side
of the whiteboard. Ask pairs to think of one thing for each
PB14. ACTIVITY 2
verb, e.g. a film, a coat, a burger, and write the answers on
the right-hand side of the whiteboard. Find and underline the er sounds.
• Write Do you like …? and ask pupils to use a verb/action from • Pupils underline the words ending in the /ə/ sound in the
the left side of the board and match it with a phrase from the rhyme in the blue box. Say the rhyme together in chorus.
right side of the board.
• Put pupils into groups of four to create, ask and answer Key: butter, burgers, dinner, father, mother, brother, sister, dinner
questions.

Presentation PB14. ACTIVITY 3

• Write fath_ _ and elicit the last two letters (er). Elicit a few Work in pairs. Describe and say ‘yes’ or ‘no’.
more examples of words which end in -er (e.g. mother, sister, • Look at the picture together and ask pupils what they can see.
brother, dinner). Say Look, the mother is holding a flower. Ask pupils to find
• Play a game. Pupils listen carefully while you say some words the mother and tell you if your sentence is true by saying yes
in English. If the word ends in -er, they do a thumbs up sign. or no. Invite pupils to correct your sentence (No, the mother
If the word doesn’t end in -er, they do a thumbs down. is eating a burger). Divide pupils into pairs and tell them to
create true or false sentences for each other.
PB14. ACTIVITY 1
Extra support Elicit more examples and write some on the
Watch the video. Watch again and practise. board as a point of reference and extra support.
• Show Activity 1 on the whiteboard. Ask pupils what they can
see in the picture and what they are doing. Play the Video. Show what you know
Ask pupils what they were doing in the Video to elicit • Focus on the Show what you know Box. Pupils complete the
making dinner. Ask pupils who was making dinner, to elicit sentence with the missing words and practise saying it.
mother, father, brother and sister. Ask pupils how they feel
Key: dinner, burger
about making dinner.
• Watch the Video again. Make a fist with your hand and
AB14. Answer key, see pages T96–7
punch out the rhythm of the sentences across from right to
left, facing your pupils. On the -er ending /ə/ sound, raise your
fist up, to highlight the sound. Ask pupils to punch out along
Ending the lesson
with you and notice the -er ending /ə/ sound. • Elicit words for people and animals ending in -er and write
them on the board (mother, father, brother, sister, tiger,
Extra challenge Divide the class into group A and group B. baker, butcher, spider, farmer).
Group A say the sentences together and group B only say the • Say Thicker, thinner, stir and simmer. Invite a pupil to suggest
/ə/ sound in the correct places in the sentences. Swap groups. a person/animal word for the next line. Say the new rhyme
together, e.g. Teacher loves making dinner!
14
• Repeat the activity with other pupils.
Voice & Key: /ə/ /ə/
Lock: What can you see, Key?

Digital Classroom Extra Resources

Presentation Plus: Unit 1 Digital Flashcards • Teacher Resources: Unit 1, Downloadable Activity Book Teaching Notes
• T105 – Consolidation activity: Plate mingle
Audio 14 Practice Extra
• T105 – Extension activity: Stop!

Unit 1 | Family matters T14

 Unit 1 Family matters
Pupil’s Book p.15

black hair). Is he wearing a hat? (yes). What does Lock say?

Objectives (Let’s look in the park). What’s the lady wearing? (a dirty hat
To watch and read a story and review language from the and an old jacket). Is the cat called Clarence? (yes, it is).
unit.
15
Target language Lock: Hmmm, that’s the pet thief. He’s got straight black hair,
• Key language: language from the unit, pet, thief, dirty, a black beard and a moustache.
jacket, detective agency Key: Yes, and he’s wearing a big dirty hat and an old jacket.
• Additional language: We can find him. episode We can find him, no problem!
• Revision: language from the story, No problem, Lock and Key: Where are you going, Lock?
Key, look, park, Let’s …, agency Lock: I want to find that pet thief. Let’s look in the park.
Lock: Look! There’s the pet thief … and he’s got Clarence!
Warmer Key: Yes, I can see his dirty hat and old jacket. Let’s get him!
• Write prompts from the first episode of the story on the Mrs Potts: There you are Clarence! Naughty cat!
board, e.g. Please help me! Please find Clarence. Get the Mrs Potts: What are you doing? Give me my cat! Who are you?
Detective Box. Elicit the story so far from pupils in the present Key: I’m Mr Key, from Lock and Key Detective Agency. We’re
tense. Ask other questions, e.g. What are the names of the looking for the pet thief.
detectives? Are they good at their jobs? Are Lock and Key Mrs Potts: I’m not a pet thief!
using a laptop? Lock: That’s right, Key. She hasn’t got a beard or a moustache.
Give her the cat.
Story Key: No problem, Lock.

PB15.
PB15. ACTIVITY 1
Watch the video.
Are Lock and Key good detectives? Why? Why not?
• Show Activity 1 on the whiteboard. Tell pupils that this is the
• Ask pupils if Lock and Key are good detectives. If pupils
next episode of the story. Elicit/Teach pet thief. Set the pre-
answer yes, look quizzical and ask Why? If pupils answer no,
listening questions and write them on the board: Who’s the
ask Why not? Give pupils time to discuss their answers in pairs
man on the screen? Is the pet thief in the park?
before sharing ideas with the class. If pupils answer in L1, help
Extra support Before watching, show the page on the them rephrase their ideas in English.
whiteboard and elicit who and what pupils can see in each
AB15. Answer key, see page T97
picture, and where they are.
• Watch the Video with the class. Give pupils the option of Ending the lesson
watching it twice if they need to. They answer the questions • Write Lock, Key and Mrs Potts on the board. Say phrases from
and check in pairs. Check with the class (the pet thief; no, it’s the Unit 1 episode of Lock and Key, e.g. We can find him, no
a lady). problem! and I’m not a pet thief! If you can, put on voices to
• Say Open your Pupil’s Books at page 15, please. Play the represent the characters when you say the lines. Encourage
Audio. Pupils listen and repeat. Encourage them to say it pupils to say whose line it is.
with intonation and feeling.
• Check comprehension by pointing to each picture in turn on
the whiteboard and asking, e.g. What’s this? (a picture of the
pet thief). Has he got curly brown hair? (no, he’s got straight

Digital Classroom Extra Resources

Presentation Plus: Unit 1 Digital Flashcards • Teacher Resources: Unit 1, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 1, Downloadable Activity Book Audio Script
Audio 15 Practice Extra
• Teacher Resources: Unit 1, Extension worksheet 2
• Teacher Resources: Unit 1, Video, Suzy’s room or The living room
• T105 – Extension activity: Role play
• T105 – Consolidation activity: Guess who

T15 Family matters | Unit 1

 1
15

1 Hmmm, that’s the pet Yes, and he’s wearing

thief. He’s got straight a big dirty hat and
black hair, a black beard an old jacket. We can
and a moustache. find him, no problem!

2 Where are you I want to find that 3 Yes, I can see

going, Lock? pet thief. Let’s Look! There’s the his dirty hat
look in the park. pet thief… and he’s and old jacket.
got Clarence! Let’s get him!

There you
are Clarence!
Naughty cat!

What are you doing? That’s right, Key. She

4 Give me my cat! I’m Mr Key, from Lock 5 hasn’t got a beard
Who are you? and Key Detective I’m not a pet thief! or a moustache. Give
Agency. We’re looking her the cat.
for the pet thief.

No problem, Lock.

1 Are Lock and Key good detectives? Why? Why not?

Story: unit language in context 15

Unit 1 | Family matters PB15

 H
Ho big
ow b i g iiss y
yo am
urr ffa
ou y?
mii lly?
1 16 Listen and read. How many cousins has Sofia got?
How many have you got?

My name’s Sofia. This is my family. There are 11 people in my family.

That’s me in the middle with my dad, my mum, my brother Felipe, and Baby Elias.
On the left, you can see Uncle Victor, Grandma and Aunt Fernanda.
On the right, you can see my adult cousins Raquel and Raul, and Raul’s wife, Alicia.

How old am I? How long is Dad’s

Eight years old moustache? 5 cm

How tall is Uncle

Victor? 183 cm
How long is Baby
Elias’s foot? 6 cm
How tall is
Grandma? 163 cm

How old is Felipe? How long is

Seven years old Mum’s foot? 24 cm

2 Use Sofia’s poster to answer the questions.

1 How many adults are there? 8
2 How many children are there?
3 Uncle Victor is 183 cm tall. Grandma is 163 cm tall. What’s the difference?
cm
4 How many fingers and toes have Felipe, Sofia and Elias got in total?
fingers and toes
5 How many feet are there in the family? feet
6 Sofia’s family are going to a restaurant. Four people can sit at each table.
How many tables do they need? tables
3 When do you use maths in real life? Think and say.
I count my coloured pencils. DIDYOUKNOW…?
Counting is the oldest form
I share sweets with my friends. of maths. Humans have been
counting for 35,000 years!
16 Maths: measuring | critical thinking

PB16 Family matters | Unit 1

 Unit 1 Family matters
Pupil’s Book p.16

16
Objectives Sofia: My name’s Sofia. Boy: 183 cm.
To talk about numbers and the people in families. This is my family. There are Sofia: How tall is Grandma?
eleven people in my family. Boy: 163 cm.
Target language That’s me in the middle Sofia: How old is Felipe?
• Key language: language from the unit with my dad, my mum, my
Boy: Seven years old.
• Additional language: aunt, centre, count, cousins, foot, brother Felipe, and baby
Elias. On the left, you can Sofia: How long is Dad’s
left, moustache, right, share, uncle, wife
see Uncle Victor, Grandma moustache?
• Revision: brother, dad, family, friends, long, mum, old,
and Aunt Fernanda. On the Boy: 5 cm.
people, tall
right, you can see my adult Sofia: How long is baby
Materials cousins Raquel and Raul, Elias’s foot?
• Rulers or measuring tape and Raul’s wife, Alicia. Boy: 6 cm.
Sofia: How old am I? Sofia: How long is Mum’s
Warmer Boy: Eight years old. foot?
• Review numbers with the class. Challenge pupils to count Sofia: How tall is Uncle Boy: 24 cm.
in tens (ten, twenty, thirty, forty, …), twos (two, four, six, Victor?
eight, …) and fives (five, ten, fifteen, twenty, …).
• You are now ready to watch the Video. PB16. ACTIVITY 2

Use Sofia’s poster to answer the questions.

PB16.
• Ask pupils to circle the numbers in the text. If possible, give
How big is your family? pupils rulers or measuring tape to look at.
• Tell pupils that they’re going to learn more about numbers in • Ask a pupil to read the first question out loud. Elicit the
this lesson. answer. Put pupils into pairs to answer the remaining
• Watch the Video and answer the questions in the Video. questions. Monitor and, if necessary, help pupils.
• Check answers as a class. Encourage pupils to say where in
PB16. ACTIVITY 1 the text they found the answers. If time, use Extension activity
(T105–6): Measure the teacher.
Listen and read. How many cousins has Sofia got?
Key: 2 3, 3 20, 4 60, 5 22, 6 3
How many have you got?
• Show Activity 1 on the whiteboard. Ask pupils to look at
the family in the picture. Point out Sofia in the centre of PB16. ACTIVITY 3
the photo. Ask Who do you think these other people are?
(Sofia’s family).
When do you use maths in real life? Think and say.
• Ask the question. Volunteers read the example answers.
• Say Open your Pupil’s Books at page 16, please. Play the
Groups discuss ways people use maths in real life.
Audio while pupils follow along in their books.
• Ask a pupil to read the first question in the rubric. Pupils read Did you know …?
the text again to find the answer to the first question. • Invite a volunteer to read the information in the box out loud.
• Ask a pupil to read the second question in the rubric. Pupils Ask pupils if this fact surprises them. Encourage pupils to
answer the question in small groups. Elicit answers from a few close their eyes and imagine life 35,000 years ago.
volunteers. • Give some context to the time period by showing a picture of
the cave paintings at Lascaux.
Extra support Write on the left, on the right and in the centre,
• Ask What type of things do you think people in this time
on the left, right and centre of the board, respectively. Tell pupils
period counted? Accept reasonable answers.
to underline these phrases in the text and highlight how Sofia
uses them to describe the photo. AB16. Answer key, see page T97

Key: Sofia has two cousins, Raquel and Raul.

Ending the lesson
• Say simple riddles for pupils to guess the family member, e.g.
She’s my cousin’s mum. (Your aunt!)

Digital Classroom Extra Resources

Presentation Plus: Unit 1 Digital Flashcards • Teacher Resources: Unit 1, Downloadable Activity Book Teaching Notes
• T105–6 – Extension activity: Measure the teacher
Audio 16 Practice Extra

Unit 1 | Family matters T16

 Unit 1 Family matters
Pupil’s Book p.17

Project
Objectives • Remember to download your project notes from
To guess and measure the size of things. Cambridge One.
Target language Extra support Draw the > and < symbols on the board and
• Additional language: divided by, equals, greater than, show which side we write the bigger number and the smaller
less than, minus, plus, times, wide, Get ready number in each case.
• Revision: book, hair, hand, foot, long, old, tall
PB17. ACTIVITY 5
Materials
• Warmer: Flyswatter or rolled-up newspaper Guess and measure. Complete the table.
• White paper (one sheet per pupil) • Show Activity 5 on the whiteboard. Read out the questions
and headings in the table. Tell pupils to guess the
• Photos of pupils’ families (optional)
measurements and complete the first column.
• Ask pupils to compare their guesses with their classmates.
Warmer Ask Are any of your guesses and measurements the same?
• Write 14 and 40 on the board. Say both numbers and point • Tell pupils to measure themselves and the objects and write
out that they sound similar. Invite a pair of volunteers to the the measurements in the table. They compare their answers
board and give each a flyswatter or a rolled-up newspaper. with a partner.
Say one of the two numbers. The first volunteer to hit the
correct number with the flyswatter or newspaper wins a point.
PB17. ACTIVITY 6
Play again with new volunteers and different similar numbers,
such as 18 and 80. Survey and measure your classmates. Complete
the table in your notebook. Make greater/less than
PB17. ACTIVITY 4 sentences.
Look at the chart. Listen and write the symbol. • Explain to pupils that they are going to survey and measure
• Show Activity 4 on the whiteboard. Ask pupils to look at the their classmates. Put them into small groups and tell them to
chart. Point out the maths symbols. Ask pupils if any of these ask and measure to complete the table in their notebooks.
symbols are familiar. • Draw pupils’ attention to the last part of the instruction. Write
• Direct pupils’ attention to the words in the chart. Explain that 12 > 11 on the board. Invite a volunteer to read it out loud:
these are the words that we use for the symbols. Twelve is greater than eleven. Invite a volunteer to read the
example sentences in the book out loud.
• Say Open your Pupil’s Books at page 17, please. Play the
Audio while pupils follow along with the maths sentences. • Pupils take turns making other greater/less than sentences
Tell them to listen for the symbol in each problem. Pupils don’t with their classmates’ measurements.
need to write the first time they listen. AB17. Answer key, see page T97
• Play the Audio again. Pupils listen and write the symbols.
• Check by asking volunteers to read the maths sentences Ending the lesson
out loud. • Ask pupils which chant/song they’d like to do again from the
Key: b ÷, c <, d +, e –, f x unit. Do it together to end the lesson.

17
a Fifteen is greater than twelve.
b Six divided by two equals three.
c Sixteen is less than nineteen.
d Ten plus ten equals twenty.
e Twenty-five minus eight equals seventeen.
f Three times two equals six.

Digital Classroom Extra Resources

Presentation Plus: Unit 1 Digital Flashcards • Teacher Resources: Unit 1, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 1, Downloadable Activity Book Audio Script
Audio 17 Practice Extra
• Teacher Resources: Unit 1, Project notes
• PB88–95 – A1 Movers Exam folder
• T106 – Extension activity 1: Creating maths sentences
• T106 – Extension activity 2: Word train

T17 Family matters | Unit 1

 4 17 Look at the chart. Listen and write the symbol.
1
Maths function Symbol Words
a 15 > 12 Addition + plus
Subtraction - minus
b 6 2 = 3
Multiplication x times
c 16 19
Division ÷ divided by
d 10 10 = 20 = equals
e 25 8 = 17 > is greater than
f 3 2 = 6 < is less than

5 Guess and measure. Complete the table.

Guess! Measure!
How tall am I? cm cm

How long is my foot? cm cm

How wide is my hand? cm cm

How wide is my English book? cm cm

How long is my hair? cm cm

6 Survey and measure your Ready to write:

classmates. Complete the
table in your notebook. Go to Activity Book page 16.
Make greater/less than
sentences.
Name Age How tall … ? 145 cm

185 cm 85 cm
Jackie is 12. Megan is 11.
Make a family numbers poster.
12 is greater than 11. 12 > 11.

Maths: measuring | critical thinking 17

Unit 1 | Family matters PB17