Introduction
4. Sports
Unit objectives
To understand and use target
language.
To understand short dialogues.
To follow and enjoy a story.
To participate in songs and
chants.
To say a chant and practise the
j sound.
Target language
Vocabulary:
basketball, cycling, football,
gymnastics, rollerblading,
skiing, swimming, tennis; ball,
bike, clock, cup, rollerblades,
shirt; hands and feet race,
running race, sack race, three
legged race; climb, do, juggle,
ride, rollerblade
Structures:
He likes tennis.
She doesn’t like cycling.
She can ride a bike.
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Anticipating difficulties.
Nowadays children tend to read very little, and often new technologies are
favoured. Children may be lacking in motivation to read. Invite children to bring in
their favourite books and comics and explain to their classmates what they like
and don’t like about them. You could hold a vote at the end of the session to see
which book or comic seems to be the most interesting.
Teaching tip
The importance of play at this age is often underestimated, but play can foster
a healthy, happy environment in the classroom, which is important in English
language acquisition. To practise directions you could invent a giant map in the
class or outside in the playground. The children’s desks or trees or rocks could
represent different shops and you could draw a zebra crossing on the floor with
chalk or represent it with a black and white jumper. The children then work in pairs.
One is the master, and he/she has to give directions to his/her robot to arrive at a
specific destination.
Unit 4 Sports
skiing
swimming
football
basketball rollerblading
tennis
cycling
gymnastics
1.43
Jane can juggle lots of balls.
Jim can do gymnastics.
EAN: 8431300158542 BEEP 3 © Santillana Educación S.L. 2012
John can jump and Jenny can jog.
I think they’re all fantastic!
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 Lesson 1A
Student’s Book, page 33

Objectives Getting started

To introduce and learn target
vocabulary.
To learn and sing a song.
To recognize and learn the
names of different sports.
Target language
Vocabulary:
basketball, cycling, football,
gymnastics, rollerblading,
skiing, swimming, tennis
Structures:
I like tennis.
I don’t like skiing.
Do you like football?
Yes, I do. / No, I don’t.
Put the poster on the board and explain to the children that Beep and Robby
are at the sports centre. Then, take out the flashcards one by one and hold them
up to elicit the names of the different sports from the children. Put them on the
board and ask a volunteer to come and point at the correct flashcard as you
call out the name of the sport, and then to find and point to the same activity
on the poster. Repeat the process with other volunteers and then ask one of the
children to take over your role. Try to make sure that all the children have a turn
at saying the sports.
1 Listen and sing. 1.36
Say: Open your books at page 33. Ask the class to look at the picture and ask
them if they can see Olga, Karim and the other characters. Tell them they are going
to hear a song about sports. Play the CD and ask the class to listen. Play the CD
again and ask the class to try to follow the song in the book with their fingers.
Then play it again and encourage the children to join in and sing. Join in yourself.
Play the CD a few times until they are more confident. Then divide the class into
groups and ask them to sing the song.

2 Ask a friend.
Materials
Ask the children to look at the flashcards again. Remind the children of I like
CD and I don’t like. Point to one of the flashcards and say: I like (football). Use facial
Unit 4 cut-outs expressions to show what you mean. Point to another flashcard, frown and say:
Unit 4 poster I don’t like (skiing). Point to another flashcard and say: I like (swimming). Do
flashcards: sports you like (swimming), (child’s name)? S1: Yes, I do. / No, I don’t. Ask a volunteer
to come to the front to make the statement and ask a question. Repeat the
i-book activity process with other volunteers. Ask the children to look at Activity 2 and to identify
the different sports. Ask two volunteers to read out the dialogue. Then divide
the class into pairs. The children do the exercise.
i-poster
Finishing off
i-flashcards Tell the children they are going to play a game. Divide the class into groups
of three. Combine their sets of cards. Shuffle the cards and place them face
down between the three players. Player A takes a card and mimes the sport.
Player B and Player C race to say the sport. The first to say it correctly keeps
the card. The winner is the person with the most cards at the end of the game.

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 4. Sports LESSON 1

1 Listen and sing.

1.36

Are you ready

for school?
Sports are great!
Sports are fun!
Lots of sports for everyone!
I like tennis. Yes, I do!
I like rollerblading too.
I like cycling in the sun.
I like basketball. It’s fun!

I like swimming in the pool,

And gymnastics, it’s so cool!
I like skiing in the snow.
I like football. See me go!

2 Ask a friend.

Do you like football?

Yes, I do.

football gymnastics tennis swimming

rollerblading basketball cycling skiing

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Students develop Interpersonal and civic competence by playing a card game in groups of three
that features the new vocabulary words in the unit. Games enable students to use social skills in
class via interaction while allowing fluency practice.

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 4. Sports
1 Complete the puzzle.

Across
4 7 8 1 2 3
B S R
A K O
4 5
S W I M M I N G L
K I Y L
E N M E
Down 6
T G N R C
1 2 B A B Y
A S L C
7
L F O O T B A L L
L I D I
3 5 6 C I N
8
T E N N I S N G
G

2 Look and complete.

I like football . I like tennis . I like skiing . I like basketball .

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Students develop Linguistic competence by revising the vocabulary from the previous lesson while
completing a crossword. Crosswords are very helpful at getting students to notice the correct spelling
of words since they must fit into an exact space to be completed.

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 Lesson 1B
Activity Book, page 29

Objectives Getting started

To practise target vocabulary.
To do a puzzle.
To recognize different sports
from photos.
Put the flashcards on the board. Ask the children if they can name any of the
sports. Point to one of the flashcards and ask: What sport is this? Repeat the
process with other volunteers and then ask one of the children to take over
your role. Try to make sure all the children have a turn at saying the sports.

1 Complete the puzzle.

Target language
Say: Open your Activity Books at page 29. Explain that the Across sports
Vocabulary: words go in a horizontal direction and the Down ones in a vertical direction. Go
basketball, cycling, football, through the pictures naming the sports with the children and then ask them to
gymnastics, rollerblading, complete the crossword puzzle. Correct the children’s answers by calling out:
skiing, swimming, tennis four across.
Structure: SS: swimming. T: one down. SS: basketball, and so on until they have named all
I like tennis. the sports.
I don’t like football.
2 Look and complete.
Ask the children to look again at the pictures of the sports in Activity 1. Point to
Materials one of the sports and say: I like (football). Ask the children to look at Activity 2
flashcards: sports and to identify the different sports. Ask them to complete the sentences. Check
the exercise by asking four volunteers to read out their answers.
i-flashcards
Finishing off
On one side of the board write: I like and on the other write: I don’t like. Ask
the children to stand in a line perpendicular to the board. Call out sports
words, and the children jump to one side or the other depending on whether
they like the sport or not.

Resources
Reading and Writing
Teacher’s Resource Book, page 140
Activity 1: Tell the children to look at the six pictures and to write underneath each one the name of the sport that it
depicts.
Activity 2: The children have to study the attitudes of the children in the four photos and decide which child is
enjoying the sport depicted and which child is not. They then draw lines joining the words underneath the photos
and form true statements.

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 Lesson 2A
Student’s Book, page 34
Objectives
To talk about likes and dislikes.
To ask questions in the third
person singular about sports.
Target language
Vocabulary:
basketball, cycling, football,
gymnastics, rollerblading,
skiing, swimming, tennis
Structures:
He likes tennis.
She doesn’t like football.
Does he like football?
Yes, he does. / No, he doesn’t.
Materials
CD
flashcards: sports
i-book activity
i-flashcards
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Getting started
Put the flashcards on the board. Choose two flashcards and say: I like (football).
I don’t like (tennis). Ask a volunteer to come to the front of the class to choose
two flashcards and say: I like (swimming). I don’t like (skiing).Turn to the class
and ask: Does (Pedro) like (swimming)? SS: Yes. Encourage the class to say:
Yes, he does. (Pedro) likes (swimming). Emphasise the ‘s’ at the end of likes.
Turn to the class and ask: Does (Pedro) like (skiing)? SS: No. Encourage the
class to say: No, he doesn’t. (Pedro) doesn’t like (skiing). Make sure they realise
that there is now no ‘s’ at the end of the word ‘like’. Repeat the process with
another two volunteers. Then name the three children in turn and say the sports
they like and don’t like. Hold up one of the flashcards and elicit: SS: (A) doesn’t
like (skiing). (B) likes (football).
3 Listen and read. 1.37
Say: Open your books at page 34. Ask the children to look at the picture and
elicit who the characters are. Ask the children if they can see Olga and Tom.
Explain to the children that Olga and Tom are looking at some photos of Olga’s
family. Ask them what sports they can see in the photos. Play the CD and get
the children to follow the dialogue with their fingers. Play the CD again, pausing
to allow the children to continue the sentence. Look at my mum,… SS: She likes
gymnastics. Then tell the children to get into pairs and get them to role play the
dialogue, taking turns to play each character. Finally choose pairs to come to
the front and act out for the rest of the class.
4 Look and say with a friend.
Ask the children to look at Activity 4 and to read the characters’ names out loud.
Ask them to name the sports. Divide the class into pairs and ask one child to
describe one of the characters: She doesn’t like skiing. Ask the other child to
identify the character: Tina.
Finishing off
Hand out the flashcards to various volunteers and ask them to come to the front
of the class. Ask them to hold up the flashcards and either frown or smile. Divide
the class into two teams. Ask a member of one of the teams to say either a
child’s name or a sport. The other team have to make a sentence: David doesn’t
like football. Change the volunteers and repeat the process, but this time, one
team has to make a sentence and the other team has to guess the person.
Team A: He doesn’t like (football). Who is it? Team B: (David.)
24/02/12 15:09
 LESSON 2
3 Listen and read.
1.37
5 Listen and sa

Do you like photos, Olga?

Yes, I do. Is this your family?

Yes, look at my mum. She likes

gymnastics.

Oh yes, but your dad doesn’t

like skiing!

No, he can’t ski. Look, my sister

likes rollerblading.

Here’s your grandad. He likes

tennis.

And this is my granny.

She doesn’t like football.

No, she isn’t happy. Poor granny!

Beep on Grammar, page 8.

4 Look and say with a friend.

She doesn’t
like skiing. 6 Read and wri

Sam Helen Joe Paula

Tina!

Erica Greg Tina Ben

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Students develop Interpersonal and civic competence by playing a flashcard game with the whole
class to finish off the lesson. Make sure everyone participates. Group games help create a different
pace in the class.

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 3 Follow the lines and complete. 5 Listen and circ

He likes tennis .

She likes basketball .

She likes swimming .

He likes rollerblading .

4 Solve the code and match.

=A =B 1=C =D 2=E =F =G =H =I 6 Write in order
=J 3=K =L =M 4=N =O 5=P 6=Q =R
=S 7=T 8=U =V =W 9=X =Y 10=Z

1 2 32 7244 She likes tennis .

2 2 32 34 He likes skiing .
3 2 32 114 She likes cycling .
4 2 32 7 He likes football .

4 3 1 2

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Students develop Mathematical competence by solving a code and then creating their own. Using
logical deductive skills to break a code develops maths skills and communication skills.

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Objectives
To talk about likes and dislikes.
To practise talking about
sports, using the third person
singular.
Target language
Vocabulary:
basketball, cycling, football,
gymnastics, rollerblading,
skiing, swimming, tennis
Structures:
He likes tennis.
She likes football.
Materials
flashcards: sports
i-flashcards
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Lesson 2B
Activity Book, page 30
Getting started
Put the flashcards on the board. Ask the children individually if they like
one of the sports (basketball, cycling, football, gymnastics, rollerblading,
skiing, swimming, tennis). When a child says Yes to a sport, hand him/her
the flashcard and ask him/her to come to the front of the class and hold up
the flashcard. When you have handed out the eight flashcards and the eight
children are in a line at the front of the class, walk along the line, touch a child
on the shoulder, name the child and the sport and say: (María) likes swimming.
When you have done that, call out a child’s name and encourage the class to
say He or She likes (football). Emphasise the ‘s’ at the end of likes.
3 Follow the lines and complete.
Say: Open your Activity Books at page 30. Ask the children to try to guess what each
person likes. Say: Look at picture 1. Do you think he likes tennis or rollerblading? Do
the same with the other three pictures and then say: Let’s see who was right. Ask
the children to follow the lines and then complete the sentences. When they have
finished ask for four volunteers to read out the answers.
4 Solve the code and match.
Quickly go through the alphabet on the board to remind the children of the letters.
Ask some of the children to say some of the letters at random. Then ask the
children to look at Activity 4. Explain the code to them. Then choose one of the
code signs (5) and write it on the board. Say: What letter is this? SS: (P.) Repeat
with other code signs and then tell the children to solve the code and match the
four sentences to the four pictures. When they have finished, go through the
exercise by saying: Let’s solve the code. Sentence (1). SS: She likes (tennis).
Finishing off
Tell the children they are going to work in pairs and that they are going to use the
code in Activity 4 to send a message to their partner. When they have written the
code, their partner must solve the code and write out the sentence properly.
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 Lesson 3A
Student’s Book, page 35

Objectives Getting started
To listen and identify Ask the children if they remember the song from Lesson 1, Sports are great!
characters. Help them remember and sing the song again as a class. Then divide the class
in two and ask each group to sing the song.
To describe a friend.

Target language 5 Listen and say. 1.38

Vocabulary:
basketball, cycling, football,
gymnastics, rollerblading,
skiing, swimming, tennis
Structures:
He likes tennis.
She doesn’t like football.
Does he like football?
Yes, he does. / No, he doesn’t.
Materials
CD
Say: Open your books at page 35. Look at the pictures. Ask the class to identify
the characters and the sports. Ask the children if they like the three sports in
the pictures. Say: (Ana), do you like (football)? S1: No, I don’t. Then ask another
child: Does (Ana) like (football)? S2: No, she doesn’t. Repeat the process with
other children. Then tell the children they are going to hear what sports our
friends like and don’t like and that they must say who it is. Play the CD. The
children listen. Play the CD again and this time the children try to identify the
characters. Play the CD again and stop after the question: Who is it? The
children identify the characters. Divide the class into pairs and ask them to ask
each other questions. S1: Does Tom like rollerblading? S2: No, he doesn’t. Does
Olga like tennis? S1: Yes, she does.
Answers
1 Tom, 2 Olga, 3 Lucy, 4 Karim

6 Read and write about a friend.

Explain to the children that they are going to describe and draw a friend. Ask
three volunteers to read one sentence each, aloud, from the Student’s Book.
Divide the class into pairs. Each of the children asks their friend questions
to find out which sports he/she likes and doesn’t like and then writes their
descriptions. Encourage the more able children to write longer texts with forms
such as He’s/She’s got (a red bike), He’s/She’s (eight years old). Those who
finish first can draw a picture of their friend with the correct sports equipment.
Ask the children to read their descriptions out loud when they have all finished.

Finishing off
Draw a chart on the board that is similar to the one in Activity 5 on page 35
of the Student’s Book. Write the names of five children across the top and
the names of three sports down the side. Ask the children to ask the ‘named’
children if they like the sports, and fill in the table. Then ask a volunteer to say
a sentence: He doesn’t like (football). The rest of the class have to guess who
it is. If they cannot guess, ask the volunteer to give them another sentence,
and so on until they have guessed correctly. Repeat the process with other
children making the statements.
Transcript
Listen and say 1.38

1 Who’s this? He likes football. He likes tennis. He 3 Who’s this? She likes football. She likes tennis. She
doesn’t like rollerblading. doesn’t like rollerblading.
2 Who’s this? She doesn’t like football. She likes tennis 4 Who’s this? He likes football. He doesn’t like tennis
and she likes rollerblading. and he doesn’t like rollerblading.

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LESSON 2 LESSON 3
5 Listen and say.
1.38

6 Read and write about a friend.

This is my friend, Andrea.

She likes tennis and football.
She doesn’t like rollerblading.

Tina!

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Students develop Cultural and artistic competence by interviewing a friend in class, then drawing
their portrait with sports equipment and writing a brief description. Students display their work and
comment on it.

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 5 Listen and circle the faces. 3.4

   
Lucas

   
Isabel

=H =I 6 Write in order and number.

=Q =R
0=Z 1 2 3 4

tennis .
skiing .
cycling .
football .

like rollerblading doesn’t He He doesn’t like rollerblading . 2

2
gymnastics likes She She likes gymnastics . 1
likes He basketball He likes basketball . 3
doesn’t skiing She like She doesn’t like skiing . 4

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Students develop Processing information and digital competence in the classroom by extracting
specific information from a short CD recording. Children match descriptions of characters with
pictures.

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 Lesson 3B
Activity Book, page 31

Objectives Getting started

To listen and associate Ask for two volunteers (a boy and a girl) to come to the front of the class. Put
characters with sports. the flashcards on the board. Explain that you are going to call out a name and
a sport and the volunteer will make either a smiley face or a frown, depending
To put jumbled sentences in
on whether he or she likes the sport or not. The rest of the class will say the
the correct order.
appropriate sentence. Say: David. Basketball. (David frowns or smiles.) SS: He
(likes/doesn’t like) basketball. Continue with the other sports and then repeat
Target language the process with different volunteers.
Vocabulary:
basketball, cycling, football, 5 Listen and circle the faces. 3.4
gymnastics, rollerblading,
skiing, swimming, tennis Say: Open your Activity Books at page 31. Look at the pictures. Ask the class to
identify the sports. Then tell the children they are going to hear what sports
Structures: Lucas and Isabel like and don’t like and that they must circle the correct face
He likes tennis. under the picture. Play the CD. The children listen. Play the CD again, and this
She doesn’t like football. time the children circle the faces. Play the CD again, pause after each statement
and check the children’s answers.
Materials
6 Write in order and number.
CD
Ask the children to look at Activity 6. Explain that the sentences have all the
flashcards: sports
words in the wrong order. First they have to write the sentences correctly and
then match each sentence to the correct picture. When they have finished,
i-flashcards check the exercise by calling out the number of the picture and asking a
volunteer to read the sentence. T: Picture 1. S1: She likes gymnastics.

Finishing off
Do a class questionnaire. Tell the children they are going to do a class
questionnaire about sports. Ask for eight volunteers. Put the flashcards face
down on the table and ask the children to pick one. When they each have
their sport, they must ask their other classmates: Do you like (tennis)? Then
they make a note of the answers. When they have finished, write the sports
on the board and then ask about the children. T: Volunteer 1, does (David) like
football? S1: Yes, (he) likes football. / No, (he) doesn’t like football. Put a tick or
a cross under the appropriate sport. When you have finished, work out what
the class’s favourite sport is.

Transcript
Listen and circle the faces 3.4

Narrator: Tennis. Narrator: Football.

Girl: Lucas likes tennis. Boy: She likes football.
Narrator: Cycling. Narrator: Swimming.
Girl: He doesn’t like cycling. Boy: Isabel likes swimming.
Narrator: Basketball. Narrator: Rollerblading.
Girl: No, he doesn’t like basketball. Boy: No, she doesn’t like rollerblading.
Narrator: Skiing. Narrator: Gymnastics.
Girl: Yes, he likes skiing! Boy: Yes, she likes gymnastics!

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 Lesson 4A
Student’s Book, pages 36 and 37 Sports day! LESSON 4 LESSON 4
Find
and
say!
Objectives 7 Read and listen to the story.
1.39

To enjoy a story. Tom likes rollerblading.

To read and listen for

comprehension. What’s this? It’s
a football shirt.

To consolidate the language of

the unit.
The football
starts soon.
Target language Oh no, we’re
late!
Oh no! You’ve got
Vocabulary: It’s Sports day. Karim is in the football team. Olga
Karim’s bag. Don’t
worry! I’ve got
basketball, cycling, football, is in the gymnastics competition. Lucy is in the
cycling race and Tom is in the rollerblading race. 1
an idea.
2 2
gymnastics, rollerblading,
Look at Lucy! She can ride fast. Look at Lucy! She can rideOlga
fast.is very good at gymnastics
skiing, swimming, tennis She can walk on her hands.

Structures:
Tom likes rollerblading.
Karim can run fast.
The football starts at two
Oh no! This
o’clock. isn’t my bag.
The football match is starting. It’s OK, Karim.
Oh, no! I can help.

Oh no! It’s nearly two o’clock.

3 The football match is starting. 4 4
Materials
Tom has got an idea.

CD 36

Unit 4 story cut-outs 293848 _ 0033-0040.indd 36 17/10/11 8:35

flashcards: sports
photocopies of Teacher’s Resource
Book, pages 111 — 112
i-flashcards
Getting started
Show the class the flashcards and elicit the name of each sport. Then stick the
picture cards on the left side of the board, with the pictures facing the board.
Next, repeat with the word flashcards and stick them face down on the right
side of the board. Divide the class into two teams. Ask a volunteer from Team 1
to turn over a picture card and a word flashcard and to say the actions. If they
match, the team wins the pair. If not, turn them over again. Next, a volunteer
from Team 2 has a turn. The winner is the team to win the most pairs.

Before you read.

Say: Open your books at page 36 and look at Lesson 4. Elicit the names of
the characters in the story. Then, hold up your book and point to the series of
pictures at the top of page 37. Say: Find the (clock) in the story and elicit the
scene number (Scene 2). Tell the class to work in pairs to find the other items in
the story. Correct as a class. Where possible, extend the activity with questions:
Is it two o’clock? What time is it? Who is (rollerblading)?

7 Read and listen to the story. 1.39

Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: Where are the children? SS: In the gym. T: What
time does the football start? Whose bag has Olga got? Whose bag has Karim
got? Can Tom rollerblade fast? Write the main parts from the story on the board:
narrator, Karim, Tom, Olga, Lucy. Divide the class into groups of five and tell
them to take a part each and read the story. Follow up by asking the children

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 Students develop Linguistic competence by listening
LESSON 4
Find
and
Find
and
to, reading and acting out a story from their books.
say! say! Stories help children to develop important literacy
skills. Knowledge is checked by having a reading
Tom likes rollerblading. Tom likes rollerblading. Karim likes football. He can run race to find specific parts of the text.
fast and score lots of goals.
Hey, look!
There’s Tom.

GOOOAAL!

He can rollerblade
very fast.

2 5 Well done, Karim! 6

an rideOlga
fast.is very good at gymnastics. Olga is very good at gymnastics. Later that day...
She can walk on her hands. She can walk on her hands.
Olga, that’s my cup!
No, it isn’t!

You’re fantastic, Olga!

Oh no!

4 7 8

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about the Sports day and the sports: Who is good at football? Who is good
at gymnastics? Who can rollerblade fast? Who can ride fast? When they have
finished the story, check comprehension by asking them to match sentence
halves:
Olga has got and score lots of goals.
Look at Lucy go! She can walk on her hands.
Karim can run fast Karim’s football shirt.
Olga is good at gymnastics. She can ride fast.

Make a Story booklet.

Ask the children to take the booklet template from the cut-outs envelope (or give
them copies of the cut-outs from the Teacher’s Resource Book, pages 111—112).
Instruct them to look at the Student’s Book story and then to assemble the
booklets. The envelope also contains the speech bubbles for each story in sticker
format. Instruct the children to stick the speech bubbles in the correct places,
and to draw a v-shape on the bubble to clarify who is speaking. They might feel
confident doing this from memory or they may prefer to refer to the story in the
Student’s Book. Move around the class and help those children who need it.

Finishing off
Ask the children to put their books face down on their desks. Read out a
sentence from the story (caption or speech bubble) and signal to the children
to turn over their books and find the sentence. When they have found it, they
raise their hands. Elicit the scene number from the children.

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 Sports day!
9 Look at the sto

7 Order the pictures, then read and write True or False.

3 4

Karim is wearing his football shirt. False Lucy is in the cycling race. False

1 2

10 Find the words

It’s nearly two o’clock. True Olga has got Tom’s bag. False

8 Read the story and complete.

Tom Lucy Olga Karim

1 Tom is good at rollerblading. 3 Olga wins the gymnastics competition.

2 Karim scores a goal. 4 Lucy rides a bike.

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Students develop Linguistic competence by revising the story from the previous lesson. Comprehension
is checked by ordering pictures and then answering true or false questions about the story. These
activities help develop literacy skills and students’ self confidence.

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 Lesson 4B
Activity Book, page 32

Objectives Getting started

To focus on comprehension of
the story in the unit.
To review key vocabulary from
the story.
Remember the story. Ask the class questions about the story: What are the
names of the children? Where are they? Is Karim wearing his football shirt?
What time is the football match? Then ask them to open their Student’s Books
at Lesson 4. Assign the parts to seven volunteers (Lucy, Tom, Olga, Karim,
boy, girl, narrator). Read the story out loud.

Target language
Vocabulary:
basketball, cycling, football,
gymnastics, rollerblading,
skiing, swimming, tennis
Structures:
He likes tennis.
She doesn’t like cycling.
She can ride a bike.
7 Order the pictures, then read and write True or False.
Ask the children to look at and number the scenes in the same order as they
appear in the Student’s Book. Then, write the first sentence on the board: It’s
nearly two o’clock. Ask the children to look at their Student’s Books and say
whether the sentence is true or false.
8 Read the story and complete.
Ask the class to tell you the names of the characters from the story: Lucy, Tom,
Olga, Karim, boy, girl. Write the following sentence on the board: ___ is good at
rollerblading. Ask the children to look at the story and say the character’s name
to complete the sentence (Tom). Tell the children to read the sentences and
complete them with a character’s name.

Resources

DVD 1

DVD Unit 4 Animated Story: Sports day!

Teacher’s resource book, page 31
Activity 1: Play the DVD. Tell the children to look at the five pictures and to write below each one the name of the
sport that it depicts.
Activity 2: The children have to look at the chart and then circle the affirmative or negative forms of the verbs in
the five sentences.

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 9 Look at the story and complete.

1 He can
rollerblade very fast.

2 Well done ,
Karim!

3 You’re fantastic ,
Olga!
4 Olga, that’s
my cup !

10 Find the words, then write.

clock rollerblades
A F P O I U Y T R E L K
R O L L E R B L A D E S
J O H G F D T S A M N O
B T V C X R L M I J N I
U B H B I G P T B A G P cup shirt
R A D H E U Z W I A P T
I L S J C L O C K H U Y
T L G F U C F D E R C L
A S D F L J U H Y G T F

nastics competition.
ball bike

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Students develop Competence in ‘Learning to learn’ by spotting mistakes. Students recognize

untrue information and offer the correct version. This activity helps to activate long term memory
skills and language expression.

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Objectives
To focus on comprehension of
the story in the unit.
To review key vocabulary from
the story.
Target language
Vocabulary:
basketball, cycling, football,
gymnastics, rollerblading,
skiing, swimming, tennis; ball,
bike, clock, cup, rollerblades,
shirt
Structures:
He likes tennis.
She doesn’t like cycling.
She can ride a bike.
364515 _ 0153-0186.indd 171
Lesson 4C
Activity Book, page 33
9 Look at the story and complete.
Tell the children to look at the first scene and write the speech bubble text on
the board: ___________ very fast. Invite a volunteer to come and complete the
sentence on the board: He can rollerblade very fast. Explain that the task is to
complete each speech bubble by referring to the story in the Student’s Book.
10 Find the words, then write.
Draw a picture of a clock on the board and write the letters in a random order
below it: o c l k c. Point to the picture and ask: What’s this? Then ask the class
to call out the letters in the correct order to spell clock. Tell the class to find the
words in the word search and then write them out.
Finishing off
Spot the mistakes. Tell the story again, with mistakes. Ask the class to call
out Stop!, when they hear you make a mistake and invite them to tell you the
correct word or phrase: The gymnastics start soon (Stop! The football starts
soon). You’ve got Karim’s pencil case (Stop! You’ve got Karim’s bag). It’s nearly
two o’clock. The football match is starting, and so on.
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 Lesson 5A
Student’s Book, page 38

Objectives Getting started

To practise sports vocabulary. Practise can/can’t. Put the flashcards on the board and point to them one by
one. Say: I can swim. I can’t rollerblade. Use gestures to remind the children
To practise can/can’t.
of the meaning. Ask for volunteers to come to the board and do the same.
To sing a chant. Then ask the children individually. Can you (swim)? S1: Yes, I can. / No, I can’t.
Emphasise the difference between the pronunciation of can and can’t.
Target language
Vocabulary: 8 Listen and chant. 1.40
climb, do, juggle, ride, Play the CD and encourage the children to listen. Say: Open your books at
rollerblade page 38. Ask the children to look at the picture and name the children they can
Structures: see there. Play the CD again and ask the children to follow it in their books.
He can ride a bike. Then, tell the class to stand up. Play the song again and ask the children to sing
She can’t swim. along and march on the spot. Then divide the class into two teams. Ask Team A
Can you swim? to chant the first line of each verse and Team B to chant the second. Then
Yes, I can. / No, I can’t. reverse roles and repeat. Read out a line from the chant and ask the children to
His name is Paul. find the line that comes next. T: Her name’s Dee. SS: She can climb a tree.
Her name is Dee. Continue until you have completed the rhyme. Divide the class into pairs and
tell the children to make statements and ask questions such as: S1: He can do
gymnastics. What’s his name? S2: His name’s Patrick.
Materials
CD 9 Look and say.
flashcards: sports Ask the children to look at the pictures on page 38 of their Student’s Books.
Identify all the different characters. Say: Who can you see? S1: I can see
(Olga). S2: I can see (Karim). Ask the children to try to match each character
i-book activity
with a sport. Give them a few minutes to work out the activity and then show
them the example of the activity: Tom can climb a tree. Ask for volunteers to
i-flashcards complete the sentences. Repeat with other volunteers until all the children
have said a sentence.

Finishing off
Divide the class into pairs. Ask the children to write down two sports they can
do and two sports they can’t. Then get them to ask each other questions and
to make notes about each other. When they have finished, ask for volunteers
to read out their results. S1: His name is (Daniel). He can (ride a bike) and he
can (play football). He can’t (ski) and he can’t (juggle). Continue the process
with the other children.

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 LESSON 5
8 Listen and chant.
1.40
10 Listen, read a

His name’s Patrick,

He can do gymnastics. Kim
Dee

Her name’s Jade, Mike

She can rollerblade. Patrick

His name’s Mike,

He can ride a bike.

Her name’s Kim,

She can swim.
His name’s Paul,
He can juggle balls.
Paul
Her name’s Dee,
She can climb a tree. Jade

Beep on Grammar, page 9.

9 Look and say.

Tom can climb a tree.

11 Read and an

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Students develop and consolidate competence in Knowledge and interaction with the physical
world by conducting a personal interview with a classmate. Students must get information and
report back about his or her abilities playing different sports.

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 11 Look and circle. 13 Read and ma

2 3
6

1 4

1 He / She can juggle. 4 He / She can ride a bike.

2 He / She can play basketball. 5 He / She can do gymnastics.
3 He / She can climb a tree. 6 He / She can rollerblade.
14 Write about y

12 Write a caption for each picture.

He ride a bike play tennis

can
She do gymnastics swim

15 Draw your fav

1 She can do gymnastics. 2 She can play tennis.

3 He can ride a bike. 4 He can swim.

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Students develop Linguistic competence by perfecting their writing skills. This provides structured
guided practice where students write sentences.

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 Lesson 5B
Activity Book, page 34

Objectives Getting started

To practise can with different Practise He can and She can with the children. Ask six volunteers, three boys
sports verbs. and three girls, questions like: Can you climb a tree? Can you juggle? Can you
ride a bike? Tell the rest of the class that they must remember the answers.
Target language Then touch one of the volunteers on the shoulder and ask: Can he play
basketball? Can she rollerblade? And so on. Then ask for a volunteer to take
Vocabulary: over your role and another two volunteers to answer the questions.
basketball, bike, gymnastics;
climb, do, juggle, play, ride,
rollerblade 11 Look and circle.
Say: Open your Activity Books at page 34. Look at the picture. Ask the children
Structures:
to identify the sports activities that they can see in the picture. Then explain that
She can (juggle).
they have to circle the correct personal pronoun in the six sentences beneath
He can (climb a tree).
the picture. The children do the activity. When they have finished, ask them to
read out their answers.

12 Write a caption for each picture.

Say: Look at Activity 12. Ask the children to look at the four pictures and to
make a caption using the words above. When they have finished, ask for
volunteers to read out their answers.

Finishing off
Ask the children to invent a character. Tell them to draw their character and
write a description of her/him. This is Mike. He can climb trees. He can juggle
100 balls and he can ride a bike. Exhibit the children’s work and encourage
them to walk around, talking about their posters.

Resources

Language

Teacher’s Resource Book, pages 58 — 60

Reinforcement
Activity 1: The children use the eight pictures to complete the crossword.
Activity 2: Tell the children to insert likes or doesn’t like in the eight sentences, according to what the pictures reveal.
Consolidation
Activity 1: The children have to look at the pictures, write the correct spellings of the four words, and then match
them to the pictures.
Activity 2: Tell the children to read the sentences to find information about the four children. They then complete the
grid with ticks and crosses.
Extension
Activity 1: The children have to label each of the four pictures.
Activity 2: Tell the children to use the ticks and crosses in the grid to help them complete the sentences correctly.

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 Lesson 5C
Arts & Crafts

Objectives Getting started

To practise target vocabulary
and structures.
To interact with classmates.
Target language
Vocabulary:
cycling, doing gymnastics,
playing basketball, playing
football, playing tennis,
rollerblading, skiing, swimming
Structures:
I like cycling.
I don’t like playing football.
Write the letters of the word f-r-i-e-n-d-s on the board. You can choose to do
this activity individually, in pairs or in groups. Give the children a set time of
three minutes. They must try to write as many words as they remember that
begin with these letters, in the established time. Stipulate that they cannot use
place names or proper names.
Make a booklet.
The children have to make a six-page booklet by first cutting round the dotted
line, then folding the sheet to make three double-sided pages. They then
complete the four blank pages by drawing on each one a picture of a friend and
their hobby. Underneath each picture the children write the name of the friend
and a sentence beginning: He/She can... The children use the picture of the
different hobbies and sports to practise He/She can plus different verbs. The
last page of the booklet serves as a reference for spelling.

Materials
scissors

Students develop Interpersonal

and civic competence by
playing a game with the
whole class to finish off the
lesson. Make sure everyone
participates. Group games
help create a different pace in
the class.

Finishing off
Play Pictionary. Divide the class into three teams. Slowly start to draw part of
a vocabulary item on the board, for example, a pencil case. Ask: What’s the
object? Encourage the children to ask: Is it a (pencil case)? Give a point to
the first team that guesses correctly. Repeat with other vocabulary items from
previous units, or ask volunteers to the board to draw vocabulary items for the
class to guess.

Resources
Arts & Crafts
Teacher’s Resource Book, page 17

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 My end

ll
tba
foo
fri

play

Nam he
S
e

He/
s
Nam he
He/

e
S

Nam he
S
e

He/
Nam he
He/

e
S

My My
fri
en
Name
frie He/S
n ds
he
ds Name
He/S
he

Name
e
He/Sh
Name
He/Sh
e My
friends

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 Lesson 6A
Student’s Book, page 39

Objectives Getting started
To learn about different sports. Ask the children if they remember the title of the story in this unit. Write it on
the board: Sports day! Explain to the children that Sports day is very important
Target language in all schools in the United Kingdom and explain that when the children are
young, there are some very special races on Sports day. Tell them they are
Vocabulary: going to learn about some of these races. You could explain about a different
hands and feet race, running race that isn’t in the Student’s Book, to give them an idea, for example, an egg
race, sack race, three legs race and spoon race. Ask them if they know any other races like this.
Structures:
There are boys and girls. 10 Listen, read and say the race. 1.41
They’re running.
Say: Open your books at page 39. Look at the photos. Ask the children to read
the headings in the four photos: sack race, hands and feet race, running race,
Materials and three legs race. Ask a volunteer to read the text in the speech bubble. Play
CD the CD and ask the children to follow the text in their books. Play the CD again
and then ask the children to read the four short descriptions aloud. Ask for four
volunteers to read the race descriptions again, and elicit the answers from the
i-book activity rest of the class. S1: In the photo, there are boys and girls. They’re running.
T: What race is it? SS: The running race.

Answers
1 running race, 2 three legs race, 3 sack race, 4 hands and feet race

11 Read and answer.

Say: Look at Activity 11. Divide the class into pairs and get them to ask and
answer the questions in the speech bubbles. When they have finished, ask for
volunteers to act out the dialogue for the class. Repeat with other volunteers.

Finishing off
Ask the children to write a small paragraph about Sports day in their school.
When they have finished, ask for volunteers to read out what they have
written. Tell the children to refer to the sports vocabulary in the unit if they
want. Tell them they can invent a Sports day, if their school does not hold one.

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LESSON 5 LESSON 6
10 Listen, read and say the race.
1.41

sack race hands and feet race

running race three legs race

1 In this photo, there are boys and girls.

I’m from the United Kingdom.
Look at the photos of sports
day at my school.
They’re running.
2 In this photo, there are four girls. Look, they’ve
got three legs!
3 In this photo, there are two boys and a girl.
They’re jumping.
4 In this photo, there are two boys. One boy
is walking on his hands.

11 Read and answer.

Can you run fast?

What’s your favourite race?

Have you got a medal?

Can you walk on your hands?

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Students develop Cultural and artistic competence by learning about the English cultural tradition
of Sports Day. Students listen to the descriptions of different races and identify the photos that
match the description.

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 13 Read and match.

1 They’re jumping.
Sack race

ce
2 She’s walking on her hands. Running ra

d feet race
3 They’re running. Hands an

race
Three legs
4 Look! They’ve got three legs.

tics.

14 Write about you. Child’s own answers.

I like  I don’t like 

1 the hands and feet race. 2 the running race.

3 the three legs race. 4 the sack race.

15 Draw your favourite sport and write.

Hello! My name’s
.
Child’s own answers.
Child’s own drawing.
My favourite sport is
.

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Students develop Autonomy and personal initiative by inventing a character with a personalised
drawing and description. Later, students share their work with the class talking about their posters.

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Objectives
To practise the present
continuous.
To practise I like and I don’t
like.
To write about your favourite
sport.
To review the language of the
unit.
Target language
Vocabulary:
basketball, cycling, football,
gymnastics, rollerblading,
skiing, swimming, tennis; ball,
bike, clock, cup, rollerblades,
shirt; hands and feet race,
running race, sack race, three
legs race; climb, do, juggle,
ride, rollerblade
Structures:
He likes tennis.
She doesn’t like football.
Does he like football?
Yes, he does. / No, he doesn’t.
There are boys and girls.
They’re running.
She can (juggle).
He can (climb a tree).
Materials
CD
flashcards: sports
i-flashcards
Resources
DVD 2
DVD Unit 4 Real Kids
Teacher’s resource book, page 32
Activity 1: Tell the children to listen and to tick only the
sports that George and Hannah mention.
364515 _ 0153-0186.indd 181
Lesson 6B
Activity Book, page 35
Getting started
Put the flashcards on the board and ask for volunteers (a boy and a girl) to
pick out the sports that they like and dislike and to tell the rest of the class.
S1: I like tennis. I don’t like football. S2: I like basketball. I don’t like gymnastics.
Then ask S1 to talk about S2, and vice versa: S1: She likes basketball. She
doesn’t like gymnastics. S2: He likes tennis. He doesn’t like football.
13 Read and match.
Say: Open your Activity Books at page 35 and look at Activity 13. Ask the
children if they remember the special races you spoke about for Sports Day in
Lesson 6. Ask them to look at the pictures and to try to identify the four races.
Then explain that they must match the names of the races to the pictures and
also the sentences on the left of the page. When they have finished, call out
one of the races: Sack race. The children call out the correct sentence: They’re
jumping. Continue with the other three races.
14 Write about you.
Say: Look at Activity 14. Ask the children to fill in the sentences with I like or I
don’t like. When they have finished, ask volunteers to read out their sentences.
15 Draw your favourite sport and write.
Ask questions individually, such as: (David), do you like gymnastics? S1: Yes, I like
gymnastics. T: Do you like swimming? S1: No, I don’t like swimming. T: Do you
like football? S1: Yes, I like football. T: Is gymnastics your favourite sport? S1: No,
it isn’t. T: What is your favourite sport? S1: Football is my favourite sport. Repeat
the process with other children and then say: Look at Activity 15. We’re going to
draw our favourite sport. The children write and draw their favourite sport.
Finishing off
Revision of all the target structures with general questions: He likes tennis.
She doesn’t like cycling. She can ride a bike. He can juggle. Do you like
football? I like/don’t like gymnastics. The children should answer the questions
correctly. Continue with the questions. You can do this activity with flashcards
from all the previous lessons.
Activity 2: The children watch and listen to the DVD,
and choose words from the box to complete the six
sentences accordingly.
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 Lesson 7A
Student’s Book, page 40

Objectives Getting started

To read and listen to a cartoon
story.
To review unit language.
To practise pronunciation: j.
Target language
Vocabulary:
fantastic, fly, leg, mountains,
skiing, jump
Structures:
Robby likes/doesn’t like skiing.
He can/can’t ski on one leg.
Put the poster on the board and ask for volunteers to describe what they
can see. Encourage them to use the structures and the vocabulary they have
learnt in the unit. (He can rollerblade. She can swim, etc.)
12 Read and listen. 1.42
Tell the students to look at the Beep cartoon and explain that Robby and Beep
are in the mountains. Explain that Robby is skiing, but that Beep doesn’t like
skiing. Play the CD and instruct the students to read and listen to the cartoon.
Choose vignettes arbitrarily for the next activity. Read out half a caption or
speech bubble and ask the students to complete it. T: Robby and Beep are…
SS: In the mountains. Repeat with the other sentences. Follow on by asking the
class to read the cartoon aloud with volunteers taking the parts of Beep, Robby
and the narrator. Repeat with different children doing the reading.

13 Listen and say a tongue twister. 1.43

Materials
Play the CD and encourage the students to repeat each line in the pauses.
CD Emphasise the j sound at the beginning of the words and ask the class to
Unit 4 poster repeat. Say each line of the chant in turn. Play the track again and invite the
paper class to chant again. Then, teach the students a clapping pattern to do in pairs
along with the chant. The pairs face each other, clap hands as they say the line
and then clap hands with a partner at the end of each line. Do this very slowly
i-book activity
to begin with and faster as the students become more familiar with the chant
and clapping along.
i-poster
Finishing off
Ask the students to invent a monster or a story book character. You can
choose to have them do this individually or in small groups.Tell them to draw
their monster on A4 size paper and write a description of her/him. SS: This
is Monster Mike. He can climb trees. He can juggle 100 balls. He can’t swim.
Exhibit the children’s work and encourage them to walk around talking about
their posters.

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 Beep’s world! LESSON 7

12 Read and listen.

1.42

Beep and Robby are in the mountains. Beep doesn’t like skiing but Robby can ski very
Robby likes skiing. fast.
Come on Beep, This is fantastic!
let’s go!

Look out! There’s a rock!

Look at Robby! Look at Robby! He can ski on one leg!

He can jump!

Oh yes!
I like skiing!

Be careful
Robby! Weeee!

Robby can ski very fast! Look at Robby now! He can fly!

Robby! Look out!

Don’t worry, Beep! Oh, Robby!

You’re fantastic!

13 Listen and say a tongue twister.

1.43

Jane can juggle lots of balls.

Jim can do gymnastics.
John can jump and Jenny can jog.
I think they’re all fantastic!

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Students develop Linguistic competence and comprehension by following the logical deduction of
sequencing in a story. By identifying the correct order of events, children are able to enjoy simple
humour.

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 Review

1 Write the sports.

m w o f d r e a g
c n
g s l o
l ri c
i t
n b g l
i m a l l o n b i y l
1 swimming 2 football 3 rollerblading 4 cycling

2 Look and complete.

1 She doesn’t like cycling. He / She 2 He likes gymnastics.

likes / doesn’t like

3 She likes skiing. 4 He doesn’t like rollerblading.

3 Look and write.

1 She likes pizza . 1 He doesn’t like vegetables .

2 She likes painting . 2 He doesn’t like reading .
3 She likes cycling . 3 He doesn’t like rollerblading .

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Students develop Competence in ‘Learning to learn’ by playing a game with their dictionary and
then writing in the words. This activity helps children to be included in the learning process of
creating their own materials for reference.

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Objectives
To review the language and
structures of the unit.
Target language
Vocabulary:
basketball, cycling, football,
gymnastics, rollerblading,
skiing, swimming, tennis; ball,
bike, clock, cup, rollerblades,
shirt; hands and feet race,
running race, sack race, three
legs race; climb, do, juggle,
ride, rollerblade
Structures:
He likes tennis.
She doesn’t like football.
Does he like football?
Yes, he does. / No, he doesn’t.
There are boys and girls.
They’re running.
She can (juggle).
He can’t (climb a tree).
Materials
CD
flashcards: sports
i-flashcards
Resources
Phonics
Teacher’s resource book, page 96
Activity 1: Tell the children to listen and to repeat each sound and each word that they hear.
Activity 2: The children have to use the pictures and the jumbled letters to find the correct words, which they
write in the spaces provided.
364515 _ 0153-0186.indd 185
Lesson 7B
Activity Book Review, page 36
Getting started
Put the flashcards on the board and ask the children to say the sport. Ask
them to think of more sports they know. Write them on the board. Choose
a sport and ask the children to put their hands up if they like the sport. Call
out their names and tell the children it is important to remember the names.
Continue with two more sports. Finally ask the children, for example: Does
(David) like (football)? Encourage the children to give full answers: No, (he)
doesn’t like (football). Yes, (she) likes (swimming).
1 Write the sports.
Say: Open your Activity Books at page 36 and look at Activity 1. Ask the children
to identify the sport. Then tell them to write the word carefully. When they have
finished, ask volunteers to spell the different words.
2 Look and complete.
Tell the children to look at the first picture and describe it. When they answer,
point to the structure and repeat. Then tell them to write the correct words
under each picture.
3 Look and write.
Say: Look at Activity 3. What can you see in the picture? Elicit cycling, painting,
pizza. Say: Does the girl like pizza? SS: Yes, she likes pizza. T: That’s right. Do
the same for all examples and drill structure and rhythm. Tell the students to
write the answers and check their work.
Picture dictionary 3.12
Ask the children to look at the Picture dictionary 4 on page 72 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the girl skiing and the boy doing gymnastics. Encourage the class
to quickly point to the two pictures and check with the child next to them.
Repeat with other words from the page. Tell the children to trace each word on
the dictionary page. Play the recording and ask the children to look at the pictures
and repeat the words.
Finishing off
Write the following words on the board: painting, swimming, basketball, pizza,
reading. Say: Write one thing you like and one thing you don’t like. Tell the
children to stand in a circle, (where possible) boy/girl, boy/girl. Each child
gives their answers to the child on the right. Ask for a strong volunteer to give
the answer: (Marta) likes (pizza), (she) doesn’t like (painting). The child to the
left gives his/her answer, continuing until they complete the circle.
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 Evaluation
Even young children can get tense about doing evaluations. To help contribute
Objectives
to a more relaxed atmosphere in the class, you could play the karaoke songs
To evaluate children’s in the background while they are doing the part of the evaluation that does not
understanding of target language correspond to the listening. Tracks 3.26 — 3.37 of the class audio are karaoke
from the unit. melodies.

Target language 1 Put a tick or a cross. 1.44

Tell the children to listen carefully, and to place ticks and crosses in the chart
Vocabulary: according to what they hear.
cycling, doing gymnastics,
playing basketball, playing 2 Complete the sentence.
football, playing tennis, The children have to look at the four pictures and complete the sentences.
rollerblading, skiing, swimming 3 Find the six sports.
Tell the children to find and circle the names of six sports in the ‘word search’
Structure:
puzzle.
I like cycling.
I don’t like playing football. 4 Write about what Mary can do.
The children have to study the six pictures of Mary and write appropriate
sentences about Mary and the six sports shown.
Materials
CD
Unit 4 Test Unit 4 Test
photocopies of Teacher’s Resource
Book, pages 157 — 158 Name: Class: Name: Class:

1 3 E R B H S U I N L O P E X V D A 1
V G H S K E W Q M F V H F J L M
1.44 2.9
C O Y U I O H A R J G K E B D V
S F H K I Q R Y U C Y C L I N G
Z C B N N W R Y I P M S F H K X
Students develop Linguistic V
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competence by participating M
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in a final assessment of the R

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linguistic knowledge through 2 N L D R A J A O C G D U O O O M

recognition tasks is a positive 4

way to get students used to
summative testing. She likes . They like .
Mary Mary Mary

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

play football. rollerblade. play basketball.

Mary Mary Mary

They like . He likes . ski. swim. play tennis.

1 Put a tick or a cross. (Track 1.44) 3 Find the six sports.

2 Complete the sentences. 4 Write about what Mary can do.
157 158

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Transcript
Put a tick or a cross. 1.44

Olga doesn’t like rollerblading. Karim likes cycling.

Karim likes rollerblading. Tom doesn’t like swimming.
Lucy doesn’t like cycling. Olga likes swimming.

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