Longman yazoo 2 teachers book

Yazoo Level Yazoo is a motivating story-based course for young learners, which combines a clear grammar syllabus with a strong focus on communication and progressive skills development LEVEL Teacher’s Book The Teacher’s Book provides • an overview of the course principles and approach • a list of useful classroom language • a list of classroom games • step-by-step lesson notes plus optional activities • audioscripts and answers for the Pupils’ Book and Activity Book • unit word lists ok Teacher’s Bo The Active Teach CD-ROM provides an interactive version of the Pupils’ Book and includes • classroom audio • animated stories • flashcards for all vocabulary items • printable Teacher’s Resources Rachel Finnie Level Components Pupils’ Book Pupils’ audio CDs Activity Book Pupils’ CD-ROM www.pearsonlongman.com CVR_YAZOO_GLOBAL_TB_02GLB_3085.indd Teacher’s Book Active Teach CD-ROM Class audio CDs Vocabulary flashcards Rachel Finnie 25/01/2011 10:51 LEVEL ok Teacher’s Bo Rachel Finnie A01_YAZO_TB_02GLB_3283_S01.indd 25/01/2011 10:58 Yazoo Language Contents Unit Topic pi Introduction to the Teacher’s Book pviii List of Flashcards pix Classroom language pxi Classroom games p4 Welcome to our zoo! Hello, I’m/my name’s … What’s your name? How are you? I’m fine Goodbye! p6 Alphabet Aa-Zz Letter sounds and names p8 Numbers 1-20 How many (goats)? p10 Colours What colour is it? It’s (orange) p12 School things What’s this? It’s a/an … Spell ‘apple’ p18 Birthday presents What are they? They’re Reading: story The frogs! (balloons) This is a (watch) That’s a (robot) Imperatives: Close the door! Sit down! Social Science p24 Parts of the school Review p26 This is the (office) Here’s the (canteen) That’s (Mr Barnes) Skills: Pupils’ Book Skills: Activity Book Reading: My classroom Listening: Identify the correct picture Speaking: Picture dictation Listening: Listen and colour Writing: Identify full sentences Write about your school things Listening: Listen and colour Writing: Numbers 1-20 Write about your classroom Project: Write about your school Phonics: /e/, /æ/ p28 Family L: Identify family members to be (I/you/he/she/it): R: My family affirmative, questions and short L: Identify the correct family W: Capital letters and full stops answers member Write about personal details S: Ask and answer about family p34 Dressing up to be (we/you/they): affirmative, negative, questions and short answers R: story The grey duck 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 Project: Make a number square Maths p40 Numbers to 100 Review p42 p44 L: Identify the people W: Long and short forms of be Write about your family Phonics: /ɪ/, /e/ Toys A01_YAZO_TB_02GLB_3283_S01.indd Possessive adjectives: my, your, his, her, its, our, their R: My toys L: Identify possessions S: Talk about your favourite toy L: Identify the correct object W: Identify word boundaries Capitals and full stops Write about your toys 25/01/2011 10:58 p50 Parts of the body Science p56 Classifying animals Review p58 have got: affirmative, negative, questions and short answers R: story Sam, the circus boy! L: Identify the correct person W: Identify adjectives Write about a friend (Whales) have got (big bodies) Project: Write about your favourite animal They haven’t got (arms) or (legs) Phonics: /a/, /ʌ/ p60 In the playground There is / There are Prepositions: in, on, under, next to Let’s (go to the park) R: My town L: Identify location S: Decide what to L: Identify location W: and and but Write about your town p66 Hobbies can: affirmative, negative, questions and short answers R: story Where’s my mobile phone? L: Identify the correct answer W: Commas with and in a list Write about your bedroom We smell with our noses We can smell flowers and plants Project: Write about your senses Science p72 Our senses Review p74 Phonics: /eɪ/ p76 Food present simple: like, want affirmative, negative, questions and short answers R: What’s on the menu? L: Identify likes and dislikes S: Order food and drink L: Identify what children like and don’t like W: and, or and but Write about what you like and don’t like 10 p82 Daily routines present simple for routines at (seven) o’clock, every day, on (Monday) R: story Superboy! L: Identify the correct information W: Identify verbs Write about what you after school Healthy Harry (eats fruit every day) Project: Write about your life Social Science p88 A healthy life Review p90 Phonics: /aɪ/ 11 p92 Activities, Clothes present continuous: affirmative R: Me and my friends L: Identify the children S: Describe and identify the correct child L: Identify the correct information W: Short forms of is and has Write you and a friend 12 p98 Sports present continuous: negative, questions and short answers R: story Jane and the giant L: Identify the correct activity W: Apostrophes Write about what you, your family and friends are doing My home is (a flat) There are (two bedrooms) Project: Compare your homes Social Science p104 Other homes Review p106 Phonics: /ǝƱ/ The Yazoo Music Show p108 World Animal Day p110 International Children’s Day p112 Audioscripts and Answer Key p113 Wordlist p129 A01_YAZO_TB_02GLB_3283_S01.indd 25/01/2011 10:58 Introduction Principles of the course Yazoo is a motivating story-based course for young learners, with five levels (Starter, 1-4) At each level, an appealing cast of characters contextualise the language and make learning fun In the Primary classroom, it is especially important that English language lessons are enjoyable and unthreatening A key aim of the Yazoo series is to develop a positive attitude to English through the use of motivating exercises, including games, TPR activities, songs, stories and puzzles and plenty of personalisation The course combines a clear grammar syllabus with a strong focus on communication and a progressive development of skills Regular cross-curricular Content lessons introduce children to subjects across the school curriculum, such as Maths, Science and Social Science Constant in-built recycling and regular Reviews help to ensure that no one falls behind The wide variety of practice activities throughout the course keep children interested and engaged and also cater for different learning styles: visual, auditory, kinaesthetic, musical and interpersonal The Yazoo course is appropriate for children who have started learning English in pre-school or for children who have no previous knowledge of the language Yazoo Starter provides a gentle introduction to English The focus is on speaking and listening skills, while pre-reading and pre-writing tasks are also included Yazoo introduces learners to the English alphabet and gradually builds learners’ confidence and competence in reading and writing in English Yazoo reviews the alphabet and places greater emphasis on reading and writing longer texts On completion of Yazoo 4, children will have attained communication competencies up to level A1 of the Council of Europe’s Common European Framework for Modern Languages (CEF) A full range of support components is provided for the teacher, including full teaching notes, optional activities and suggestions for games in this Teacher’s Book, as well as digital resources and printable/photocopiable worksheets This ensures that lessons with Yazoo can proceed smoothly, with clear learning objectives, logically staged practice sequences and the option to vary procedures and pace with additional, fully-correlated materials Syllabus Yazoo is correlated with Cambridge Young Learners Starters level Greetings, numbers and colours are reviewed in the Starter section An Alphabet chart revises the sounds and letters of the English alphabet using a mixture of known and new vocabulary Structures that were introduced in Yazoo are revised and extended in new contexts A Let’s learn! box draws attention to the forms through examples In the Pupils’ Book, practice tasks mainly require learners to circle or match, while simple write-in tasks are introduced in later units The Activity Book includes write-in tasks from the start as well as the writing skills development strand Unit structure In addition to the Starter section, Yazoo contains 12 six-page units, each focusing on a topic Each unit is divided into a, b and c spreads The a and b spreads present the target vocabulary and structures and practise them through games, songs and personalisation activities The c spread consolidates the language presented and develops reading, listening and speaking skills; work on writing skills and paragraph writing is found in the Activity Book A cross-curricular Content lesson and a Review lesson are included after each pair of units, providing an opportunity to consolidate and extend new language in different contexts Yazoo organisation Unit 1a Unit 1b Unit 1c Unit 2a Unit 2b Unit 2c Unit 3a Unit 3b Unit 3c Unit 4a Unit 4b Unit 4c CLIL Content Lesson Review Lesson CLIL Content Lesson Review Lesson A Music Show and two Festivals lessons are provided at the back of the Pupils’ Book The recommended plan for teaching Yazoo during the academic year is as follows: Term – Starter, Units 1, 2, 3, and Festival Term – Units 5, 6, and Term – Units 9, 10, 11 and 12, Festival and the Music Show i A01_YAZO_TB_02GLB_3283_S01.indd 25/01/2011 10:58 Language presentation Practice New vocabulary is presented at the beginning of a lesson through simple pictures The new words are recorded so that children can hear and repeat them Yazoo has been written to ensure that learners enjoy varied and stimulating practice sequences The wide variety of practice exercises keep children interested and engaged and also cater for different learning styles (see below) Every Unit contains communicative activities, a song and a game to activate the language In the a and b spreads, the new words and the target structures are contextualised in a humourous, self-contained cartoon story featuring the Yazoo characters Yazoo is set in a zoo and the main characters are five zoo animals that wear clothes, talk and play in a band: Trumpet the elephant, who also featured in Level 1, Chatter the monkey, Tag the tiger, Karla the kangaroo and Patty the penguin Sally the zoo keeper supplies the adult human element needed in a primary course Additionally, Rob and Vicky, the two children from Level 1, again feature throughout Each story has two episodes This breaks the language down into manageable chunks and gives the children the opportunity to guess what happens next and to look forward to the conclusion Through the stories, the learners get to know the characters, identify with them and share their adventures They can act out the stories before moving on to practice exercises This helps to reinforce the new language in a fun and non-threatening way The Activity Book provides pencil-to-paper practice exercises to consolidate the new language These may be allocated for homework, but can often also provide the opportunity for quiet time in the classroom There is also one Listening activity in every Activity Book unit This is intended to be used in the classroom and can be found on the Class CD Yazoo provides teachers and learners with plenty of options to vary classroom or home activities The Active Teach CD-ROM provides a range of printable/photocopiable worksheets to vary or extend classroom procedures Additionally, the CD-ROM provides learners with fun digital interactive exercises and games Skills development Grammatical structures are logically sequenced throughout the Yazoo syllabus, with each new item introduced building on previous knowledge Grammar items are always introduced in the context of the story Yazoo provides a range of different reading text types in addition to the cartoon presentations In the c lessons of odd units (1c, 3c, etc), there is a variety of short reading texts, which also provide a model for writing In the c lessons of even units (2c, 4c, etc), there are longer, self-contained cartoon stories for extensive reading In these stories, new vocabulary is presented in the context of known structures Simple examples of the target language for a lesson are provided in a Let’s learn! box and the meaning reinforced by means of humorous cartoons A comprehensive practice sequence follows the introduction of each new structure, including practice in the Activity Book Once introduced, new language is regularly recycled in subsequent units CLIL (Content) lessons recycle key vocabulary and structures by examining topics from other areas of the primary school curriculum, such as Social Science Four or five new target vocabulary items are presented in the text and practised They are included in the Picture Dictionary at the end of the Activity Book For each area of grammar, extra printable/photocopiable resources are provided on Yazoo Active Teach CD-ROM For faster learners, these resources provide extension exercises based on a particular structure Where learners are finding some difficulties with the structure, consolidation worksheets provide extra practice A progressive Writing development syllabus is integrated into Yazoo Activity Book and is found in the c lesson of every unit A feature of the writing skill such as punctuation, linking words, etc is focused on in each lesson and practised Learners then complete a personalised paragraph-length writing task There is always a model to help and guide them Vocabulary Speaking practice is integrated into every lesson Learners are encouraged to practise speaking in games or guided dialogue exercises A Listen and chant exercise in each Review lesson practises key phonics and will aid learners with differentiating sounds and pronunciation Grammar As is appropriate for the age group, vocabulary is presented visually throughout Yazoo Each language presentation begins by introducing the key vocabulary in pictures Learners then encounter the key vocabulary in the context of the story Comprehensive and varied practice sequences in the Pupils’ Book and Activity Book help learners to reinforce and retain new vocabulary A Picture Dictionary is provided at the end of the Activity Book for reinforcement and review exercises Yazoo Active Teach CD-ROM provides vocabulary worksheets for each area of vocabulary Listening exercises are integrated throughout practice sequences In the c lessons of odd units (1c, 3c, etc), listening tasks often provide familiarisation with Cambridge Young Learners English Tests Starters Listening paper Learners can practise listening further at home with parents/ carers by using the Pupils’ CD This contains the presentations, songs and stories, the Pronunciation chants in the Review lessons, the Festivals and My Picture Dictionary ii A01_YAZO_TB_02GLB_3283_S01.indd 25/01/2011 10:58 Songs Songs are one of the best ways for children to learn and remember language Singing songs helps young learners to build confidence in the language through repetition, and promotes musical skills and development of rhythm Yazoo uses songs to consolidate new language in the a lesson of a unit All songs have a ‘karaoke’ version, with the music only Many songs in Yazoo have accompanying actions, which also supports kinaesthetic learners to ensure that a broad range of children’s learning styles are catered for, by providing a wide variety of materials and practice activities Similarly, interaction patterns are also varied, allowing for individual work, pair work, group work and whole-class modes of learning The Yazoo songs are available on both the Class CDs and on the Pupils’ CD for learners to listen again and sing at home The broad range of presentation types and practice activities give opportunities for children to experiment with different modes of learning and different intelligences – musical, logical/mathematical, verbal/linguistic, kinaesthetic, visual/ spatial, interpersonal and intrapersonal Games and motivation Recycling and Review Keeping children motivated to learn English is a core objective of the materials provided in Yazoo Games provide motivating and meaningful ways of practising the new language in a genuinely communicative context, and are very popular with children The Yazoo syllabus is structured to ensure that new language is recycled in subsequent lessons in different contexts This maximises the number of times learners encounter new language and aids with language retention All units include two games Photos are provided to allow teachers to set up games quickly and keep pupils on task Additionally each Review lesson concludes with a fun quiz or board game There is a further list of classroom games on page xi of this Teacher’s Introduction CLIL (Content and Language Integrated Learning) The regular CLIL lessons in Yazoo provide learners with an opportunity to learn about other areas of the primary school curriculum such as Social Science or Science in English The lessons follow a guiding principle of CLIL that English in these lessons is used to learn content, in addition to language CLIL lessons can help to promote critical thinking in language learners and provide opportunities for children, even at young ages, to encounter and use newly acquired language in a meaningful way CLIL lessons can also help children who are weaker at language-learning, where they know and understand the content which is being covered The children are then able to apply this knowledge in their first language to the CLIL lesson in English Typically, CLIL lessons in Yazoo include work on the four skills - reading, listening, speaking and writing Four or five new target vocabulary items are presented in the text and practised They are included in the Picture Dictionary at the end of the Activity Book Each CLIL lesson ends with a Your Project! task, which allows learners to personalise language and content in a meaningful way and to create a piece of work for the classroom wall or to show parents as a measure of their progress in English Multiple intelligences No two people absorb and retain information, new skills and knowledge in the same way, which means that English language teaching classrooms are full of children who learn more effectively in different ways! Yazoo has been designed A Review lesson at the end of every two units allows teachers and learners to revise new language and will highlight any weaknesses which may need reviewing The recorded Picture Dictionary in the Activity Book can be used at this point to review active vocabulary The Activity Book also includes a Review page and concludes with a My English exercise for learners to complete and evaluate their progress Home-school connections Components and exercises are provided throughout Yazoo which will allow parents to review the progress their child is making in English lessons and provide relevant support The My English exercises in the Activity Book Review lessons and I can it! self-evaluation worksheets provided on the Active Teach CD-ROM encourage learners to reflect on their learning as they progress through the course Both the Pupils’ CD and the Pupils’ CD-ROM provide fun exercises and extra practice for learners to use at home Evaluation Yazoo provides a comprehensive range of printable resources designed to measure progress and attainment throughout the school year, which are easily downloadable from Yazoo Active Teach CD-ROM After each unit, a quick printable/photocopiable quiz is provided to check a learner’s progress with new language More extensive attainment tests are provided for use at the end of every four units or at the end of each school term I can it! self-evaluation worksheets are also provided Cambridge Young Learners English Tests Yazoo is correlated with Cambridge Young Learners Starters level and provides gentle familiarisation with exam style tasks Exam style listening tasks can be found in the c lessons of odd units (e.g Unit 1c, 7c) and further exam style tasks are found in the Activity Book Reviews (e.g Review 3, 4) iii A01_YAZO_TB_02GLB_3283_S01.indd 25/01/2011 10:58 Course components For pupils Pupils’ Book The 112-page Pupils’ Book presents, practises and revises the target language of the course It comprises: • a two-page Hello lesson introducing the characters to the children • a six-page Starter section to review the alphabet, numbers and colours • 12 six-page topic-based units, each organised into three spreads, a, b and c • two-page ‘CLIL’ Content lessons after every two units • two-page Review lessons after every two units • a Music Show to be performed by the children • two Festival lessons: World Animal Day and International Children’s Day • full-colour stickers for use with the sticker listening exercises Pupils’ CD The Pupils’ CD is packaged with the Pupils’ Book and includes all of the presentations, the songs and extended stories for children to listen to at home with their parents It also includes the Pronunciation chants in the Review lessons, the Festivals and My Picture Dictionary Activity Book The 112-page Activity Book provides further practice and consolidation of the language presented in the Pupils’ Book It comprises: • a four-page Starter section with practice exercises for the alphabet, numbers and colours • 12 six-page units with practice exercises for all of the key language introduced in the Pupils’ Book, as well as the writing skills development strand • six pages of activities to practise language used in the CLIL content lessons • six pages of revision exercises, including a My English self-evaluation exercise • a full colour Picture Dictionary illustrating all the key words from the Pupils’ Book • full colour cut outs for use in a number of games Suggestions on how to use the cut outs are given in the relevant lessons The lesson notes in this Teacher’s Book give guidance on how to use the Activity Book exercises Pupils’ CD-ROM The Yazoo Pupils’ CD-ROM is packaged with the Activity Book and comprises: • interactive practice exercises of the alphabet, colours and numbers • interactive exercises for every unit of the Pupils’ Book • listening practice exercises • song-based exercises in every unit including a karaokestyle exercise in every second unit • interactive practice of CLIL lessons • interactive practice exercises for Review lessons • animated versions of the extended stories For teachers Teacher’s Book The 144-page Teacher’s Book comprises: • this Introduction, which includes a list of flashcards, useful classroom language and additional ideas for games • detailed lesson-by-lesson teaching notes for the Pupils’ Book and Activity Book • audioscripts and answer keys for the Pupils’ Book and Activity Book (see page 113) • wordlist (see page 129) The lesson-by-lesson notes are presented together with a reduced colour facsimile of the Pupils’ Book page, for easy reference Lesson objectives, target language, recycled language and a list of materials required for the lesson are given at the beginning of each lesson Class CDs The Class CDs contain all of the audio material in the Pupils’ Book, including the cartoon stories, listening tasks, songs and Picture Dictionary Complete audioscripts for the recordings which are not included on the pages of the Pupils’ Book can be found at the end of this Teacher’s Book iv A01_YAZO_TB_02GLB_3283_S01.indd 25/01/2011 10:58 Flashcards There are two sets of flashcards, packaged separately: 38 Alphabet and colours flashcards and 115 vocabulary flashcards for the key items presented in the Pupils’ Book The flashcards reproduce the vocabulary pictures from each unit of the Pupils’ Book Join us at The Great Teachers Primary Place Active Teach for Interactive Whiteboards Yazoo Active Teach is designed for use with any Interactive Whiteboard (IWB) It can also be used with a computer and projector It contains all the Pupils’ Book lesson pages in digital form, together with the class audio material In addition, it provides: • an interactive exercise for each lesson spread including the Review and CLIL spreads • animated versions of the extended stories (also available to learners on the CD-ROM) • interactive flashcards for all the vocabulary in the Pupils’ Book, accessible by topic or in alphabetical order Yazoo Active Teach also contains the following printable/ photocopiable Teacher’s Resources: Additional activities: • 12 Language Activity Worksheets – one for each unit of the course • 12 Grammar Consolidation Worksheets designed to provide extra practice for children having difficulties with a particular grammar point • 12 Grammar Extension Worksheets designed to provide more challenging practice for children on a particular grammar point • 12 Vocabulary Worksheets which group together the key vocabulary areas of the course Find inspiring ideas for your primary classroom, discover new techniques and solutions that work, connect with other primary teachers, and share your own stories and creativity The Great Teachers Primary Place is the place to go for free classroom resources and countless activities for primary teachers everywhere Go to www.pearsonlongman.com/primaryplace and register for membership Members of The Great Teachers Primary Place will receive exclusive access to: • free articles on current trends in the primary classroom! • free reproducible activity sheets to download and use in your classroom! • free Teacher Primary Packs filled with posters, story cards and games to use in your classroom! • exclusive access to professional development via print materials and web conferences Evaluation resources: • 12 Unit Quiz Worksheets for use after each unit • 12 I can it! Self-Evaluation Worksheets for use after each unit • Progress Tests for use after each pair of units • Attainment Tests for use after every four units v A01_YAZO_TB_02GLB_3283_S01.indd 25/01/2011 10:58 Teaching with Yazoo Unit and lesson structure Each of the 12 units of the course consists of three spreads, a, b and c Each spread is designed to be taught over two lessons However, in teaching situations with shorter periods, it is possible to extend the material over three teaching periods The Activity Book provides additional material that can be used in class for quiet time or alternatively for homework The final spread in each unit consolidates language and develops communicative skills Lesson usually focuses on receptive skills, requiring learners to listen, read and understand a text Further reading practice is provided in the Activity Book Lesson focuses on the productive skills of speaking and writing, as well as listening The Activity Book contains the Writing skill strand As the book progresses, more of the language taught in earlier lessons is recycled Warm-up – getting started It is a good idea to signal the beginning of the lesson clearly and start with a warm-up activity that is enjoyable and involves the whole class The step-by-step teaching notes suggest a variety of warm-up activities Procedure for presenting vocabulary The new words for each lesson are always presented in Picture Dictionary style at the top of the Pupils’ Book page and are also on the CD • Use the flashcards or classroom objects to present the new words and their meaning (Relating the new words to tangible objects in the classroom also helps to make the words more memorable for the children.) • Tell the children to open their books and look at the pictures Play the CD; the children listen, point and repeat • Hold up the flashcards again in random order and elicit the words • You can also present the vocabulary on an IWB, using the flashcards on Yazoo Active Teach Procedure for cartoon stories • Invite the children to look at the pictures Talk about each frame and prompt discussion Use L1 if necessary • Play the CD; the children listen and follow the words in their books • Play the CD again, pausing after each frame to ask simple questions to check understanding and focus on the new vocabulary • Play the CD a third time, pausing for the children to repeat as a class • Do the comprehension exercise on the story • Divide the class into groups, and give each group the role of a character Play the CD again; the children repeat their parts Encourage them to copy the characters’ voice and intonation and to mime some of the actions • Repeat without playing the CD • Let the children practise acting out the story in groups • Invite a group or groups to perform for the class Procedure for Let’s learn! The teaching notes give specific guidance in each lesson • Ask the children to look at the pictures and tell you who or what they can see • Play the CD The children listen, point and read the examples silently • Play the CD again and pause after each item The children repeat as a class • Use flashcards, objects or mime to substitute other items in the examples to show how a structure works with different words The children repeat the new sentences as a class • Invite individual children/pairs to repeat around the class • Ask the children to practise in pairs where appropriate Practice The practice stage of the lesson involves a variety of different activities, including further listening activities, speaking activities and games Simple heads down, pencil-to-paper activities are also included There are also interactive practice activities on Yazoo Active Teach Procedure for teaching songs • Invite the children to look at the picture(s) and talk about what they can see, saying who the characters are and what they are doing • Play the CD The children listen and follow in their books They can also clap the rhythm • Recite the lines of the song rhythmically like a chant Say each line and ask the children to repeat Demonstrate actions if the song lends itself to them • Play the CD Ask the children to sing along and the actions • For some of the songs, you can divide the class into groups and give them each a part to sing • Use the vocabulary flashcards and hold them up as the words are heard in the song • Use the karaoke version (music only) when the children are confident with the words of the song vi A01_YAZO_TB_02GLB_3283_S01.indd 25/01/2011 10:58 AB page 26 AB page 29 KEY: He’s a spy – 3; He’s a cowboy – 1; It’s a box – 2; She’s a teacher – 5; He’s a boy – KEY: No, she isn’t Yes, it is Yes, she is Yes, he is No, he isn’t PB page 35 KEY: b a b AB page 27 KEY: You’re We’re They’re KEY: You’re cowboys We’re dancers You’re sisters Unit 4b PB page 36 KEY: king clown queen AB page 28 KEY: a b c d f CD2 Track 11 Look! What are they? They’re pirates Wow! You’re a spy! Yes, I’m a spy Who’s she? Oh, she’s our teacher What are they? They’re dancers Look! You’re a king! Yes, I’m a king What are you? We’re queens! KEY: ✗ ✓ ✓ ✗ ✓ ✓ ✓ ✗ 10 ✓ KEY: dancers clowns PB page 37 KEY: No, they aren’t Yes, we are Yes, they are CD2 Track 10 Hello! Are you queens? No, we aren’t We’re kings Oh yes, you’re kings Look! Are they kings? No, they aren’t They’re queens Oh yes, they’re queens Hello! Are you pirates? Yes, we are We’re pirates Look, Mum! They’re pirates Look! Are they clowns? Yes, they are They’re clowns Oh, look at the funny clowns KEY: No, we aren’t Yes, they are No, we aren’t KEY: aren’t, we they, are, No Unit 4c PB pages 38-39 KEY: b c d KEY: No, she isn’t Yes, he is Yes, they are AB pages 30-31 KEY: a e b, c KEY: He’s happy He’s sad It’s big It’s small KEY: is, is, He’s, is, She’s, is, He’s, are, ‘re Numbers to 100 PB page 40 KEY: 50 – fifty; 30 – thirty; 40 – forty; 70 – seventy; 20 – twenty; 80 – eighty; 100 – a hundred; 60 – sixty; 90 – ninety AB page 32 KEY: twenty – 20; thirty – 30; forty – 40; fifty – 50; sixty – 60; seventy – 70; eighty – 80; ninety – 90; one hundred – 100 PB page 41 KEY: 21 – twenty-one; 22 – twenty-two; 23 – twenty-three; 24 – twenty-four; 25 – twenty-five; 26 – twenty-six; 27 – twenty-seven; 28 – twenty-eight; 29 – twenty-nine KEY: fifty-five sixty-seven seventy-three eighty-nine ninety-four CD2 Track 16 40 and is … 42 70 and is … 73 50 and is … 55 80 and is … 89 60 and is … 67 90 and is … 94 AB page 32 KEY: twenty-six fifty-seven thirty-five KEY: sixty-seven 60 + = 67 forty-eight 40 + = 48 twenty-two 20 + = 22 eighty-one 80 + = 81 fifty-four 50 + = 54 Review PB page 42 KEY: a b c d f g CD2 Track 17 Look He’s my dad He’s a spy She’s my mum She’s a pirate He’s my grandpa He’s a king She’s my grandma She’s a queen 118 Z01_YAZO_TB_02GLB_3283_EM.indd 118 21/1/11 13:20:41 He’s my brother He’s a cowboy She’s my sister She’s a clown They’re my friends They’re dancers KEY: spy mum, pirate grandpa, king grandma, queen brother, cowboy sister, clown friends, dancers CD2 Track 18 /ɪ/ /ɪ/ /ɪ/ /e/ /e/ /e/ /ɪ/ /ɪ/ /ɪ/ /e/ /e/ /e/ six big kings six big kings ten red desks ten red desks Six big kings with ten red desks Six big kings with ten red desks Six big kings with ten red desks AB page 37 AB page 33 KEY: family dancer grandpa spy clown sister duck KEY: king Yes, they are They’re Unit 5a PB page 44 KEY: Tag Karla Chatter AB page 34 KEY: radio bike computer game KEY: cloudy KEY: your, new, My, old my, new, old PB page 45 KEY: girl: ball, radio, book; boy: bike, car, kite Her Her His Her His CD2 Track 23 This is his bike This is her ball This is her radio This is his car This is her book This is his kite KEY: his, Her Its AB page 35 KEY: Her Her His His His Her KEY: (right) my, Her (right) your, His (left) my, Its Unit 5b PB page 46 KEY: no yes AB page 36 KEY: rollerblades train KEY: fast slow fast KEY: swan prize winner PB page 47 KEY: your their our KEY: your; My, His; my, Their; your; Her Z01_YAZO_TB_02GLB_3283_EM.indd 119 CD2 Track 29 Hi My name is Jane What’s your name? Hi My name is Anna This is my brother His name is David And they’re my friends Their names are Tom and Fred Is that your mum? No, she’s our teacher Her name is Mrs Brown KEY: girls: 4, 6; boys: 2, 3, CD2 Track 30 Is that your cat? Yes It’s our cat Is that your yo-yo? No, it isn’t It’s their yo-yo Is that your car? No, it isn’t It’s their car Is that your umbrella? Yes It’s our umbrella Is that your rabbit? No, it isn’t It’s their rabbit Are they your rollerblades? Yes They’re our rollerblades KEY: your their our KEY: Their His Her Your Unit 5c PB page 48 KEY: a c KEY: his kite Her, her doll, pink His, his bike, purple AB page 38 KEY: radio (blue), rollerblades (green), ball (grey), computer game (yellow) robot (red), doll (purple), yo-yo (orange), kite (pink and black) KEY: no no no yes yes PB page 49 KEY: computer game, green doll, pink robot, green CD2 Track 32 Anna, what’s your favourite toy? It’s a doll Its name is Mandy And what’s your favourite colour? I like yellow, but my favourite colour is blue What’s your favourite toy, Ben? It’s my computer game It’s white And your favourite colour? What’s your favourite colour? My favourite colour is green What about you, Sue? What’s your favourite toy? My favourite toy? Hmm Oh, yes It’s Amy Amy is my new doll She’s pretty And what’s your favourite colour? It’s pink I love pink! 119 21/1/11 13:20:41 What’s your favourite toy, Tony? It’s my birthday present It’s my robot And what’s your favourite colour? Green is my favourite colour KEY: Sue Anna, Sue Ben, Tony AB page 43 AB page 39 KEY: My favourite toy is my doll This is my train My rollerblades are orange My car is blue and grey KEY: a b c CD2 Track 42 He’s got big feet He hasn’t got big hands She’s got big eyes She hasn’t got a big nose She’s got a big mouth She hasn’t got big ears He’s got big ears He hasn’t got big eyes KEY: hasn’t got has got has got hasn’t got KEY: c, hasn’t a, has Unit 6a Unit 6c PB page 50 PB page 54 KEY: small beautiful pet AB page 40 KEY: arm body hand leg feet KEY: a a b b a a b PB page 51 KEY: d f e c a AB Page 44 KEY: He’s got a rabbit We’ve got a goat They’ve got a dog KEY: We’ve got He’s got They’ve got Unit 6b KEY: long short feet fast strong trunks star KEY: big funny beautiful PB page 55 AB Page 41 KEY: beautiful fast strong big star KEY: No, he hasn’t Yes, they have No, they haven’t Yes, they have AB Page 45 KEY: beautiful fast strong big fast, strong KEY: I’ve got brown eyes I’ve got long hair I’ve got a small nose and a big mouth PB page 52 Classifying animals PB page 56 KEY: yes yes no AB page 42 2 KEY: hair mouth eyes ears head KEY: b a d PB page 53 KEY: a b a CD2 Track 41 Has he got black hair? – No, he hasn’t Has he got big ears? – Yes, he has Has he got brown eyes? – Yes, he has Has he got a big mouth? – No, he hasn’t Has she got brown hair? – Yes, she has Has she got blue eyes? – No, she hasn’t Has she got a small mouth? – No, she hasn’t Has she got a big nose? – No, she hasn’t Has he got brown hair? – Yes, he has Has he got small ears? – Yes, he has Has he got green eyes? – No, he hasn’t Has he got a small nose? – Yes, he has KEY: No, they haven’t Yes, they have No, they haven’t KEY: a c d CD2 Track 46 They’ve got tails They haven’t got arms They’ve got big bodies They’ve got tails They haven’t got fur They’ve got long bodies They’ve got scales They haven’t got wings They’ve got legs They’ve got fur They’ve got legs They haven’t got arms They’ve got feathers KEY: no no yes yes yes yes yes AB page 46 KEY: b b c a c KEY: scales fur, tails feathers, wings 120 Z01_YAZO_TB_02GLB_3283_EM.indd 120 21/1/11 13:20:41 Review Unit 7b PB page 58 PB page 62 3 KEY: Lydia: hair slide, doll; Rod: dog, radio, car; Ruby: kite, rollerblades, rabbit KEY: a a b CD2 Track 47 He’s got black hair and brown eyes It’s got a big body, big ears and a long trunk It’s got six legs and big wings Her legs are long Her hands and feet are small CD2 Track 48 /ɒ/ /ɒ/ /ɒ/ /ʌ / /ʌ / /ʌ / /ɒ/ /ɒ/ /ɒ/ /ʌ/ /ʌ/ /ʌ / lots of frogs lots of frogs fun in the sun fun in the sun Lots of frogs have fun in the sun Lots of frogs have fun in the sun Lots of frogs have fun in the sun AB page 47 AB page 50 KEY: legs kite slow hair mouth nose KEY: hair No, he hasn’t No, they haven’t new Yes, it has fast eyes Yes, they have toy 10 Yes, he has 11 prize 12 Yes, she has 13 No, they haven’t KEY: legs Her haven’t Unit 7a PB page 60 KEY: the river – 4; the swimming pool – 2; the park – 3; the children – 6; the playground – 5 AB page 48 KEY: house river swimming pool children KEY: trees children swimming pool flowers CD2 Track 59 Where’s Tag? – He’s in the bag Where’s Tag? – He’s on the bag Where’s Tag? – He’s under the bag Where are Tag and Chatter? – They’re next to the bag KEY: in under next to on AB page 51 AB page 47 KEY: river treehouse nest children slide swings KEY: yes no no yes no no yes PB page 63 PB page 59 KEY: no yes no KEY: See below CD2 Track 60 The cat is on the chair Sorry, where’s the cat? It’s on the chair OK Where are the apples? They’re in the bag Oh yes, they’re in the bag Where are the rabbits? They’re next to the flower They’re next to the chair? No! They’re next to the flower The dog is under the umbrella Sorry, where’s the dog? He’s under the umbrella OK KEY: next to in under KEY: Where’s the radio? Where are the frogs? Where’s the book? Where are the insects? Unit 7c PB page 61 PB page 64 KEY: small house swimming pool CD2 Track 54 There are two trees There’s a small house There’s a swimming pool AB page 49 KEY: no yes yes no KEY: There’s There are There are There are KEY: There are two dogs There’s a white rabbit There’s a pretty girl There are three ducks Z01_YAZO_TB_02GLB_3283_EM.indd 121 KEY: b J c J d Z e Z f J KEY: yes no no yes no AB page 52 KEY: a b KEY: 1, 1, PB page 65 KEY: Jane and Anna: shops Bill and May: zoo Simon and Matt: swimming pool 121 21/1/11 13:20:41 CD2 Track 62 Hello, Kate Hello, Peter What’s the matter? I’m bored I know, let’s go to the playground Good idea! Come on! Hello, Jane Hello, Anna What’s the matter? I’m bored I know, let’s go to the shops Good idea! Come on! Hello, Bill Hello, May What’s the matter? I’m bored I know, let’s go to the zoo Good idea! Come on! Hello, Simon Hello, Matt What’s the matter? I’m bored I know, let’s go to the swimming pool Good idea! Come on! KEY: swimming pool zoo shops AB page 55 KEY: She can He can They can They can KEY: Tom Paul Unit 8b PB page 68 KEY: Patty Trumpet Tag AB page 56 KEY: skip walk fly climb run carry KEY: can’t sing can’t ride a bike can rollerblade can’t swim can a handstand PB page 69 KEY: play the guitar ✗ skip ✓ ride a bike ✓ rollerblade ✗ CD2 Track 71 Can you a handstand, Chloe? – Yes, I can Can you play the guitar? – No, I can’t Can you skip? – Yes, I can Can you ride a bike? – Yes, I can Can you rollerblade? – No, I can’t KEY: No, she can’t Yes, she can No, she can’t AB page 53 AB page 57 KEY: There are lots of trees and flowers There isn’t a river but there’s a swimming pool There are lots of cars but there aren’t lots of buses KEY: and, but, but Unit 8a PB page 66 KEY: Patty Tag Chatter AB page 54 KEY: climb ride swim sing jump f e c i d o n t p l a y k n s w i m o w h j y m t s h e u h b r i d e m a v e n t o p m e h g s u KEY: a d b f c KEY: ride a bike sing a song play the guitar PB page 67 KEY: She can climb a tree He can jump very high She can’t sing KEY: Yes, they can No, they can’t Yes, they can No, they can’t Kangaroos can run fast Whales can’t walk Snakes can swim Lions can’t ride a bike CD2 Track 72 Can rabbits fly? No, they can’t They haven’t got wings Oh, yes Can kangaroos run fast? Yes, they can They’ve got strong legs Yes, that’s right Can whales walk? No, they can’t They haven’t got legs But they can swim Can snakes swim? Yes, they can They haven’t got legs but they can swim Yes, that’s right Can lions ride a bike? No, they can’t! That’s right! Unit 8c PB page 70 KEY: isn’t in Fred in AB page 58 KEY: in under on/under in 122 Z01_YAZO_TB_02GLB_3283_EM.indd 122 21/1/11 13:20:41 PB page 71 KEY: cupboard computer table bed AB page 59 KEY: In my school bag I’ve got a pencil case , a ruler , two pencils and a pen In my town there’s a park , a swimming pool , a school and a zoo In the park there are lots of trees , flowers , birds and children In my bedroom there’s a bed , a cupboard , a desk and a chair KEY: desk computer bookcase Our senses PB page 72 KEY: b c d e CD2 Track 76 We’ve got five senses We see with our eyes We smell with our noses We touch with our hands We taste with our mouths We hear with our ears KEY: hear smell taste touch AB page 61 AB page 60 KEY: a eyes e ears b noses d hands PB page 73 KEY: ✗ ✓ ✓ ✓ ✓ ✓ ✗ ✓ ✓ ✗ ✓ ✓ ✗ ✓ ✓ ✓ ✓ ✗ ✓ AB page 60 KEY: I can hear I can see I can touch I can smell Review PB page 74 CD2 Track 77 Hi! I’m Toby In my town there’s a park and a playground There’s a swimming pool, but there isn’t a river There are lots of shops Hello My name is May There isn’t a park in my town, but there’s a big playground There isn’t a swimming pool, but there’s a river There are lots of shops I’m Mark My town is small but there’s a park and there’s a river There isn’t a playground and there isn’t a swimming pool There are shops near my house Hi My name is Lucy I love my town There isn’t a park but there’s a playground There’s a big swimming pool and there’s a river with lots of trees There are lots of shops, too CD2 Track 78 /eɪ/eɪ/ /eɪ/ /eɪ/ /eɪ/ /eɪ/ there’s a snake there’s a snake on the cake on the cake There’s a snake on the cake There’s a snake on the cake There’s a snake on the cake KEY: swimming pool, school trees, flowers, swans slide, swing, climbing frame desk, cupboard, bed KEY: KEY: See below CD2 Track 79 There’s a cat on the slide Sorry? Where’s the cat? It’s on the slide OK There’s a bus next to the boy A bus? Yes It’s next to the boy All right There’s a frog under the climbing frame Where’s the frog? Under the climbing frame Right The mobile phone is in the big treehouse Where’s the mobile phone? It’s in the treehouse In the big treehouse OK The flower is next to the climbing frame Where? It’s next to the climbing frame Right KEY: no no yes yes Toby May Mark Lucy park ✓ ✗ ✓ ✗ playground ✓ ✓ ✗ ✓ swimming pool ✓ ✗ ✗ ✓ PB page 75 river ✗ ✓ ✓ ✓ shops ✓ ✓ ✓ ✓ KEY: next to Yes, he can under on No, it can’t Yes, it can 11 next to 12 in 14 No, she can’t 15 under 17 Yes, they can 19 in AB page 61 KEY: climb a tree No, they can’t There are 123 Z01_YAZO_TB_02GLB_3283_EM.indd 123 21/1/11 13:20:41 Unit 9a PB page 76 KEY: bread eggs naughty AB page 62 KEY: apple 8, honey 1, cheese 6, milk 2, water 4, orange 5, egg KEY: honey oranges, apples water, milk eggs, cheese PB page 77 KEY: boys: bread and honey; girl: apples and eggs don’t like like like don’t like CD3 Track I like apples I don’t like bread My brothers like bread Yes, we like bread and honey I like eggs They don’t like eggs and they don’t like milk No, we don’t like milk AB page 63 KEY: don’t like like don’t like KEY: don’t like honey like bread like apples don’t like jelly like oranges Unit 9c PB page 80 2 KEY: no no yes AB page 64 KEY: potatoes 4, sandwiches 5, spaghetti 2, chicken KEY: fish, jelly, cheese KEY: soup potatoes chicken fish bread PB page 79 KEY: doesn’t like likes likes doesn’t like likes AB page 65 KEY: Ticked: soup, chicken, fish, sausages, chips, oranges, cheese KEY: Peter Luke Luke Dad Luke KEY: chicken, oranges fish, cheese sausages, chips PB page 81 PB page 78 KEY: sandwiches A; pizza D; ice cream A; fruit (bananas and oranges) D; apple juice A; orange juice A and D AB page 66 Unit 9b Hi Tim Do you like chicken? No, I don’t I don’t like chicken Do you like fish? Yes, I I like fish Do you like spaghetti, Anna? Yes, I I like spaghetti And soup Do you like soup? Yes, I I like soup, too KEY: No, they don’t No, they don’t No, they don’t Yes, they KEY: Jenny: potatoes ✗; Tim: chicken ✗ fish ✓; Anna: spaghetti ✓ soup ✓ doesn’t like doesn’t like, likes likes, likes CD3 Track 10 Hi, Jenny Do you like apples? Yes, I I like apples Do you like potatoes? No, I don’t I don’t like potatoes KEY: c a CD3 Track 12 Hello, Sam Hello Can I have soup and chicken, please? Yes, of course And you want bread? No, thank you I don’t like bread Do you want a dessert? Yes, can I have a banana, please? Anything else? Yes, orange juice, please Hello Can I have fish and chips, please? Yes, of course And you want salad, Kim? Yes, please I like salad OK Do you want a dessert? Can I have ice cream, please? Anything else? Yes, apple juice, please Hello, Chris Do you want chicken today? No, thank you Can I have a burger and mashed potato, please? Of course Do you want a dessert? Oh, yes please Can I have an orange, please? Anything else? Water, please KEY: chicken, banana, orange juice fish and chips, salad, ice cream, apple juice burger, mashed potato, orange, water 124 Z01_YAZO_TB_02GLB_3283_EM.indd 124 21/1/11 13:20:41 AB page 67 KEY: I like bread and honey I don’t like tomatoes or potatoes We like chocolate but we don’t like jelly They don’t like sausages or spaghetti I like fish and eggs but I don’t like water or milk KEY: or and but or Unit 10a PB page 82 KEY: a b c AB page 68 KEY: a clean teeth b get up c go to school d have breakfast KEY: It’s four o’clock It’s six o’clock It’s eight o’clock It’s nine o’clock It’s ten o’clock PB page 83 KEY: She goes to school, eight o’clock She swims, four o’clock She goes to bed, nine o’clock CD3 Track 22 Does Polly get up at eight o’clock? No, she doesn’t She gets up at nine o’clock Oh, right And does she eat an apple for breakfast? Yes, she does She doesn’t like bananas Does Polly go to dancing school at twelve o’clock? No, she doesn’t She goes to dancing school at eleven o’clock OK And does she go to bed at nine o’clock? Yes, she does She goes to bed at nine o’clock KEY: No, she doesn’t Yes, she does Yes, she does No, she doesn’t Unit 10c PB page 86 KEY: No, he doesn’t No, he doesn’t Yes, he does No, he doesn’t AB page 72 KEY: e d b f a AB page 69 PB page 87 4 KEY: She has breakfast She cleans her teeth She goes to school KEY: go, goes have, has like, likes play, plays clean, cleans Unit 10b KEY: helps police officers firefighters animals visits homework AB page 73 KEY: go play help ride KEY: help don’t play go play ride visit swim PB page 84 A healthy life PB page 88 KEY: no yes yes AB page 70 2 KEY: Monday Tuesday Thursday Friday Saturday Sunday KEY: Wednesday Friday Monday Thursday Tuesday PB page 85 KEY: Tuesday – swimming pool; Wednesday: basketball; Thursday – rollerblades; Friday – park Yes, he does No, he doesn’t No, he doesn’t Yes, he does CD3 Track 21 On Monday Rob rides his bike On Tuesday Rob swims On Wednesday Rob plays basketball On Thursday Rob rollerblades On Friday Rob goes to the park AB page 71 KEY: Wash your hands – 2; Sleep well – 3; Exercise every day – 4; Clean your teeth – CD3 Track 26 What you to be healthy, Harry? I eat fruit every day Good Fruit is very healthy I wash my hands before meals Well done Clean hands are important I sleep well Good Lots of sleep is healthy I play with my friends after school Very good You don’t watch TV every day I clean my teeth every morning and night Well done, Harry You’re very healthy AB page 74 KEY: a healthy c not healthy d not healthy e healthy f not healthy KEY: a a a 125 Z01_YAZO_TB_02GLB_3283_EM.indd 125 21/1/11 13:20:41 PB page 89 PB page 93 KEY:     AB page 74 KEY: morning well night sweets fruit watch TV Review PB page 90 KEY: tomatoes, apples fish, sausages chicken, oranges, cheese bananas, salad CD3 Track 27 Mark likes spaghetti, tomatoes and apples He doesn’t like milk Kay doesn’t like bread or soup She likes fish and sausages Paul likes chicken, oranges and cheese He doesn’t like potatoes Jodie doesn’t like eggs or honey She likes bananas and salad CD3 Track 28 /ɑɪ/ /ɑɪ/ /ɑɪ/ /ɑɪ/ /ɑɪ/ /ɑɪ/ a slide a bike a slide a bike five white kites five white kites A slide, a bike and five white kites A slide, a bike and five white kites A slide, a bike and five white kites AB page 77 PB page 94 KEY: eggs doesn’t sandwiches cleans go goes swim KEY: gets up doesn’t like Yes, he does KEY: book a water pistol big AB page 76 126 KEY: no yes yes AB page 78 PB page 92 KEY: I’m playing I’m reading I’m hiding I’m sleeping I’m coming KEY: ’s sleeping ’s playing ’s hiding ’s writing ’s doing her homework Unit 11b Unit 11a KEY: sleeping playing CD3 Track 34 (sound of book being opened) What’s this? It’s a pencil It’s a yellow pencil (sound of snoring) (sound of a girl playing, laughing and running; sound of a ball bouncing.) KEY: socks shoes sweater T-shirt shorts hat coat trousers KEY: no yes yes yes no yes yes no 10 yes PB page 95 AB page 75 KEY: f h a/e d b i g e/a KEY: hide fly sleep come climb read play ride 10 carry h q c d r i d e i f a p l a y u d l r h k d v c e y r i z x y l c q y r e a d i l s l e e p s m e a x i p c i b a g c o m e k k n v r a t e r g Z01_YAZO_TB_02GLB_3283_EM.indd 126 KEY: a c d 2 They’re, orange skirts They’re, yellow T-shirts We’re, pink dresses CD3 Track 40 We’re wearing green trousers They’re wearing orange skirts They’re wearing yellow T-shirts We’re wearing pink dresses AB page 79 KEY: b a b CD3 Track 41 Who is Sue? She’s there! She’s wearing a sweater and a skirt Where are the children? They’re in the park They’re playing football You’re reading! No We’re doing our homework Where’s the dog? It’s under the table It’s sleeping KEY: We’re reading We’re hiding They’re sleeping 21/1/11 13:20:42 Unit 11c Unit 12b PB page 96 AB page 84 KEY: a b a b b a a KEY: no no no no yes AB page 80 KEY: is reading is doing ‘re playing is wearing is wearing b Sarah c Sally d Joe e Tom KEY: no no yes yes yes PB page 101 PB page 97 KEY: a Rosa b Helen d Daniel e Nick f Tom CD3 Track 42 Hello I’m Mary It’s my birthday today I’m ten I’m wearing my new watch I’ve got long brown hair Can you see me? I’m Helen and this is my sister Rosa We’re playing with Mary I’m wearing a red T-shirt Rosa is wearing a red T-shirt, too Look! She’s doing a handstand! Where’s Tom? I can’t see him! Shhh! I’m hiding! Hi! I’m Daniel and my friend is Nick We’re flying our kites I’ve got short black hair and I’m wearing a green T-shirt Nick is climbing a tree KEY: Daniel, Nick Daniel Rosa, Helen Tom Rosa AB page 81 KEY: has is has has is KEY: ’s wearing ’s got ’s PB page 98 KEY: Karla and Trumpet Chatter Patty AB page 82 KEY: volleyball swimming tennis football I’m playing basketball KEY: swimming doing wearing PB page 99 KEY: a: are are is is; b: aren’t aren’t isn’t isn’t AB page 83 KEY: isn’t walking, ’s running isn’t riding, ’s rollerblading isn’t watching, ’s playing KEY: playing football aren’t playing, They’re playing volleyball aren’t playing, They’re playing basketball KEY: no yes no no no No, she isn’t No, he isn’t No, he isn’t No, he isn’t Yes, they are CD3 Track 52 Bella! – Yes, Mum? Are you doing your homework? – No, Mum Are you having a shower? – No, Mum Are you playing on your computer? – Yes, I am George! – Yes, Mum? Are you reading? – No, Mum Are you writing? – No, Mum Are you playing on your computer? – Yes, Mum Bella, George! – Yes, Mum? Where’s Dad? – He’s in our bedroom, Mum Is he sleeping? – No, Mum Is he playing on your computer? – Yes, Mum I’m coming upstairs! AB page 85 Unit 12a KEY: is snoring is dreaming is drinking KEY: ’s drinking aren’t playing, ’re sleeping isn’t doing, ’s snoring KEY: b a a CD3 Track 53 Hello Hello, Sue Are you watching TV? No, I’m not I’m doing my homework Very good What’s your brother doing? Billy? He’s playing a computer game upstairs Oh, I see And what’s Mum doing? She’s watching TV Watching TV? Oh What’s your sister doing? Jane? She’s playing with her friend Molly What are you doing, Dad? I’m coming home now! KEY: No, he isn’t He’s playing a computer game No, she isn’t She’s watching TV No, they aren’t They’re playing KEY: Are Are Is Unit 12c PB page 102 KEY: kitchen living room bathroom AB page 86 KEY: Yes, she is Yes, she is No, she isn’t No, she isn’t No, she isn’t No, she isn’t Yes, she is 127 Z01_YAZO_TB_02GLB_3283_EM.indd 127 21/1/11 13:20:42 KEY: kitchen bathroom giant PB page 103 KEY: giant strong arms ghost scared AB page 87 KEY: … I ’ m in the living room I ’ m playing with my friends We aren ’ t reading … She ’ s making lunch … He isn ’ t doing his homework He ’ s sleeping Other homes PB page 104 KEY: a b d CD3 Track 57 I’m from India My home is a houseboat I’m from Sweden My home is a wooden house I’m from Japan My home is a flat I’m from America My home is a mobile home KEY: houseboat America, mobile home Sweden, wooden house Japan, flat AB page 89 AB page 88 KEY: Japan Sweden India KEY: houseboat wooden house flat KEY: Carl: bathroom, big living room, small kitchen Dev: bedrooms, bathroom, small living room, small kitchen Astrid: bedrooms, bathrooms, big living room, big kitchen Junko: bedroom, bathroom, small living room, big kitchen PB page 105 KEY: b a c KEY: Amaya Frida Harvey Review PB pages 106-107 KEY: giant T-shirt shower KEY: doing his homework, snoring, football, living room, hiding in the shower Yes, he is No, she isn’t No, he isn’t No, they aren’t CD3 Track 58 I’m in the kitchen I’m doing my homework Where’s my mum? Mum! Where are you? (sound of giant’s mother snoring) Where is Dad? Dad! Where are you? I’m in the living room! Dad! What are you doing? Are you playing football? Yes, I am Where are my brother and sister? Billy! Suzy! Where are you? They aren’t sleeping in their bedroom Aha! They’re in the bathroom They’re hiding in the shower! I’ve got you now! CD3 Track 59 /əʊ / /əʊ / /əʊ  / /əʊ  / /əʊ  / /əʊ  / Rose Rose on the phone on the phone at home at home Rose is on the phone at home Rose is on the phone at home Rose is on the phone at home KEY: She’s wearing a blue dress and a pink T-shirt They’re playing volleyball They’re drinking No, he isn’t 11 Yes, they are 13 He’s wearing a red T-shirt and blue trousers 15 No, she isn’t 17 It’s roaring 19 Yes, they are KEY: C C B CD3 Track 60 Are the boys at your house? Yes, they are Are they sleeping? No, they aren’t They’re hiding! Can you see Gemma? Is she wearing a dress? No, she’s wearing a skirt Oh yes, a skirt and a sweater She’s pretty Is John in the park? Yes, he is He’s playing with his friends Are they playing volleyball? No, they’re playing basketball Where’s Nick? He’s there He’s wearing a T-shirt Is he wearing a T-shirt and trousers? No, he’s wearing a T-shirt and shorts KEY: wet We aren’t No, she isn’t World Animal Day PB page 111 KEY: d a e c International Children’s Day PB page 112 KEY: d b a 128 Z01_YAZO_TB_02GLB_3283_EM.indd 128 21/1/11 13:20:42 Wordlist Alphabet Aa-Zz apple bear cat dog elephant flower goat hippo insect jelly kangaroo lion monkey nest octopus penguin queen rabbit snake tiger umbrella violin whale fox yo-yo zebra Numbers 1-20 one (1) two (2) three (3) four (4) five (5) six (6) seven (7) eight (8) nine (9) ten (10) eleven (11) twelve (12) thirteen (13) fourteen (14) fifteen (15) sixteen (16) seventeen (17) eighteen (18) nineteen (19) twenty (20) Colours red blue green black yellow white grey purple orange pink brown close open stand up sit down Unit 1a school desk bag pencil case pen rubber notebook Unit 3a sunny family mum dad brother sister Unit 1b ruler chair board spell write clean be quiet Unit 2a balloon car doll stickers crayon card Unit 2b cake birthday present watch robot Unit 2c teacher door window Social Science Parts of the school canteen office classroom hall library Unit 3b baby boy girl grandma grandpa friend Unit 4a box clothes spy dancer cowboy Unit 4b pirate clown king crown Unit 4c duck swan sad happy small big 129 Z01_YAZO_TB_02GLB_3283_EM.indd 129 21/1/11 13:20:42 Maths Numbers to 100 twenty (20) thirty (30) forty (40) fifty (50) sixty (60) seventy (70) eighty (80) ninety (90) a hundred (100) Unit 5a cloudy kite computer game radio bike old new Unit 5b toys rollerblades train winner prize fast flow Unit 6a head body arm leg hand feet wing Unit 6b ear mouth nose eye butterfly hair hair slide Unit 6c circus star trunk funny long short strong table bed Science Classifying animals feathers fur scales Science Our senses hear smell taste touch see Unit 7a tree house swimming pool park river playground children Unit 9a breakfast bread honey milk egg orange hungry Unit 7b treehouse shop swing slide climbing frame bus hot Unit 9b lunch spaghetti soup chicken potatoes fish Unit 8a ride swim climb sing jump high play the guitar Unit 8b rollerblade fly skip a handstand walk run carry Unit 8c mobile phone cupboard computer bookcase Unit 10a seven o’clock get up have breakfast clean my teeth go to school Unit 10b Monday Tuesday Wednesday Thursday Friday Saturday Sunday Unit 10c people police officer firefighter help visit my homework 130 Z01_YAZO_TB_02GLB_3283_EM.indd 130 21/1/11 13:20:42 Social Science A healthy life healthy morning night wash eat Unit 12c giant living room bathroom kitchen bedroom scared Unit 11a play read sleep hide come water pistol Social Science Other homes flat mobile home houseboat wooden house Unit 11b wet dry trousers shoes dress sweater have a shower Unit 12a basketball volleyball football tennis idea tired World Animal Day food water home exercise International Children’s Day world picnic art swap Unit 12b noise dream drink roar snore upstairs 131 Z01_YAZO_TB_02GLB_3283_EM.indd 131 21/1/11 13:20:42 Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world www.pearsonlongman.com © Pearson Education Limited 2011 The right of Rachel Finnie to be identified as the author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers First published 2011 ISBN: 978-1-4082-3328-3 Set in VagRounded Infant Printed in Slovakia by Neografia Acknowledgements The publisher would like to thank the following for their kind permission to reproduce their photographs: (Key: b-bottom; c-centre; l-left; r-right; t-top) Alamy Images: Ben Molyneux People 24tr, 56tr, 88tr, Gary Corbett 104 (b l), Elmtree Images 64tc, Frontline Photography 72 (c), David J Green – technology 48 (game), Gavin Hellier 104 (c l), Image Source 72 (b), imagebroker 72 (d), Justin Kase zsixz 64bc, Kuttig – People 110l, Ian Leonard 49 (game), Iain Masterton 104 (a l), MBI 112 (c), Picture Partners 110bc, RubberBall 81tc, Adrian Sherratt 24 (e), Martin Shields 64bl, The Photolibrary Wales 112 (d), Hugh Threlfall 48 (radio), Peter Titmuss 111cl, TMI 32l, Travelshots.com 112 (b), Troy GB Images 64br, Robin Weaver 64tl, Wildscape 24 (a), Wildsnaps 56 (d); Art Directors and TRIP Photo Library: Tibor Bognar 104 (d l); Trevor Clifford: 9, 15, 16, 17, 25, 31, 33b, 37, 41bl, 41br, 49b, 53, 63, 65, 81b, 97, 101, 110tr, 111b; Getty Images: Tito Atchaa 111cr, Peter Cade 112 (a); iStockphoto: Ana Abejon 48 (c), 48/3, absolut_100 33 (d), Carolina Garcia Aranda 56 (a), Naomi Bassitt 73c, Jani Bryson 49/2, Michel de Nijs 32c, Pawel Gaul 105, Bartosz Hadyniak 104 (c r), Justin Horrocks 33 (b), Juanmonino 104 (b r), Lesley Lister 48 (b), 48/2, Emre Ogan 110br, Mike Sonnenberg 48 (a), 48/1, Steve Stone 73l, Charlotte Swanson 104 (d r), Nancy Catherine Walker 72 (e); Pearson Education Ltd: Photodisc 48 (ball), Studio / Clark Wiseman 49/4, 81tr; Photofusion Picture Library: Bipinchandra 24 (d), Julia Martin 24 (b); Photolibrary.com: Monkey Business Images Ltd 24 (c), Photoalto 40l, 41tl; Rex Features: Andrew Drysdale 110c, Image Source 72 (a), Ken McKay 64tr; Shutterstock: Evangelos 48 (car), HomeStudio 49 (robot), Dmitry Melnikov 48 (skates), Tatuasha 48 (bike); Thinkstock: BananaStock 40tr, 72tr, 104tr, Comstock 57, 73r, Hemera 33 (e), iStockphoto 33 (a), 33 (f), 48 (train), 49/1, 80b, Lifesize 104 (a r), Photodisc 49/3, 81tl, PhotoObjects.net 80t, Photos.com 56 davie(c), Stockbyte 32r, 56 (b), Valueline 33 (c) All other images © Pearson Education The publisher would also like to thank the following for their help with photography: the pupils, parents and staff of the Lexicon Educational Association (Thessaloniki), especially Katerina Stavridou and Ioanna Tsipi Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication Illustrated by A3 Drawing Factory (Bright Agency); Graham Smith (Bright Agency); Claire Mumford (Beehive Illustration); Mark Brierley (Beehive Illustration); GS Animation/Grupa Smacznego Z01_YAZO_TB_02GLB_3283_EM.indd 132 21/1/11 13:20:42 ... alphabet A01_YAZO_PUB_02GLB_ 325 2_PREL.indd M01_YAZO_TB_02GLB_ 328 3_S01.indd 07/10 /20 10 12: 10 21 /1/11 13:06:48 Numbers 1 20 Lesson Aims: to learn numbers 1 20 Target language: numbers 1 20 Receptive language:... twenty! 8 M01_YAZO_TB_02GLB_ 328 3_S01.indd A01_YAZO_PUB_02GLB_ 325 2_PREL.indd 07/10 /20 10 12: 10 21 /1/11 13:06:53 Lesson Aims: to consolidate numbers 1 20 Target language: numbers 1 20 Receptive language:... found in the Activity Book Reviews (e.g Review 3, 4) iii A01_YAZO_TB_02GLB_ 328 3_S01.indd 25 /01 /20 11 10:58 Course components For pupils Pupils’ Book The 1 12- page Pupils’ Book presents, practises