oxford_discover_1_teachers_guide

Units 17 and 18 Big Question    page166  Expanding the topic Summary COLLABORATIVE LEARNING   • Display Discover Poster 9 and give students enough time Objectives: To activate students’ existing knowledge of the to look at the pictures. topic and identify what they would like to learn about the 5 topic. • Elicit some familiar vocabulary words by pointing to Materials: Big Question Video, Discover Poster 9, different things in the pictures and asking What’s this? Big Question Chart • Put students into small groups of three or four to choose a picture that they find interesting. Introducing the topic • Read aloud the Big Question, What are living things? • Ask each group to say words, phrases, or three sentences about the picture. They can names things, describe things Brainstorm ideas and write students’ suggestions on by color, by location, or by what they are doing. • Have volunteers from each group stand up and say the the board. A Watch the video.  words, phrases, or sentences they chose for their picture. • Play the video. When it is finished, ask students to answer • Repeat until every group has spoken. Ensure all pictures the following questions in pairs: What do you see have been talked about. in the video? What is happening? What do you like about D Fill out the Big Question Chart. the video? • Ask the class What do you know about living things? What • Have individual students share their answers with the class. do you want to know about living things? DIFFERENTIATION   • Draw a brainstorming web on the board. In the middle, Below level: write What are living things? Add student responses • After watching, have students draw something they saw around these words. in the video. • Ask students what they know and what they want to • Ask them to show the picture to the class and talk about it. know about the Big Question. At level: • Write a collection of ideas on the Big Question Chart. • Note: students may discuss what they want to know in • After watching the video, have students tell a partner their native language. three things they saw in the video. • Elicit the words and phrases from the pairs and write them DIFFERENTIATION   on the board. Below level: • Elicit single-word answers from students about what they Above level: know about living things. • After watching, have students write down three sentences • Point to objects in the big picture and on the poster and about what they saw in the video, e.g. I see a red and ask What’s this? Write the words on the board. white robot. • Put students into pairs and have them tell each other their At level: • Tell students to think about living things that grow. sentences. Pairs then choose the three sentences or write new ones that they think best describe the video. • Write the words and phrases students say on the board. • Have students say their sentences to the class. Above level: B Look at the picture. What do you see? • Elicit phrases and short sentences from students about • Students look at the big picture and talk about it. Have a what they know about living things. Have students spell few students say what they see. out the words as you write them on the board. • Then put students into pairs to discuss the questions. Discover Poster 9 • Ask additional questions: What color is the toy? What is it doing? 1 Sunflowers; 2 Children jumping outside; 3 Cat and toy mouse; 4 Animated snowman; 5 Girl and teddy bear C Think and answer the questions. Further Practice CRITICAL THINKING   Workbook Unit 17 page 146 Online practice • Big Question 9 • Ask students to think about the first question. Have Classroom Presentation Tool • Big Question 9 students say things that grow, and write them on the board. Show picture cards from previous units if needed to remind students of plants, fruits, vegetables, and animal words they’ve learned. • Read the second question. Have students answer. • Ask further questions for students to discuss with a partner, e.g. Do you know how much you grow every day? Do you know how much you grow in a year? Units 17 and 18 • Big Question 201 © Copyright Oxford University Press

Unit 17 Get Ready    page168  Summary CRITICAL THINKING   Objectives: To understand words about living and nonliving things; to apply own experience and a reading • Have students make sentences about the vocabulary strategy to help comprehend a text. Vocabulary: living, nonliving, breathe, move, change, air, pictures to check understanding, e.g: A frog is a living thing. people, plant A toy frog is a nonliving thing. We breathe air. We can move. Reading strategy: Contrasting Fruit and vegetables change color. Air is what we breathe. We Materials: Picture Cards, Audio CD are people. A plant breathes air. Words B Read, look, and circle the correct picture. • Have students do the activity on their own first and then A Listen and point to the words. Listen again and say the words.  $ 3•18 compare answers with a partner. • Play the audio. Ask students to point to the words as they • Check answers with the class. hear them. ANSWERS • Play the audio a second time and have students repeat 1  tortoise  2  plant  3  orangutan the words when they hear them. CRITICAL THINKING   • Pay particular attention to the pronunciation of v in living, • Put students into pairs to discuss the following: • Say Which of the correct answers in B do these three things: nonliving, and move. Help students pronounce /v/. To make the /v/ sound, the top teeth lightly press into the move, change, and breathe? bottom lip (but the bottom lip is not curled under). The mouth is nearly closed, and the vocal cords vibrate as air • Ask Can you think of something that does only one or two of is pushed out. The mouth shape is similar to /f/, however with /v/ the vocal cords vibrate. these things? • Do a Picture Card activity from pages 30 and 31 for further • Have pairs share their answers with the class. practice of the words. C Do you think these things are living? Read and write L (Living) or N (Nonliving). • Have students do the activity on their own first and then compare answers with a partner. • Check answers with the class. ANSWERS police officer – L, bicycle – N, T-shirt – N, tree – L, drum – N 202 Unit 17 • Get Ready © Copyright Oxford University Press

COLLABORATIVE LEARNING   DIFFERENTIATION   Below level: • Put students into pairs to discuss the answers. • Tell students to make a chart with three columns. At the • Have students complete the charts. • Then put students into mixed-ability pairs and have them top of each column, write move, change, and breathe. Write each of the words from C on the left. point to each entry on the chart and contrast them, saying, e.g. Dance class is in the afternoon. Music class is in • Say For each of the things listed in C, ask yourself if it moves, the morning. At level: changes, and / or breathes. • Put students into pairs. Have students work together to • Have pairs share their answers with the class. make a chart contrasting two of their classes, e.g. gym DIFFERENTIATION   class and math class. Below level: • Then students work in pairs to list three differences about • Point to the pictures in A and drill the words with the the classes, which can include location, time, teachers, etc. class. At level: • Have pairs complete their charts, and then join another • Put students into pairs to use the new words in a sentence. pair and talk about and contrast their charts. • Have individual students stand up and say their sentence Above level: to the class. • Have students write two short texts that contrast two Above level: things, such as their classes or toys. Each text should • Tell students to write sentences for each of the new include the same three pieces of information, e.g. My backpack is big. My backpack is old. It’s green. Tina’s backpack vocabulary words. is small. It’s pink. It’s new and lovely. • Then put students into pairs to exchange their sentences. • Put students into pairs to read each other’s texts and Pairs compare and correct their sentences. discuss the contrasts. • Have pairs read their sentences to the class. E Can you think of any differences between living and nonliving things? Before You Read • Put students into small groups to discuss the question. Tell Think groups to make lists. • Put students into pairs to discuss what moves and what • Write the words and phrases they use on the board and changes. Students make a list of the things they discuss. leave them there as students read the text. • Share pairs’ lists with the class. Take notes on the board. Reading Preview D Learn: Contrasting • Read the title of the text in the preview bar. • Review the contrasting strategy students have already • Have students silently read the content of the preview bar. • Read about the author and ask comprehension learned in the story City Mouse and Country Mouse. Ask What do we do when we contrast two things? questions, e.g. What is the name of the author? What does she like to do? • Read the note and have the students repeat after you. • Tell students to look out for what living things can do. Read the texts. What is different? Complete the charts. Further Practice • Have the students read each text to themselves, and then Workbook Unit 17 pages 146–147 have the class read the texts aloud. Go over the example. Online practice Unit 17• Get Ready Classroom Presentation Tool Unit 17• Get Ready • Ask students to think about the texts and complete the charts individually. • Have students read the text again to check their answers. ANSWERS Music Class:  in the morning, your instrument, in the music room Toy Bear:  small, yellow, no Bear:  big, brown, yes CRITICAL THINKING   • Ask the following questions to check understanding about the first text: What are the two texts about? What things are different about the classes? • Ask the following questions to check understanding about the second text: What are the two texts about? What things are different about the bears? Unit 17 • Get Ready 203 © Copyright Oxford University Press

Unit 17 Read    page 170   Summary DIFFERENTIATION   Objectives: To read, understand, and discuss an Below level: informational text; to apply a reading strategy to improve comprehension. • Put students into mixed-ability pairs. Have students take School subject: Life Science Text type: Informational text (nonfiction) turns reading the text aloud to each other, with the more Reading strategy: Contrasting confident reader helping the less confident one to sound Big Question learning point: Living things grow and out and pronounce the words and phrases. change, and need air and water. People, animals, and plants At level: are living things. People and animals can move. Materials: Talk About It! Poster, Audio CD • Put students into small groups of four or five. If possible, Before Reading have them sitting in a circle. • Ask What are living things? • Then have students tell you what they see in the pictures. • Have students take turns reading a sentence out loud as • Students discuss if the things pictured are living or nonliving. • Have students point to the title and read it aloud. the text is read around the circle. • Then ask What is this text about? Above level: During Reading  $ 3•19 • Have students read the text individually and circle any • Ask a gist question to check overall understanding of the words that they don’t know or understand. text, e.g. What two contrasting things is this text about? Allow students a few minutes to browse the text. • Put students into pairs and have them ask each other the • Ask What can living things do? meaning of their circled words. • Play the audio. Students listen as they read along. Play the • Move throughout the room and provide help as audio a second time if necessary. necessary. • Ask for any words that students couldn’t work out together and provide the meaning for the whole class. COLLABORATIVE LEARNING   • Focus on understanding contrast. Put students into groups of four. • Have students form pairs in the groups. • Each pair reads about either living or nonliving things. • Tell students to read their section to themselves. 204 Unit 17 • Read © Copyright Oxford University Press

• After reading, tell students to close their books and, in Further Practice their groups, take turns retelling the main information Workbook Unit 17 page 148 from their reading section to each other, e.g. Living Online practice Unit 17• Read things breathe. The “nonliving” pair then say a contrasting Classroom Presentation Tool Unit 17• Read sentence, such as Nonliving things don’t breathe. After Reading • Have students look around them. Ask What nonliving things do you see? COMMUNICATION   • Display the Talk About It! Poster to help students with sentence frames for discussion and expressing personal opinions. • Have students say some nonliving things around them.  • Put students into small groups of three or four. • Have students discuss nonliving things around them and why it is important to take care of things. DIFFERENTIATION   Below level: • In pairs, have students make a chart contrasting one living and one nonliving thing. • Show students how to make a chart on the board. Make two columns, write the names of the things at the top, e.g. backpack (nonliving) and starfish (living). Write the categories to the left in rows: change, breathe, move. Show students how to make checkmarks in the column by asking Does a backpack change? It can, yes. Can a starfish change? Yes. • Pairs choose their two things to contrast, then pairs complete the chart. At level: • Put students into pairs. Give students three minutes to list as many living and nonliving things as they can think of. • Go over the lists with the class. Above level: • Put students into small groups and have them sit in a circle. • One student says the name of a living thing, the next student in the circle says the name of a nonliving thing. The object is to speak as quickly as possible and to say a contrasting word. They continue alternating as they go around the circle. If somebody makes a mistake, they start over. Monitor students’ vocabulary use throughout the activity. CULTURE NOTE   Like all living things, plants need water to grow. Plants find and use water differently from animals. Plants take in water through their roots, through a system called osmosis. Plants need to move the water up through the roots, along the stem, and out to the leaves. Plants have veins (like animals), which help to transport the water. Once the water reaches the leaves, most of it evaporates, leaving only 5% behind. Then the plant can take in carbon dioxide, which it needs to help make food. Unit 17 • Read 205 © Copyright Oxford University Press

Unit 17 Understand    page172  Summary B Contrast living and nonliving things. Write a ( ) Objectives: To demonstrate understanding of an or a ( ) in the chart. informational text; to understand the meaning and form of • Direct students’ attention to the chart and go over the the grammar structure. Reading: Comprehension first example. Grammar input: Can and Can’t Grammar practice: Workbook exercises • First, have students answer the questions on their own, Grammar production: What things you can and can’t do Materials: Audio CD and then compare answers with a partner. Comprehension ANSWERS changes:   People and Animals, Plants, Nonliving Things Think moves by itself:  People and Animals • Have students check the parts they like about the text. grows:  People and Animals, Plants • Ask Who likes this part? Read out the phrases. Ask for a breathes air:  People and Animals, Plants show of hands each time. • Ask follow-up questions. Say: A Ask and answer the question. Give an example of a person.  • Model the activity first by reading the example with a Give an example of an animal. Give an example of a plant.  confident student. Then model the activity by choosing another confident student and asking What’s your favorite CRITICAL THINKING   part? Discussion questions: • Ask this student to repeat this question to another student.  • How can a nonliving thing change? • Put students into pairs and tell them to take turns asking • Do plants breathe air? and answering the question. C Look and write L (Living) or N (Nonliving). • Have students do the activity on their own first and then • Ask some individual students to say what they like to compare answers with a partner. the class. • Check answers with the class. 206 Unit 17 • Understand ANSWERS 1  L  2  N  3  L  4  N Think • Ask students to think individually about the questions. • Have students make notes about their answers to the questions. © Copyright Oxford University Press

COMMUNICATION     At level: • In small groups, ask students to discuss the questions. • Have students stand in a circle. One student asks a • For the first question, have students discuss their answers. • For the second question, Can you think of some old question, such as Can you swim? This student tosses a ball (or other small, soft item) to another student who nonliving things?, have students compare their lists and answers Yes, I can. Then the student with the ball asks a come up with one list of unique answers (no duplicates). new question before tossing the ball to somebody else. Continue around the entire circle one or two times. • Have groups share their answers with the class and make Above level: a class list on the board. • Have students write five questions using Can you ___ ? CRITICAL THINKING   • Put students into pairs. Partners write the answers to the • Once the class list is complete, put students into pairs. questions. • Ask pairs to discuss: Do all living things need a home, food, • Put students into small groups. Students use their and clothes? partner’s answers to the questionnaire to tell the group • Have students discuss the question. Then share their ideas about their partner, e.g. She can swim. She can’t play the drums. with the class. Further practice Grammar in Use Workbook Unit 17 pages 149–151 D Listen and sing along.  $ 3•20 Online practice Unit 17• Understand Classroom Presentation Tool Unit 17• Understand CREATIVITY     • Listen to the song once and then sing it together as a class. • Have the class suggest gestures for all of the lines. • Practice the gestures with the class one time once they have been established. • Then sing the song with the gestures. E Learn Grammar: Can and Can’t • Draw students’ attention to the examples and read them aloud. • Say, e.g. Honeybees can fly. Elicit a contrasting statement from the class. Can it move, grow, or change? Look at the picture. Practice with a partner. • Model the activity with a confident student reading the speech bubbles and pointing to the pictures in the book. • Then put students into pairs to do the activity. • Have a few pairs say their dialogue for the class. F Now look around your classroom. Tell your partner about a living or nonliving thing. Your partner guesses. • Model the activity with a confident student by reading the speech bubbles. • Then have pairs do the activity together. COLLABORATIVE LEARNING   • Put students into small groups to do the activity. Workbook Grammar • Direct students to the Workbook for further practice of the grammar. DIFFERENTIATION   Below level: • Put students into mixed-ability pairs. Have the more confident student ask questions about things the other student can and can’t do, e.g. Can you sing? Yes, I can. The students can ask the questions back to the confident student, who gives his / her own answer. Unit 17 • Understand 207 © Copyright Oxford University Press

Unit 17 Communicate    page174  Summary CRITICAL THINKING   Objectives: To learn and understand words about parks; to apply a listening strategy to help comprehension of a • Ask the following questions to check understanding: listening text. To understand and use expressions for apologizing. Which ones are green? Which ones are made of wood? What To review what students have learned about the Big does the statue look like? Which is a flower? What comes out Question so far. of a fountain? Vocabulary: bench, bush, statue, grass, rose, fountain Listening strategy: Listening for details B Think about the words in A. Add them to the Speaking: Apologizing chart. Word Study: Adjectives • Have students write the words in the chart. Writing task: Writing about living and nonliving things • Have them compare with a partner. Big Question learning point: Nonliving things are different • Check answers with the class. from living things. Materials: Picture Cards, Discover Poster 9, Audio CD, ANSWERS Big Question Chart, Big Question Video Living:  bush, grass, rose Nonliving:  bench, statue, fountain Words Listening A Listen and point to the words. Listen again and say the words.  $ 3•21 Think • Play the audio. Ask students to point to the words as they • Have students answer the question, first in pairs, and then hear them. with the whole class. • Play the audio a second time and tell students to repeat C Listen. Who is in the park: Mom, Dad, son, daughter?  $ 3•22 the words when they hear them. • Ask the question before playing the audio. Tell students to • Do a Picture Card activity from pages 30 and 31 for further listen for the information. practice of the words. • Have students check their answer with a partner before eliciting the information from the class. ANSWER Father and son (Joe) are in the park. 208 Unit 17 • Communicate © Copyright Oxford University Press

D Listen again and check ( ) the things in the At level: park.  $ 3•23 • Play the audio again and ask students to listen and check • After students have written in their Workbook, put them the pictures they hear described. into small groups. ANSWERS 1  statue  2  fountain  3  roses  4  bench • Have students in the group check each other’s writing. Speaking Then have the group discuss their writing and come up with two more sentences. E Listen and repeat. Then practice with a partner.  $ 3•24 • Have students write their new sentences and then check COMMUNICATION   their work with a partner within the group. • Say each line of the dialogue with students echoing as • Have students read their writing to their group. they hear each line. Above level: • Model the dialogue with a confident student in front of • Put students into pairs. Have the pair brainstorm ideas the class. about four living and nonliving things, such as what they need, and what they can or can’t do. Tell them to write • Put students into pairs and tell them to practice the sentences or make notes. dialogue, taking turns to speak the different roles. • Have pairs join another pair. One member of each pair says • Have students repeat this exercise, but this time talking to sentences about their living and nonliving things without saying what they are. The other pair has to guess. other classmates. Big Question 9 Review • Have three pairs stand up and conduct their short What are living things? dialogue for the class. A Watch the video.  B Think about the Big Question. Talk about it with Word Study a partner. • Play the video. When it is finished, ask students to work in pairs F Learn: Adjectives • Read the explanation and examples with the class. and give some example answers to the Big Question. • Direct the class to notice how some words change when • Display Discover Poster 9. Point to familiar vocabulary they become adjectives, e.g. noise – noisy and wind – windy. But not all words change, such as cold. items and elicit them from the class. Ask What’s this? Read the sentences and circle the adjectives. • Ask students What do you see? Ask What does that mean? • Have students circle the adjectives individually and check • Refer to the learning points covered in Unit 17 that are their answers with a partner. written on the poster and have students explain how they ANSWERS relate to the different pictures. 1  lovely  2  loud  3  old, plain   4  safe, quiet   5  cold, windy   6  new • Return to the Big Question Chart. Ask students what COLLABORATIVE LEARNING   they have learned about living and nonliving things while studying this unit. • Write these five words on the board: old, quiet, awful, • Ask what information is new and add it to the chart. dangerous, slow. Further practice • Have students write the words in their notebook. Tell Workbook Unit 17 pages 152–153 Online practice Unit 17• Communicate them to write a sentence using each word. Tell students Classroom Presentation Tool Unit 17• Communicate they can add additional adjectives if they wish. Unit 17 • Communicate • Put students into pairs. Have them trade sentences with their partner. • Students circle the adjectives in the sentences. Then they check their work together. Write: Tell your partner about living and nonliving things. Now write about them in your Workbook. DIFFERENTIATION   Below level: • Write these sentence frames on the board: Living things can ___ . Nonliving things can’t ___ . Model an example by saying Living things can move. Nonliving things can’t move. • Have students use the sentences frames to talk with a partner about as many living and nonliving things as possible. Go around and help as necessary. • Have volunteers say their sentences for the class. 209 © Copyright Oxford University Press

Unit 18 Get Ready    page176  Summary B Think about the words in A. Add them to the chart. Objectives: To understand words about actions; to • Direct students to the first example. Have students say the apply own experience and a reading strategy to help comprehend a text. example as a sentence: I use my hands to catch. Vocabulary: run away, chase, catch, stop, cross, bake, smell, open • Have students do the activity on their own and then Reading strategy: Sequence Materials: Picture Cards, Audio CD compare answers with a partner. Words • Check answers with the class. A Listen and point to the words. Listen again and ANSWERS say the words.  $ 3•25 I use my hands:  catch, stop, bake, open • Play the audio. Ask students to point to the words as they I use my nose:  smell I use my feet:  run away, stop, chase, catch, cross hear them. COLLABORATIVE LEARNING   • Play the audio a second time and have students repeat • Put students into small groups. Have students say the words when they hear them. sentences using the new vocabulary words, e.g. I chase • Do a Picture Card activity from pages 30 and 31 for further my brother. Have the group say at least two sentences for each word. practice of the words. • When they have finished, have groups share some CRITICAL THINKING   sentences with the class. • Ask volunteers to demonstrate the new words to check DIFFERENTIATION   understanding. Below level: • Ask questions about the new words and have students point to the picture and say the word, e.g. say What do you do with a flower? Students point to the picture of the rose and say smell. At level: • Have students close their books. Say one of the vocabulary words. Students write it. Continue for each of the words. • Check the answers with the class. 210 Unit 18 • Get Ready © Copyright Oxford University Press

Above level: • Write the words and phrases they use on the board and • Have students write sentences using the new words, e.g. leave them there as students read the text. My dog likes to run away. Reading Preview • Read the title of the text in the preview bar. • When they have finished writing, tell the students to swap • Have students silently read the content of the preview bar. • Ask What happens to the gingerbread cookie? Then ask their sentences with another student. What type of story is it? (a fairy tale) What happens in this • Pairs read their sentences aloud as they check their work. type of story? • Have some students read their sentences for the class. • Tell students to look for what the fox does to the Before You Read gingerbread man. Think • Have students read the question. Further Practice • Students discuss their answers to the question in Workbook Unit 18 pages 154–155 small groups. Online practice Unit 18 • Get Ready Classroom Presentation Tool Unit 18 • Get Ready • Then share some of the answers with the class. C Learn: Sequence • Read the explanation with the class. • Ask What is a sequence? Is it the order of things? Do you remember the beginning, middle, and end of stories? Is it the same as a sequence?  Read and number the parts of the story in the correct order. • Have students read the first example on their own and then complete the activity individually. • Students compare answers with a partner before checking answers with the class. ANSWERS 1 2, 4, 1, 3  2 3, 2, 1, 4 CRITICAL THINKING   • Ask the following questions to check understanding about the first text, and then the second text: What is the beginning of the story? What happens in the middle? How does the story end? What do you think is the main idea? DIFFERENTIATION   Below level: • Put students into mixed-ability pairs. Have them practice reading the first text aloud and in order. • Do the same for the second text. At level: • Put students into pairs to read the texts in order aloud once. Then have students try to read the text in the wrong order to see what happens. Above level: • Put students into pairs to discuss how they knew to put the story in order. Say, e.g What does the beginning of the story have? • Have pairs tell the class how they knew the story order. D The play on pages 178 and 179 is about a gingerbread cookie. Do you know what a gingerbread cookie looks like? • Ask What’s your favorite cookie? Do you know what a gingerbread cookie is? Unit 18 • Get Ready 211 © Copyright Oxford University Press

Unit 18 Read    page 178   Summary During Reading  $ 3•26 Objectives: To read, understand, and discuss a fairy tale; to • Ask a gist question to check overall understanding of the apply a reading strategy to improve comprehension. School subject: Social Studies: Reading text, e.g. Who bakes the gingerbread man? Allow students a Text type: Fairy tale few minutes to skim the text. Reading strategy: Sequence Big Question learning point: In stories, nonliving things can • Ask Do you see what the fox does? Students point to the behave like living things. Materials: Talk About It! Poster, Audio CD picture on page 179. Before Reading • Play the audio. Students listen as they read along. Play the • Ask What is the title? Students read the title. • Ask What do you see? Students tell you what they see in audio a second time if necessary. the pictures. DIFFERENTIATION   • While pointing to the row of characters at the top of the Below level: page, ask Who are they? Read the names of the characters • Put students into small groups of mixed ability. Have aloud with the students. students take turns reading the text aloud to each other, • Say The characters at the top also appear before the lines of with the more confident reader helping the less confident one to sound out and pronounce the words and phrases. the story. Why? That’s right. That’s why this is a play. At level: • Have students point to each picture next to the rows of • Put students into small groups of four or eight. If possible, text and name the characters. have them sitting in a circle. Assign one or two parts to • Ask What do you think this text is about? each student. What do you want to know about this story? • Have students read their lines aloud as the text is read • Write the words and phrases students say on the board. around the circle. Above level: • Put students into small groups of four or eight. If possible, have them sitting in a circle. Assign one or two parts to each student. • Have students read their lines aloud as the text is read around the circle. • Then have students stand and act out the story as they read it. Have some groups perform the play for the class. 212 Unit 18 • Read © Copyright Oxford University Press

CRITICAL THINKING   CULTURE NOTE   Discussion questions: The Gingerbread Man is a popular story all around the world. • What happens first? It first appeared in print in 1875, when it was called The • Why does the old woman say “Don’t run away!”? Gingerbread Boy. There are a lot of tales about runaway • Who chases the gingerbread man at first? food in different cultures. In Europe, there are stories about • What animals want to eat the gingerbread man next? runaway pancakes and cakes, which roll away rather than • Who does the gingerbread man meet at the river? run. • Why doesn’t the gingerbread man swim across the river? • What does the fox say he can do? The cookie in The Gingerbread Man refers to cookies that • What happens in the end? are cut into the shape of people, a tradition since the 16th century in England. It is said that Queen Elizabeth I amazed After Reading visiting dignitaries by presenting them with gingerbread created in their own likeness. It then became popular with COLLABORATIVE LEARNING   the common people. The largest gingerbread man on record was made in Texas in the U.S. in 2006, and was over • Put students into small groups. six meters high! • Tell the groups to make a list that shows the sequence of Further Practice the story. The summary is a sequence of the main events in the story. These can be simple sentences or phrases. Workbook Unit 18 page 156 Tell students there should be about eight phrases in their Online practice Unit 18 • Read sequence. Classroom Presentation Tool Unit 18 • Read • Have the students read together and then suggest the sequence and write their notes. • The groups look over their notes and revise. • Have groups read or tell the class about their sequence. Encourage all members of each group to take turns to speak while sharing their information. COMMUNICATION       • Display the Talk About It! Poster to help students with sentence frames for discussion and expressing personal opinions. • Put students into pairs to discuss what they like about the story. • Have students say one thing they like about the story. • Put students into small groups of three or four. • Have students discuss what they think of the story. Ask What did you learn about fairy tales? What do you think of the fox? DIFFERENTIATION   Below level: • In small groups, have students point to their favorite part of the story or illustration and say what they like about it. At level: • Put students into pairs. Have pairs say what they learned about the story. They can point to the pictures and text.  • Share some of the examples with the class. Above level: • Have students think about what kind of animals are in the fairy tale. Say Think about this: There are four animals in the story. What do you think of each animal? Which animal eats the gingerbread man? • Tell students to think about the questions and make notes. • Put students into pairs to compare their ideas and discuss the animals in the story. • Have a few individual students tell the class their ideas. Unit 18 • Read 213 © Copyright Oxford University Press

Unit 18 Understand    page180  Summary B Look at the pictures. Number them in the Objectives: To demonstrate understanding of a fairy tale; correct order. to understand the meaning and form of the grammar • Have students complete the activity individually before structure. Reading: Comprehension checking answers with the class. Grammar input: Should and Shouldn’t Grammar practice: Workbook exercises ANSWERS Grammar production: Should and Shouldn’t (left to right) 4, 3, 1, 2 Materials: Audio CD • Ask follow-up questions: What happens first? What happens Comprehension in the middle? What happens at the end? Think • Have students check the parts they like about the play. C In what order do they chase the gingerbread man? • Ask Who likes this part? Read out the sentences. Have • Direct students’ attention to the list of characters in the students raise their hands each time. book. Tell them to write the numbers. A Ask and answer the question. • Have students try to complete the activity on their own. • Model the activity first by choosing a confident student Then have them compare answers with a partner. and saying What’s your favorite part? • Check the answers with the class. • Ask this student to repeat this question to another student ANSWERS in front of the class. (left to right) 1, 4, 5, 2, 3 • Put students into pairs and tell them to take turns asking • As you check the answers, have students turn to pages and answering the question. 178 and 179 and find the passages that match the time line content. • Ask some individual students to say what they like to Think the class. • Ask students to think individually about the two questions. 214 Unit 18 • Understand © Copyright Oxford University Press

COLLABORATIVE LEARNING Workbook Grammar • Direct students to the Workbook for further practice of • Ask students to write their answers to the two questions the grammar. in their notebook. DIFFERENTIATION   • Tell students to turn back to the story to make notes on Below level: anything that supports their answers. • Make three columns on the board: a column with I, You, • After students have had a chance to answer the questions, He / She, It, We, They; a column with the two sentence put students into small groups. frames: ___ should ___. ___ shouldn’t ___.; and a column with the four phrases from E. • Have groups discuss the questions. Have students explain • Show students how to use the sentence frames. Point to their answers using the notes they took. Share the answers with the class. the words that you say in each column as you say, e.g. She should close the door. It shouldn’t run away. He should CRITICAL THINKING stop. He should run away. It shouldn’t chase him. Have students repeat. • Keep students in their groups. • Have groups talk about the following questions: Does the • Then drill students by pointing to the words in each gingerbread man think he’s fast? How do you know? What column to help them say the sentences. does he say? Why does the fox say “You really shouldn’t stay here.”? At level: • Have groups compare their answers with the class. • Use the columns and sentence frames from above. Tell Grammar in Use students to write four sentences. Each sentence should use a different pronoun. Two sentences should use should D Listen and sing along.  $ 3•27 and two sentences should use shouldn’t. CREATIVITY     • Students complete the sentence frames and then trade • Listen to the song once and then sing it together. them with a partner. • Divide the class into small groups of three. Have groups • Have pairs check each other’s work. Go around and help sit around one desk. Tell them to use their fingers as characters and show them how their fingers can “walk” as needed. across the desk. Above level: • Assign three parts to the groups. Read through the song • Put students into pairs. Have students turn to the play on once so they know their lines. Then sing the song and have students act it out using their hands on top of pages 178 and 179. Tell them to point to the pictures and the desk. say what the gingerbread man should or shouldn’t do for each section. Say You can say what the gingerbread man • Switch roles and sing the song again. should or shouldn’t do and change the story. For example, He should run faster! Or No, he shouldn’t run faster. He should E Learn Grammar: Should and Shouldn’t stop and tell the old woman not to eat him. • Ask students What does the narrator say when the • Have students talk about the play in this way, using should gingerbread man is at the river? Elicit He should swim across. Write should on the board. Ask What does the narrator think and shouldn’t. when the gingerbread man sees the fox? Elicit He shouldn’t talk to the fox. Write shouldn’t on the board. Point to should • Have some pairs share some of their sentences with and ask Does this mean do it or don’t do it? the class. • Draw students’ attention to the examples. Read them Further practice aloud. Have the class read the examples. Workbook Unit 18 pages 157–159 • Elicit from the class the full form of the contraction shouldn’t. Online practice Unit 18 • Understand Classroom Presentation Tool Unit 18 • Understand What should or shouldn’t they do? Look and practice with your partner. • Model how to do the activity by reading the speech bubble. • Then put students into pairs to do the activity. Help as necessary. COLLABORATIVE LEARNING   • Put students into small groups to think of three sentences about things the gingerbread man should or shouldn’t do. They can be things that did happen in the story or things that the students think should happen in the story. • Have groups write their sentences, then share their sentences with the class. Unit 18 • Understand 215 © Copyright Oxford University Press

Unit 18 Communicate    page182  Summary CRITICAL THINKING   Objectives: To learn and understand words about daily routines; to apply a listening strategy to help • Ask What two words are actions? What two words are comprehension of a listening text. To understand and use expressions giving advice. adjectives? What two words are things? What are some To review what students have learned about the Big examples of healthy food? What are some examples of Question so far. junk food? Vocabulary: go to bed, play outside, early, late, healthy food, junk food B Think about the words in A. Complete the chart. Listening strategy: Listening for details • Direct students’ attention to the chart. Model the first Speaking: Giving advice Word Study: Review of punctuation and sentence example for the class. Point to the word eat and ask What structure should we eat? Show where to write the phrase healthy Writing task: Writing about taking care of living things food in the chart. Big Question learning point: We need to take care of living things, including ourselves. • Have students do the activity individually. Materials: Picture Cards, Discover Poster 9, Audio CD • Then put students into pairs to discuss their answers Words and check. A Listen and point to the words. Listen again and COLLABORATIVE LEARNING   say the words.  $ 3•28 • Play the audio. Ask students to point to the words as they • Put students into small groups and tell them to say if they hear them. do the activities listed in A early or late and contrast that with should / shouldn’t. Model the activity with a confident • Play the audio a second time and tell students to repeat student. Say I go to bed late. I should go to bed early. What about you? the words when they hear them. Pay particular attention to the pronunciation of the /th/ sound in healthy. • Have students do the activity. When they have finished, • Do a Picture Card activity from pages 30 and 31 for further ask the groups to tell the class some of their sentences. practice of the words. Listening Think • Have students answer the question, first in pairs, and then with the whole class. 216 Unit 18 • Communicate © Copyright Oxford University Press

C Listen. Who is telling the children what they CRITICAL THINKING should and shouldn’t do?  $ 3•29 • Ask the question before playing the audio. Tell students to • Write one question on the board and two sentences, all listen for the information. without punctuation, e.g. don’t pick the lovely roses; do you eat junk food for lunch; we should walk slowly in the • Have students check their answers with a partner before classroom. eliciting the information from the class. • Put students into groups. Have each group write the ANSWERS sentences with a capital letter and either a period, 1  Mom  2  Dad  3  Mom exclamation point, or question mark. Then tell students to circle the nouns, underline the verbs, and put a square D Listen again and check ( ) what they should around the adjectives. do.  $ 3•30 • Play the audio again and ask students to check the • Have volunteers from the groups come to the board to pictures that the children should do. write the correct sentences. ANSWERS Write: Tell your partner what you should do to take 1  sandwich and fruit   2  play outside   3  go to bed early care of living things. Now write about it in your Workbook. Speaking DIFFERENTIATION   E Tell your partner what he or she should or shouldn’t do in school. Act with a partner for the Below level: class. Use the words in the box to help.  $ 3•31 • Have students think about living things that should be COMMUNICATION   taken care of and list words and phrases about it. Then • Play the audio as the students read along. Then play the have students draw a picture, e.g. a flower, a pet. audio again and ask students to read aloud. • Put students into pairs to tell each other about living • Model how to use the words in the box with a confident things that should be taken care of. What should they do to take care of it? student. Act it out. At level: • Put students into pairs to do the exercise. • Have different pairs stand up and act out their dialogue • Put students into small groups. Say Make a list of three for the class. living things that need to be taken care of. Then write what things you should do to take care of those things. Write as Writing Study many things that you should and shouldn’t do as you can think of. F Learn: Punctuation and Sentence Structure Review • Give students some time to make their lists. • Read the explanation aloud. • Have students join with other groups to compare things • Ask What type of word is “tall”? Elicit an adjective. Continue on their lists. for the other sentence elements and have students point to the capital letters, punctuation, nouns, verbs, and Above level: adjectives in their books. • Put students into pairs. Say You will talk about some living Write the sentences correctly. • Have students do the activity. Then compare their answers thing that needs to be taken care of without saying what it is, and your partner will guess what it is. with a partner. • After each person has taken a turn to describe his / • Check the answers with the class. her living thing and guess their partner’s, tell them to ANSWERS individually write several sentences about what they 1  An old woman opens the oven door.   2  Do you eat should do to take care of the living thing they described. healthy food?   3  Don’t jump on the fox’s nose! • Then have students brainstorm together to write one or • Ask follow-up questions to check understanding: two more sentences. How do you know number 2 is a question? How do you know number 3 ends in an exclamation point? • Have students tell the class about taking care of G Circle the nouns, underline the verbs, and draw a living things. square around the adjectives. • Have students do the activity. Then compare their answers Further practice with a partner. Workbook Unit 18 pages 160–161 Online practice Unit 18 • Communicate • Check the answers with the class. Classroom Presentation Tool Unit 18 • Communicate ANSWERS 1 nouns: Mary, roses; verb: plants  2 nouns: kitten, mouse; verb: chases; adjective: small Unit 18 • Communicate 217 © Copyright Oxford University Press

Units 17 and 18 Wrap Up    page184  Summary COLLABORATIVE LEARNING   Objectives: To show what students have learned about the language and learning points of Units 17 and 18. • Divide the class into small groups. Reading: Comprehension of review story • Divide groups into a narrator, Dot, and Billy. Project: Make a Venn Diagram • Students read their lines. Then they switch roles. Writing: List and write about living and nonliving things Speaking: Talk about the diagrams Project Materials: Big Question Video, Discover Poster 9, Talk About It! Poster, Big Question Chart, Audio CD 21ST CENTURY SKILLS   Review Story B Make a Venn diagram. • Tell students to look at the example as you read the A Listen and read along.  $ 3•32 • Ask students a gist question before reading and listening instructions.  COMMUNICATION  to check overall understanding, e.g. Where is everyone? • Check the students’ understanding of the Venn diagram. • Give students a few minutes to skim the text and answer Point to the circle on the left, and ask What types of information do you see in this circle? Point to the circle the question. on the right, and ask What types of information do you see in this circle? Then point to the middle, and ask • Ask students to point to the thing in the bushes. What about the information here? Is it for the sneakers? Is it for the goldfish? Both? Point to the diagram as you CRITICAL THINKING   review: So this part of the circle is only about the sneakers. This part of this circle is only about the goldfish. And • Ask the following questions to check understanding: this part of both circles is for both the sneakers and the goldfish.  COMMUNICATION    CRITICAL THINKING  What does Dot think the sound is? Where do Billy and Dot look? • Tell students they can include this type of information Why do they think it is a living thing? When do Dot and Billy get scared? about their living and nonliving things.  COMMUNICATION  Why did Gus hide in the bushes? • Have students work individually to make their Venn diagrams.  CREATIVITY    CRITICAL THINKING  218 Units 17 and 18 • Wrap Up © Copyright Oxford University Press

• They list the comparison and contrasting facts for C Complete the Big Question Chart. • Ask students what they have learned about what living each thing they chose. Then they draw their diagram and write the information in it. Finally they add things are while studying these units. pictures.  CREATIVITY    CRITICAL THINKING  • Put students into pairs or small groups to say two new • Go around and help as needed. things they have learned. C Put your diagram on the wall. Tell the class about it. • Have students share their ideas with the class and add • Read the example. Tell students they will talk about their their ideas to the chart. diagrams.  COMMUNICATION  • Have students complete the chart in their Workbook. • Each student tells the class about his / her diagram. Further practice  COMMUNICATION   CREATIVITY  Workbook Unit 18 page 162–163 Online practice Units 17 and 18 • Wrap Up 9 D Look at all the diagrams. Talk about them. Classroom Presentation Tool Units 17 and 18 • Wrap Up 9 • Put the diagrams out where students can see them. Have students stand up and look at all the diagrams.  COMMUNICATION  • Then put students into pairs to talk about the diagrams. Model the example dialogue in the book. Then model an example dialogue, e.g. The rose needs water. The fountain needs water, too.  COLLABORATION   CREATIVITY   CRITICAL THINKING  • Have pairs talk about the other students’ diagrams (not their own).  COLLABORATION   CREATIVITY  • Have pairs say some things they like about the diagrams.  COMMUNICATION   COLLABORATION    CRITICAL THINKING  • Put the pairs into small groups. • Have groups discuss the diagrams. Ask Do the diagrams have the same types of information? What is the same or different? What about diagrams about the same living or nonliving things? How are those the same or different?  COMMUNICATION   COLLABORATION    CRITICAL THINKING  • Students in the group continue looking at and analyzing what they see in the diagrams. Have groups share their ideas with the class.  COMMUNICATION    COLLABORATION   CREATIVITY    CRITICAL THINKING  Units 17 and 18 Big Question Review What are living things? A Watch the video.  • Play the video. When it is finished, ask students what they know now about what living things are. • Have students share ideas with the class. B Think more about the Big Question. COMMUNICATION     • Display Discover Poster 9. Point to familiar vocabulary items and elicit them from the class. Ask What’s this? • Ask students What do you see? Ask What does that mean? • Refer to all of the learning points written on the poster and have students explain how they relate to the different pictures. • Ask What does this learning point mean? Elicit answers from individual students. • Display the Talk About It! Poster to help students with sentence frames for discussion of the learning points and for expressing their opinions. Units 17 and 18 • Wrap Up 219 © Copyright Oxford University Press

Audio Scripts OD2e_EndmaHtteer rheeaadsr_eTGth1.eindldist1ening transcripts from all the listening Three. 13/12/2018 10:00 sections of the Student Book. It can be useful to ask students to read along as they listen to the audio, as it provides Look, Dad! They’re so big. And they’re yellow and … blue. No support for listening skills. wait! They’re yellow and purple! Unit 1 Four. Page 14 Look. The sky is light. It’s gray now. Wow! Red, white, and C. Listen. Are they talking about friends or families? How blue fireworks are beautiful! do you know? Unit 4 D. Listen again and number the pictures. One. Page 42 They’re my cousins, Alex and Katie, and my aunt and uncle. C. Listen. Do they like these clothes or not? How do you That’s me with my aunt. We have fun together. Two. know? This is my family. I have two sons and three daughters. Our D. Listen again and number the clothes. family is big. We’re very happy. One. Three. My favorite hat is green and yellow. It’s next to the blue pants. This is my father, my aunt and my uncle. They are my father’s Two. sister and brother. They go places together. I like my pink and white T-shirt. It’s next to the blue and Four. white T-shirt. Look at my grandmother and grandfather. They’re my Three. mother’s parents. They work together. My favorite shorts are purple and orange. They’re next to my yellow and blue hat. Unit 2 Four. I like my yellow jacket. There’s an orange starfish on it. It’s Page 22 next to the orange jacket with the yellow starfish. C. Listen. Are they talking about families, friends, or pets? D. Listen again and number the pictures. Unit 5 One. This is my friend, Abby, and I. She’s seven years old. That’s her Page 54 kitten. Her kitten is small. We play together. Two. C. Listen. Why do you think these animals live in these That’s my friend, Sam, and me. Sam is eight years old. He has homes? a bird. It’s green. Three. D. Listen again and check (✓) the animal home. That’s my friend, Maria. She’s eight years old. Look at her lizard! We have fun together. Welcome to our show. Tonight our show is about animals Four. and their homes. Jack and I are good friends. He’s seven years old. Those are his goldfish. He has three. Look at this little mouse. This mouse’s home is in the field. Look at the green grass. It’s safe here for the mouse. Unit 3 Next we see a squirrel high up in the tree. This squirrel lives Page 34 in the woods. It stays safe up in the trees. C. Listen. Do they like the fireworks? Why? / Why not? D. Listen again and number the fireworks. The frog’s home is in the pond. There are insects, too. Frogs One. eat insects. It’s dark now. Wow! Look at that big firework! It’s pink! The eagle’s home is in the tree. Look! There’s a nest. And Two. there are two eagle chicks in the nest. They’re safe high in Oooh! Beautiful! Orange and green fireworks. They’re my the tree. favorite! Unit 6 Page 62 C. Listen. Which animals sleep in the daytime? D. Listen again and check (✓) the correct pictures. My name is Jim. I take care of animals at a reserve. The reserve is their home. There are opossums and eagles at the reserve. It’s morning. Opossums sleep in their tree hollow in the morning. Eagles wake up in their nest. It’s afternoon. The eagles eat in the afternoon. They eat in their nest. Opossums sleep in the afternoon. 220 Audio Scripts © Copyright Oxford University Press

It’s evening now. The opossums wake up and come out of Ice cream in winter? the tree hollow. The eagles take a nap in their nest. Yes! I eat ice cream in spring, summer, fall, and winter! It’s night. The opossums play in the forest at night, but the Unit 9 eagles sleep. 0 Unit 7 Page 94 C. Listen. What things are they counting? Page 74 C. Listen. Do they like the winter? Why? / Why not? D. Listen again and circle the correct problem. D. Listen again and number the pictures. One. One. I have six pens. You have nine pens. How many pens do we have? It’s hot this morning! Two. It’s sunny, too. And the days are long. Our teacher has fifteen rulers. We have five rulers. How many do we have together? This is a fun season! Three. Two. The girls have eight pencils. The boys have nine pencils. How Brrr! It’s so cold. many pencils do they have together? It’s snowy! Four. And it’s cloudy, too. And the days are short. May has three erasers. Jon has four and Ava has five. How But I like the snow! many erasers do they have? Three. Unit 10 It’s warm today. It’s rainy, too. Yeah. And look at the trees. I see small, green buds. Page 102 Hey! I see a bird’s nest, too! C. Listen. What are they adding to the fruit salad? Four. D. Listen again and write the addition problems. It’s cool and very windy today. Wow! This is fun! One. Yeah. Look at this leaf! It’s red and yellow. Mom, let’s make a big salad! That’s pretty. Okay. What do we have? Let’s see … Well, I have four avocados. Unit 8 Here, I have two avocados! Page 82 Two. C. Listen. Do they like all the seasons? Why / Why not? Tomatoes? D. Listen again and number the pictures. Look, I have eleven small tomatoes. One. I have nine tomatoes. They’re small, too. Oh, I like spring. I plant flowers, and watch the buds grow. Three. I ride my bicycle. Spring’s fun! What about cucumbers? I have three cucumbers. Yes, spring is fun. I watch the honeybees collect nectar from Oh yes, I have cucumbers, too. I have two cucumbers! the flowers. Do you? Tasty salad. No, I don’t. I don’t like bees! Four. Two. How about a fruit salad, Mom? What do you do in the summer? Okay. I have peaches. I have … five peaches. I go to the beach! Do you go to the beach? And I have three. They’re very big. Yes, I do. I eat ice cream at the beach. Great! Yum! I like ice cream. I play at the beach, too. It’s hot and Five. sunny. I like summer! I like oranges. Do you have any oranges? Three. Yes, I have eight oranges! Small oranges. Do you like fall? And I have four. Here! Yes, I do. It’s windy and I fly a kite. Six. Finished? I like fall, too. It gets cool and I ride my bicycle in the park. No, no. I have one big mango. I watch the red and yellow leaves fall on the ground. It’s And I have six mangoes! so pretty. Four. Okay, let’s add them all together, and then … let’s eat! Yum! Winter is cold. Brrr. I play in my house. I stay in my house, too. I drink hot chocolate, Mmmm. Do you drink hot chocolate in the winter? No, I don’t. I … eat ice cream! Audio Scripts 221 © Copyright Oxford University Press

Unit 11 Three. Page 114 It’s very quiet here on the farm. You can see fields and C. Listen. Why do the children trade their toys? orchards. There are a lot of farms here in the country. Some D. Listen again and check (✓) the toys they want. people think the country is boring but a lot of people like it One. here. My name’s Jake. I have a bike, but I want a new game. My cousin, Max, has a game. We trade. Now I have a game and Four. he has a bike! Two. I’m here on Center Street in Allentown. This place is like a My sister has a board game, but she wants a doll. Her friend, small city, but it’s quiet. There are a lot of streets and homes, Sophie, has a doll. They trade. Now my sister has a doll and but the buildings aren’t very tall. I love it here. This town is Sophie has a board game. my hometown! Three. My brother has a kite, but he wants a comic book. His friend, Unit 14 Lucas, has a comic book. They trade. Now my brother has a comic book and Lucas has a kite. Page 142 Four. C. Listen. Do they all like the city? Why? / Why not? My name’s Ji Min. I have stickers, but I want pins. My friend D. Listen again and circle the correct words. Soo Bin has pins. We trade. Now Soo Bin has stickers, and I have pins! One. Unit 12 Department stores, restaurants, and museums – ugh! They’re so boring. There are too many cars and buses on the streets. Page 122 And there are so many people everywhere. There’s no fresh C. Listen. What drinks do they have for their picnic? air and I can’t see the sky. The buildings are too tall! D. Listen again and write N if they need it and W if they Wow! This place is really beautiful. Look at those apple want it. orchards. And it’s so quiet and the air is so fresh here. Let’s see … what do we need for the picnic? I want chips! Look! Cows! Cows are cool! I want chips, too. And we need sandwiches. Yes, you’re right. And we need juice, too. Two. Soda? We need soda. No, Emily, we don’t NEED soda. Oh, this is a beautiful hotel! And I can go to a department Okay. We don’t need soda. But I want soda! store and a museum this afternoon, and a restaurant for Okay, then. How about fruit? You kids need fruit. dinner tonight! There are so many interesting places here! Let’s have grapes. We all like grapes. Good, we have fruit. Now how about cookies? We want Oh, look at the plain farmhouses. They are so far apart. cookies! There aren’t many fancy buildings here. There aren’t many Yes, cookies, please! buildings or streets, and it’s too quiet. It’s boring, too. Okay. Let’s have cookies. And now, let’s go on our picnic! Yay – we love picnics! Ugh, cows! There aren’t many people and there are too many cows! Unit 13 Three. Page 134 C. Listen. Is he in the same place or different places? Oh! Look out! D. Listen again and number the pictures. One. It’s dangerous in these streets. It’s noisy, too. I’m here in King City. Look at all the cars and buses on the streets. I’m in front of a tall apartment building. It’s very It’s too quiet here. And it’s boring, too. There are too many noisy here and there are a lot of people and buildings. Many cornfields! Aahh! people live in the city. It’s very interesting here. Two. Help! Honey bees! It’s not very safe here either. People live here and children go to school near their homes. This neighborhood is small but there’s a park, a school, and Four. lots of houses. This is a very safe place to live. Look at all the beautiful buildings. There are so many restaurants, hotels, and department stores! I love it here. It’s so safe and quiet here. There are a lot of beautiful trees and flowers. My grandfather and I watch the birds build their nests. It’s fun here! Unit 15 Page 154 C. Listen. Which instruments are soft? Which are loud? D. Listen again and number the pictures. One. Oh, listen – that’s loud! They’re both playing the tambourine. I really like it – it sounds lovely! Two. Oh no! That sounds awful. He’s playing the drum, and she’s playing the cymbals. He’s fast and she’s slow. Oh, I don’t like that! 222 Audio Scripts © Copyright Oxford University Press

Three. Unit 18 Ah, that is lovely! She’s playing the xylophone, and he’s striking the triangle. It’s so soft and lovely. Page 182 Four. C. Listen. Who is telling the children what they should and Wow! Listen to that! They’re playing their instruments so fast! I love loud music, and I love the drums and the cymbals – shouldn’t do? bang, bang, bang! D. Listen again and check (✓) what they should do. One. Unit 16 Jake! Put those chips down! You shouldn’t eat junk food. It’s not good for you. You should eat healthy food. Here’s your Page 162 lunch – a sandwich and some fruit. C. Listen. Which performances are they watching? Oh, okay. Thanks, Mom. D. Listen again and number the places. Two. One. Max, get up! You shouldn’t sleep all day. It’s warm and sunny This is really fun! I love this music. And look at the clown! Oh, today. You should play outside! no! He’s falling down! Okay, Dad… Two. Three. Listen to those drums. They’re very loud! But the music is Millie, what are you doing! You shouldn’t stay up late! good. Here they come – look! And the weather is beautiful Mom, I’m reading . . . today. It’s a great day! Okay, but it’s 10:00 now! You should go to bed early. Three. Oh, look! They’re all dancing! The dancers are so tall and beautiful! And the music is soft and lovely, too! Four. Wow, I love this. It’s so fast and so awesome. We’re having a great time! More, more! Five Mommy, look at the bears! Oh, listen, the baby bear is so quiet. And the father bear is so loud. This is fun! Six. Oh, this is my favorite part. Listen. He’s so good. Unit 17 Page 174 C. Listen. Who is in the park: Mom, Dad, son, daughter? D. Listen again and check (✓) the things in the park. One. This park is great, Dad. Look at that big horse! It isn’t a horse, Joe, it’s a statue. Oh yes, a very big statue. Two. There’s a lovely pond over there. Let’s go. Listen, what’s that noise? Is it an animal? No, it’s a fountain. Look! Oh, I love fountains. They’re so cool. Three. Look over there, next to the bush – red roses. Beautiful! Oh, yes, Mom loves those. Yes, red roses are her favorite. Four. Dad, I’m tired, can we sit down? Okay, where? Under the tree? Well, yes, but not on the grass – on the bench. Yes, good idea – race you to the bench! Audio Scripts 223 © Copyright Oxford University Press

Workbook Answer Key Unit 1OD2e_Endmatter heads_TG1.indd 2 Page 7 Page 11 29/06/2018 15:03 D D Page 2 1 Are y A 2 Is; Yes, she is. 1t 2s a grandfather, b father, c sister, 3 Are; No, they aren’t. 5e d grandmother, e mother, f brother 4 Is; Yes, it is. 3l o n e l a Page 3 5 Am; Yes, you are. nt B F r e 1 family 1 isn’t 4s t e 2 friend 2 ’re C 3 aren’t co p 1 sister 4 ’s 2 father ai 3 grandmother Page 8 4 brother A rs 5 mother 1  ✗  2  ✓  3  ✓  4  ✓  5  ✗  6  ✗   6e l e 7p h a 6 grandfather 7  ✓ D B dl 1 sister c 1 parents 8s a d 2 father a 2 uncle 3 grandmother b 3 aunt y Page 4 4 daughter / sister A 5 son E 3 6 cousin 1 scared Page 5 2 play, sleep A Page 9 3 tortoise Students’ own answers. A B 1  b  2  d  3  f  4  a  5  c  6  e Page 12 1 Yes A 2 No Writing 2 3 No A+B 4 Yes Students’ own answers. Page 13 5 No A 6 Yes Unit 2 Students’ own answers. C B Students’ own answers. Page 10 1  d  2  b  3  a  4  c D A C Students’ own answers. 1  c  2  d  3  a  4  b  5  h  6  e   1 brother Page 6 7  f  8  g 2 tortoises B B 3 eat 1 am 1 lonely 4 elephant 2 are 2 eat D 3 is 3 sad Students’ own answers. 4 are not 4 play 5 are 5 elephant Page 14 6 is not 6 scared B C C 1 is 1 is 1, 3, and 6 2 is 2 is not 3 Those 3 are 4 This 4 is 5 are 6 That 224 Workbook Answer Key 7 These 8 is C 1 are 2 is 3 is 4 are 5 is 6 are © Copyright Oxford University Press

Page 15 Page 19 Page 25 DC C 1 That 1 I’m; seven; These 1 There are 2 That 2 are; They; small 2 There’s 3 These 3 There’s 3 4 Those D 4 There are 1 This 5 There’s E 2 are 1 That is 3 parents 6 There are 2 These are 4 father D 3 That is 5 That 1 There are 4 This is 6 kitten 2 There is 7 Cleo 3 There are Page 16 No Capital Letter 8 is / ‘s 4 There’s A 4 my mother 5 There are 1 goldfish 5 family Unit 3 6 There’s 2 lizard 6 my brother E 3 kitten Page 20 1 are three 4 bird A 2 is/’s a 5 hamster Students color boxes: 1 red; 2 green; 3 are four 6 rabbit 3 brown; 4 blue; 5 yellow; 6 black; 4 are two B 7 white; 8 purple 5 is/’s a 1 hamster 2 lizard Page 21 Page 26 3 bird B A 4 kitten a yellow and red 1 dark C b green and white 2 pink 1 lizard c purple and black 3 fireworks 2 goldfish d brown and red 4 orange 3 hamster e yellow and blue 5 light 4 rabbit f green and brown 6 gray C B Page 17 1 blue c 1 orange A 2 green a 2 gray 3 yellow b 3 fireworks Capital Letter 4 black; white d 4 pink 5 dark 1 Lucy Page 22 6 light 2 Harry A 3 Ella C Writing animal friends 1p A+B Page 23 Students’ own answers. A 2l i 3f i Page 18 Students’ own answers. r e w 4o n s A B g r rk y 1 old, hot 1  a  2  b  3  a h a 2 grandfather, father C t n 5d 3 kitten, rabbit 1 sky 6g ra 4 sister, aunt 2 play e B 3 fun r D k e a tms oh y me E Page 27 l one l ya r Students’ own answers. A e h s l e pma Page 24 pl ayexss B 1 grandmother hpdap l t x 1 No 2 cousin ax s ca r ed 2 Yes 3 son n n k bms r d 3 No 4 bedroom tor toi se 4 Yes 5 classroom 5 Yes 6 house 7 pencil 8 toy box 9 bicycle Workbook Answer Key 225 © Copyright Oxford University Press

B Page 32 B Students’ own answers. B 1 dark 1 Yes 2 light Writing 2 Yes 3 fireworks A+B 3 No 4 fish Students’ own answers. 4 Yes Page 37 Unit 4 Page 33 C C 1 There’s a hat Page 28 1 next to 2 There aren’t sneakers A 2 in 3 There are two hats 1 seashell 3 next to 4 There’s a T-shirt 2 ocean 4 under D 3 starfish D 1 are two birds next to 4 mix 1 under 2 ’s a spider on 5 seaweed 2 in 3 are three seashells in 6 jellyfish 3 seashell 4 ’s a kitten under 7 mural 4 on 8 sand 5 fish Unit 5 B 6 next Students color pictures: 1 gray fish; 7 to Page 38 2 orange jellyfish; 3 pink seashell; A 4 blue starfish Page 34 1  d  2  b  3  g  4  c  5  a  6  h   A 7  e  8  f Page 29 a T-shirt C b shorts Page 39 3o 1 sand c shoes B p 2 seashell d hat 1 crab; seashell l ow 3 ocean e jacket 2 honeybee; hive s 4 jellyfish f pants 3 opossum; tree hollow es t 5 seaweed B 4 eagle; nest u 6 starfish 1 hat C m Animals: jellyfish, starfish 2 T-shirt D 3 jacket 1c 2h i c k le 1 jellyfish 4 pants 2 seaweed 5 shorts i 3 sand 6 sneakers 4c v 4 seashell C 5t r e e 6h o l 5 starfish 1 hat, shorts 6 mural 2 jacket, pants ao 7 ocean 3 T-shirt, sneakers b n 7n 8 mix Page 35 e Page 30 A A 1 My sneakers are blue. y 3 2 My jacket is red. 3 There’s a pencil on my desk. b Page 31 4 My T-shirt is orange. A e Students’ own answers. Writing 8e a g B A+B 1 False Students’ own answers. Page 40 2 True A 3 False Page 36 goldfish, eagle, honeybees 4 True A 5 False Students color pictures: 1 gray fish; Page 41 C 2 brown birds; 3 pink jellyfish; A 1 purple 4 yellow starfish; 5 blue seashells; Students’ own answers. 2 orange 6 green seaweed B 3 green 1 homes D 2 at home Students’ own answers. 3 the ocean 226 Workbook Answer Key © Copyright Oxford University Press

C Writing B 1 home A+B a Dayo 2 animals Students’ own answers. b Dayo’s parents 3 nest c the elephant 4 chicks Unit 6 1 Dayo’s parents 5 opossum 2 Dayo D Page 46 3 the elephant Students’ own answers. C A Students’ own answers. Page 42 1 rainforest B 2 take a nap Page 50 1 is 3 teach B 2 are 4 miss 1 Who’s 3 ’re 5 put out 2 What 4 ’s 6 reserve 3 is 5 is 7 take care of 4 they 6 aren’t 8 orangutan 5 is 6 are B C 1  b  2  a  3  d  4  c Page 43 Things Places Animals C We Do 8 orangutan Page 51 1 Where are, b D 2 Are, a 1 take 6 rainforest 1  b  2  b  3  b  4  a 3 Where is, d a nap 7 reserve E 4 Is, c 1 Who’s D 2 teach 2 this / that 1 Where is the opossum? 3 miss 3 Who’s 4 put 4 they It’s under the tree. 5 What’s 2 Where are the honeybees? out 6 these / those They’re in the hive. 5 take F 3 Where is the eagle? 1 What this?; It’s next to the nest. care 4 Where are the crabs? of rainforest They’re on the sand. 2 What; these; Page 47 seashells Page 44 C 3 Who; this; A 1 orangutan 1 field 2 rainforest It’s 2 woods 3 reserve 4 Who are they; 3 frog 4 take a nap 4 pond 5 put out They’re 5 squirrel 6 teach 6 mouse 7 take care of Page 52 B 8 miss A D 1 day Places Animals 1 teach 2 night 2 miss 3 morning 1 field 4 frog 3 orangutans 4 midday 2 woods 5 squirrel 4 rainforest 5 afternoon 3 pond 6 mouse 5 take a nap 6 evening 6 reserve C 7 take care of 1 mouse; field 8 put out 2 squirrel; woods 3 frog; pond Page 48 A Page 45 a boy and an elephant A 1 chicks Page 49 2 hives A 3 foxes Students’ own answers. 4 jellyfish 5 seashells 6 mice Workbook Answer Key 227 © Copyright Oxford University Press

BD Page 60 1 midday 1 What are these? B 2 night 2 Yes, it is. 1 snows 3 morning 3 Where are the squirrels? 2 rain 4 afternoon 4 It’s in the pond. 3 gets 5 evening 5 Yes, they are. 4 plays 6 day 6 Where’s the opossum? 5 wear 6 wears C Unit 7 C 1 evening 1 Yes, it does. 2 night 2 Yes, he does. 3 morning Page 56 3 No, it doesn’t. 4 midday A 4 Yes, she does. Page 53 hot d A cold a Page 61 warm c D cool b 1 Does it get hot in the fall? Questions Sentences B 1 snow No, it doesn’t. 1 Who’s this? a It’s Tom. 2 long 2 Does it rain in the winter? 2 Where’s the b It’s next to the 3 rain Yes, it does. 4 short 3 Does it snow in the summer? eagle? chicks. No, it doesn’t. 3 What’s this? c It’s honey. Page 57 4 Does it snow in the spring? C No, it doesn’t. Writing 1 cool E A+B 2 hot 1 doesn’t rain Students’ own answers. 2 rains 3 doesn’t snow Page 54 4 wears 5 doesn’t wear A 3 warm 6 doesn’t get 1 rainforest 4 short Page 62 2 squirrel D A 3 nest 1 cool 1  c  2  a  3  b  4  e  5  f  6  d 4 frog 2 rain B 1 rainy; sunny B 3 warm 2 sunny; cloudy Times of day 4 snow 3 rainy; windy 1 midday 4 snowy; windy 2 afternoon E Things We Do 1 hot, b, cold Page 63 3 take care of 2 long, a, short A 4 take a nap 3 cool, c, warm 1 jellyfish Places 2 seashell 5 field Page 58 3 rainforest 6 woods A 4 doorbell 1 Writing Animals Page 59 A+B 7 chick A Students’ own answers. 8 crab Students’ own answers. Page 55 B C 1 fall 1 It’s an opossum. 2 summer 3 spring It’s in a tree hollow. 4 winter 2 frogs. They’re in a (left to right) 3, 2, 1, 4 3 mouse. C a tree. 1 rain 2 leaves 4 They’re honeybees. 3 colors They’re next to a hive. 4 snow D Students’ own answers. 228 Workbook Answer Key © Copyright Oxford University Press

Unit 8 Page 68 B B 1 ride a bicycle; fly a kite Page 64 1 I 2 a swing; to the beach; ice cream A 2 We 3 a snowman; hot chocolate 1 watch 3 They 2 fall 4 You Page 73 3 grow 5 They C 4 bring 6 We 1 fall c don’t B 2 drink d drink make apple pie d Page 69 3 watch b do make a swing b C 4 grow a grow build a tree house c 1 They make a swing in summer.; b D build a snowman a 2 We grow flowers in the spring.; d 1 don’t fly kites 3 I don’t grow flowers in the fall.; c Page 65 4 They don’t make a swing in the ride bicycles C 2 don’t build a tree house We grow trees winter.; a drink hot chocolate We build a snowman D 3 don’t eat ice cream We make apple pie 1 do make apple pie We watch fireworks 2 don’t. 4 don’t ride a bicycle We bring flowers 3 build; don’t build a snowman D 4 Do you; do 5 Do you build; do Unit 9 s n o wm a n wp Page 70 Page 74 ip A A nl 1 ride a bicycle 1  b  2  d  3  c  4  a  5  f  6  g   g t r eehous e 2 go to the beach 7  h  8  e 3 eat ice cream B p 4 drink hot chocolate 10, 8, 6, 18, 2, 14, 20 i 5 fly a kite C honeybee s 6 plant flowers 1  2  2  +  3  +  4  4  5  6  6  19   E B 1 swing 1 eat ice cream Page 75 2 fall 2 drink hot chocolate 3 grow 3 plant flowers D 4 watch 4 fly a kite equals signs 4 5 bring 5 ride a bicycle odd numbers 8 6 go to the beach plus signs 6 Page 66 even numbers 6 A Page 71 numbers 14 2 A addition problems 4 1 I live with my mother, my father, Page 67 E A and my sister. a addition problem Students’ own answers. 2 My favorite colors are blue, green, b numbers B c even number 1 pond and yellow. d odd number 2 honey 3 There is a fox, a mouse, and a bird e answer 3 animals f plus sign 4 birds in the field. g equals sign C 1 flowers Writing Page 76 2 play A+B A 3 grow Students’ own answers. math 4 summer 5 trees Page 72 6 winter A D 1 make Students’ own answers. 2 build 3 ride 4 drink 5 fly 6 go 7 eat 8 plant Workbook Answer Key 229 © Copyright Oxford University Press

Page 77 B D A 1 fourteen Students’ own answers. Students’ own answers. 2 seventeen B 3 twenty Page 86 1  b  2  b  3  b  4  a 4 thirteen B C 5 nineteen 1  b  2  f  3  e  4  a  5  c  6  d 1 day 6 fifteen 2 play Page 87 3 by twos Writing C 4 are even A+B 1 has 5 addition Students’ own answers. 2 have D 3 does Students’ own answers. Unit 10 4 do D Page 78 Page 82 Not food Students’ own answers. B A pot E 1 have 1 potatoes stone 1 you have; I do; you have; I don’t 2 don’t have 2 stone 2 you have; have; do you have; 3 have 3 onions 4 doesn’t have 4 pot I have 5 food F Page 79 6 carrots 1 No, they don’t. C 7 soup 2 They have a ball. 1 They don’t have bicycles. 8 sausages 3 Yes, she does. They have two hats. B 4 No, he doesn’t. They don’t have pets. 5 She has three books. They have four bags. Food 6 No, they don’t. 2 They don’t have T-shirts. They have three rabbits. soup Page 88 They don’t have apples. carrots A They have two carrots. onions 1  e  2  a  3  f  4  d  5  b  6  c 3 He doesn’t have hot chocolate. potatoes B He has an ice cream. sausages 1  ✓  2  ✓  3  ✓  4  ✗  5  ✗  6  ✗ He doesn’t have sneakers. C He has six seashells. Page 83 1 tomatoes D 2 peaches Students’ own answers. C 3 oranges 4 cucumbers Page 80 1p 5 avocados A 2o n i o n s 6 mangos 1  d  2  e  3  c  4  b  5  a  6  f 3c t + Students’ own answers. B 4s a u s a g e 5s 1 No Page 89 2 Yes r tt A 3 No o 6s o u 7p 1 ? / . 4 Yes r 2 ? / ! C 8f o o d e no 3 ? / . 1 pencil 4 ? / ! 2 ruler t s et 5 ? / ! 6 ? / . Page 81 s 7 ? / ! A D 8 ? / . 12, fifteen, 17, thirteen, 20, eighteen, 1 sausages 9 ? / ! 14, eleven, 16, nineteen 2 onions 10 ? / . 3 potatoes 4 pots Writing A+B Page 84 Students’ own answers. A 3 Page 85 A Students’ own answers. B 1  M  2  E  3  B  4  M C 1  E  2  B  3  B  4  M 230 Workbook Answer Key © Copyright Oxford University Press

Page 90 C Unit 12 A 1 market 1  b  2  b  3  a 2 sell Page 100 B 3 onions A 1 3 + 1 = 4 I have four pencils. 4 buy 1 water 2 2 + 4 = 6 I have six rulers. 5 fancy 2 teacher 3 1 + 4 = 5 I have five notebooks. 6 wants 3 money 4 2 + 1 = 3 I have three backpacks. 7 food 4 help 8 money 5 clothes Page 91 9 need 6 doctor C 10 happy 7 police officer 1 tomatoes D B 2 avocados Students’ own answers. 3 does she; has mangos Things We Jobs Things We 4 do they have; have peaches Page 96 Need 4 teacher Do D B 5 doctor 1 have; ?; they; . 1  ✓  2  ✗  3  ✓  4  ✗  5  ✓  6  ✗ 1 money 6 police 7 help 2 they; ?; don’t; . 2 water 3 he; ?; Yes; does; . Page 97 3 clothes officer 4 Does; have; ?; she; . 5 Do; ?; they; have; ! C Page 101 1 He has a cow. d C 2 She doesn’t want water. e 3 It needs water. a 1p Unit 11 4 He doesn’t have a ruler. f 2m o ne y Page 92 5 She has a fancy backpack. c l 3w A 6 He wants a new backpack. b i ac a 1 milk c t 2 sell D 4t e 5c r 3 cow 1 doesn’t have o l he 4 fancy 2 wants f r 5 market 3 doesn’t need f to 6 farmer 4 has i t r 7 plain 5 has 6d o c h 8 buy 6 needs e e 7 has r s Page 93 Page 98 D B A 1 money a pins 2 water Drink Animal Place Person Verb b comic book 3 helps market farmer buy c board game 4 job milk cow d stickers 5 clothes C e doll 1 five f game 2 two B 3 fancy 1 board game; stickers; a comic 4 plain 5 two book 6 fancy 2 comic book; doll; game 3 pins; game; stickers Page 94 Page 102 A Page 99 A a bag A 2 and 4 Page 95 Verbs Things Page 103 A 1 eat 6 pot A Students’ own answers. 2 sell 7 tree house Students’ own answers. B 3 bring 8 soup B 1  b  2  f  3  a  4  e  5  c  6  f 4 sleep 9 onion 1 True 5 make 10 ruler 2 False 3 False Writing 4 True A+B 5 True Students’ own answers. Workbook Answer Key 231 © Copyright Oxford University Press

C 5 Noun Page 111 1 home 6 Noun B 2 safe 1 building 3 oranges Writing 2 world 4 unhealthy A C 5 healthy What do we need? 1 street 6 comic books 1  a home   2  fruit and vegetables   2 apartment 7 jobs 3  clothes 3 building D Why? 4 city Students’ own answers. 1  It’s a safe place.   2  They keep us 5 the country healthy.  3  They keep us warm. 6 neighborhood Page 104 B D B Students’ own answers. 1 the country 1 Yes, he does 2 city 2 have Page 108 3 world 3 doesn’t A 4 street 4 want 5 does Things We Things We Jobs Page 112 6 needs Want Need A 7 Does city; neighborhood; street; 8 does 1 cookies 4 water 7 doctor apartment 2 doll 5 clothes 8 police Page 105 3 stickers 6 money Page 113 C B officer A 1 Does she have a doll? d 1 has 9 teacher Students’ own answers. 2 What does he need? b 2 Does B 3 Does it need water? a 3 does 1 Saul’s neighborhood 4 What does she want? c 4 needs 2 Lucy’s apartment D 3 Roberto’s street 1 Yes, he does. Page 109 4 Marina’s city 2 Yes, she does. C C 3 No, she doesn’t. 1 Does the farmer have a cow? 1 work 4 No, she doesn’t. 2 world 5 Yes, she does. Yes, he does. 3 play 6 No, he doesn’t. Does the farmer have a fancy hat? 4 houses E No, he doesn’t. D 1 what does; She wants The farmer has a cow. Students’ own answers. 2 does he; has The farmer doesn’t have a fancy 3 does she; needs hat. Page 114 4 does it; wants 2 Does the teacher have stickers? B Yes, he does. 1  b  2   a  3  c Page 106 Does the teacher have soda? C A No, he doesn’t. 1 c Tim’s comic book a grapes The teacher has stickers. 2 d Emily’s doll b chips The teacher doesn’t have soda. 3 a Jake’s pen c soda 3 Does the doctor have water? 4 b Cara’s ice cream d sandwich Yes, she does. e juice Does the doctor have chips? Page 115 f cookie No, she doesn’t. E B The doctor has water. 1 it is 1 grapes The doctor doesn’t have chips. 2 it isn’t 2 soda, juice D 3 Yes 3 cookie 1 Verb (underlined): has 4 No C Nouns (circled): farmer, cow F 1 cookies; juice 2 Verb (underlined): has 1 Is Dana’s kitten white? 2 sandwiches; soda Nouns (circled): teacher, stickers No, it isn’t. 3 grapes; chips 3 Verb (underlined): has 2 Is Finn’s hat fancy? Nouns (circled): doctor, water No, it isn’t. Page 107 3 Is Meg’s doll big? A Unit 13 Yes, it is. 1 Verb 2 Noun Page 110 3 Verb A 4 Verb 1  b  2  d  3  a  4  c  5  g  6  h   7  e  8  f 232 Workbook Answer Key © Copyright Oxford University Press

Page 116 E E A 1 department store 1 His home is in the city. He has a 1 boring 2 hotel 2 quiet 3 cornfield nice apartment. His apartment 3 dangerous 4 orchard isn’t very old. 4 interesting 2 Her home is in the country. Her 5 safe Page 120 street is quiet. She has an old 6 noisy A house. Her house isn’t very big. B 2 3 Their home is in the town. Their 1 quiet b neighborhood is safe. Their street 2 interesting c Page 121 isn’t quiet, but it’s interesting. 3 dangerous a A C Students’ own answers. Page 124 Students’ own answers. B A 1 museum Page 117 Name Lives in Thinks it is … 2 drugstore A the … 3 supermarket 1 a water; Verb 4 library b water; Noun Ella country boring 5 bakery 2 a plant; Noun 6 park b plant; Verb Samuel city noisy; B dangerous 1 ✗ There’s a park and a library. Writing 2 ✗ T here’s a supermarket and a A+B C Students’ own answers. 1 Ella drugstore. 2 Samuel 3 ✓ Unit 14 3 Ella 4 ✗ There’s a drugstore and a park. Page 118 D Page 125 A 1 False A a department store 2 False 1 The big city b restaurant 3 True 2 My sister goes to the park. c movie theater 3 The mouse lives in a field. d hotel E 4 A fancy hat e orchard Students’ own answers. 5 In my apartment f cornfield 6 The boy likes the board game. B Page 122 1 Old B Writing 2 New 1 His A+B 3 Old 2 Her Students’ own answers. 4 New 3 your C 4 Their Page 126 4l 1 old 5 My A i 2 are new 6 Our 3 hotel is old C 1p 2a r k 4 The movie theater is new. 1 My 3h p 2 Their 5o r 6c h a r d Page 119 3 His D 4 our tir b a movie theater 5 your b restaurant 6 her et t r c orchard d department store Page 123 l ym a e cornfield D f hotel 1 Is her house new? er c  Yes, it is. 7n o i s y 1 hotel 2 Is their apartment quiet? 8s t r e e t 2 orchard a  No, it isn’t. 3 department store 3 Is your sister happy? Page 127 b  No, she isn’t. B 1 her 2 interesting 3 movie theater 4 their 5 city 6 neighborhood 7 their 8 Ben’s Workbook Answer Key 233 © Copyright Oxford University Press

C Page 132 Unit 16 1 Is Lucy’s town quiet? B 2 His street is safe. 1 They’re Page 136 3 His building isn’t old. 2 He’s A 4 Their park is nice. 3 She isn’t 1  f  2  e  3  h  4  g  5  d  6  a   5 Is your neighborhood noisy? 4 aren’t 7  c  8  b 6 My apartment isn’t small. 5 He isn’t B 6 She’s 1 tickets ✗ Unit 15 2 give ✓ Page 133 3 pictures ✗ Page 128 C 4 practice ✗ A 1 are playing 1 tambourine 2 am striking Page 137 2 xylophone 3 is shaking C 3 triangle 4 are clapping 4 cymbals D 1s 2b 5 drum 1 He isn’t making music. iu 6 strike 2 They’re keeping the beat. n y 3g 4 t 7 shake 3 She’s clapping her hands. 5g e t a n i d e a 8 instruments 5 I’m shaking the tambourine. Page 129 E i vk B 1 He isn’t playing the xylophone. 6c c e e 1 drums l kmp 2 cymbals He’s playing the tambourine. 7d a n c e o i 3 triangle 2 She isn’t playing the drums. ptnc 4 xylophone She’s playing the cymbals. 5 tambourine 3 She isn’t playing the triangle. set 6 instruments yu C She’s playing the drums. r 1 strike 4 He isn’t playing the cymbals. e 2 play s 3 strike He’s playing the xylophone. 4 strike D 5 play Page 134 1 get an idea D A 2 dance 1 instruments 1  c  2  a  3  b  4  f,  5  d  6  e 3 take pictures 2 shake B 4 give money / buy tickets 3 strike 1  b  2  c  3  a 5 clap / sing / practice an instrument Page 130 C A Page 138 music f as t A Page 131 2 A o 1 c drums Page 139 2 b xylophone awf u l A 3 e tambourine Students’ own answers. 4 d cymbals t B 5 a triangle 1 shaking; Lauren is striking the B Page 135 1 big A xylophone. 2 wooden 1  a  2  m  3  d  4  t  5  h  6  r 2 triangle; Matthew is playing the 3 small B C 1 apple drums. Students’ own answers. 2 doll 3 striking; Louise is shaking the 3 hotel 234 Workbook Answer Key 4 money tambourine. 5 rabbit 4 fast; Matthew is playing the drums 6 tree house slowly. Writing C A+B 1 band Students’ own answers. 2 music 3 know 4 beat 5 lovely D Students’ own answers. © Copyright Oxford University Press

Page 140 Page 144 Page 148 B A A 1 Is; No, Students’ own answers. 2 Are; are Instruments Performances Verbs 3 is she; playing 4 Are; am 1 cymbals 4 ballet 7 clap Page 149 5 are; They’re 2 triangle 5 concert 8 sing A 6 Is; No, 3 drums 6 puppet 9 dance Students’ own answers. B Page 141 show C 1 playing B Living Non- 2 book 1 shake Things living 3 talking 2 loud Things 4 water 3 parade 5 sandwich 4 give money Do they ✓✗ D breathe air? 1 doing Page 145 2 playing C Do they grow? ✓ ✗ 3 am 1 are 4 Is 2 is Do we need ✓✓ 5 isn’t 3 striking 6 eating 4 loud to take care of 5 doing them? Page 142 6 She’s A 7 isn’t C 1 ballet 8 dancing 1 Nonliving; Living things can 2 play D 3 puppet show 1 What is she eating? breathe air. 4 circus She’s eating grapes. 2 juice; All living things need food 5 parade 2 What is he doing? 6 concert He’s riding a bicycle. and water. B 3 What are they buying? 3 rain; Plants can grow tall to get 1 play  c 2 circus  b They’re buying tickets. sunlight. 3 ballet  d 4 What are they playing? 4 don’t; We do need to take care of 4 parade  e They’re playing drums. 5 puppet show f nonliving things. 6 concert  a D Page 143 Students’ own answers. A 1 You’re Unit 17 Page 150 2 He isn’t B 3 They aren’t Page 146 1 My sister can play the tambourine. 4 We’re A 2 Can you build a snowman? 5 I’m 1  c  2​   g  3​   a  4​   e  ​5  f  6​   b  ​ 3 Luke can’t play the drums. 6 It isn’t 7  h  ​8  d 4 Can toys breathe air? B 5 Flowers can grow fast. This is Emily. She’s eight. She’s Page 147 6 Stones can’t change color. playing a tambourine. She isn’t B 7 My brother can’t jump. striking it. She’s shaking it. What’s her 8 Can a tree grow? friend doing? He’s playing a triangle. It isn’t loud. Living Nonliving Page 151 5 snowman C Writing 1 apple tree 6 eraser 1 Yes, it can. A+B 2 squirrel 7 fireworks 2 No, he can’t. Students’ own answers. 3 jellyfish 8 stone 3 No, it can’t. 4 chick 4 Yes, it can. C 5 Yes, they can. 1 people 6 Yes, she can. 2 move D 3 air Students’ own answers. 4 plant Page 152 A 1  e  2  b  3  d  4  f  5  a  6  c B 1 bush, rose, grass 2 bench, fountain, statue Workbook Answer Key 235 © Copyright Oxford University Press

C Page 156 6 Adjective 1 bench A 2 statue 2 Writing 3 fountain A+B 4 breathe Page 157 Students’ own answers. 5 water A 6 grass Students’ own answers. Page 162 7 rose B A 8 bush a  3  b  1  c  2  d  4 1 air 9 air C 2 people 10 food 1 snowy 3 statue Page 153 2 smell 4 junk food A 3 play 5 open 1 cold 4 move 6 cross 2 old 5 chase 7 fountain 3 fancy D 8 healthy food 4 new Students’ own answers. 9 plant 5 safe 10 bench 6 quiet Page 158 7 lovely B d f hubshponh 8 interesting 1 He should close the door. bceappeop l e Writing 2 You shouldn’t run fast. i r a i rbk j e j a A+B 3 Should we cross the road? f ovpd f dbn i l Students’ own answers. 4 Should she bake cookies? j sml s oe vn s t 5 They should stop at the road. c s t a t uec l dh Unit 18 6 I shouldn’t eat lots of ice cream. ndhnbnp l aqy 7 It should chase the ball. vb i t i t chac f Page 154 b e n c h ame v l o A Page 159 n f un t iml kao 1 catch C r t j j unk f ood 2 bake 1 should drink water 3 cross 2 shouldn’t cross the road Page 163 4 smell 3 should run away fast B 5 stop 4 should wear a jacket 1  d  2  b  3  e  4  a  5  f  6  c 6 run away 5 shouldn’t play the drums C 7 chase 6 should make a swing 1 living; . 8 open D 2 water; ? B 1 No, she shouldn’t. 3 can’t; . 1 cross; stop 2 No, we shouldn’t. 4 run; ! 2 chase; catch; run away 3 Yes, he should. 5 grows; . 3 bake; smell 4 Yes, she should. 6 Should; ? 4 open Page 155 Page 160 C A 1 stop 1  c  2  a  3  d  4  b  5  e 2 run away B 3 smell 1 eat healthy food ✓ 4 chase 2 play outside ✓ 5 cross 3 go to bed late ✗ 6 open 4 eat junk food ✗ 7 catch 5 go to bed early ✓ 8 bake C D Students’ own answers. 1 bake 2 smell Page 161 3 catch A 4 away 1  ?  2  !    3  .  4  ?  5  .  6  ! 5 cross B 6 open 1 Verb 2 Adjective 236 Workbook Answer Key 3 Noun 4 Noun 5 Verb © Copyright Oxford University Press

Unit 1OD2e_Endmatter heads_TG1.indd 3 Word List Unit 5 29/06/2018 15:03 mother Unit 3 eagle father chick grandmother yellow nest grandfather red opossum brother blue tree hollow sister green honeybee family purple hive friend black crab aunt brown woods uncle white field cousin fireworks pond parents dark squirrel daughter light mouse son gray frog big orange dry have fun pink home help butterflies leaves live with cats live old colors safe play dogs small foxes Unit 6 together spiders young sun orangutan tree rainforest Unit 2 reserve Unit 4 teach elephant take care of tortoise mix miss lonely mural take a nap sad ocean put out scared sand day eat seaweed night play seashell morning sleep jellyfish midday hamster starfish afternoon goldfish jacket evening bird shorts baby rabbit sneakers flowers lizard T-shirt fruit kitten hat happy pet pants run away clothes walk paint primary color secondary color Word List 237 © Copyright Oxford University Press

Unit 7 Unit 9 Unit 11 warm numbers farmer hot plus sign cow cool equals sign milk cold problem market rain addition sell snow answer buy long odd numbers plain short even numbers fancy weather pen games cloudy pencil comic book sunny eraser board game windy ruler doll snowy backpack stickers rainy notebook pins after count beautiful buds group dress fall join need grow thirsty season Unit 10 town spring want summer pot wife time stone work winter food sausages Unit 12 Unit 8 carrots onions job watch potatoes doctor build a snowman soup police officer build a tree house tomato teacher make a swing cucumber help make apple pie avocado money grow orange clothes fall mango water bring peach sandwich ride a bicycle enough grapes go to the beach hungry juice eat ice cream man cookie drink hot chocolate tasty chips fly a kite village soda plant flowers woman drink branches healthy collect store swim trade truck driver 238 Word List © Copyright Oxford University Press

Unit 13 Unit 15 Unit 17 street instruments living neighborhood cymbals nonliving town tambourine breathe city xylophone move the country drum change apartment triangle air building shake people world strike plant noisy fast bench quiet slow bush safe loud statue dangerous soft grass boring awful rose interesting lovely fountain address beat different close together clap toy community feet far apart hands Unit 18 farms percussion house sounds run away parks chase Unit 16 catch Unit 14 stop dance cross department store sing bake restaurant get an idea smell movie theater practice an instrument open hotel buy tickets go to bed cornfield give money play outside orchard clap early new take pictures late old parade healthy food park concert junk food library ballet chicken supermarket play climb drugstore puppet show hear bakery circus horse museum performance jump cars problem nose dinner solution river school think same train Word List 239 © Copyright Oxford University Press

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